Pakistan’s Higher Education System – What Went Wrong And How To Fix It?

Pervez Hoodbhoy
Quaid-e-Azam University, Islamabad

ABSTRACT: Starting with a brief backgrounder on the history of higher education in Pakistan, this
essay surveys current college and university enrollment and capacity. Its main part is a
performance index, created to capture the main determinants for ascertaining the quality of
universities and colleges in a relatively precise manner. This framework could enable more
precise thinking on “good” and “bad” higher education once data becomes available on the
suggested lines. Finally a key question will be posed and an answer attempted: how can the free-
fall of academic standards in Pakistan be arrested, and what should be the priorities of higher
education in the next decade?

INTRODUCTION
How future Pakistanis will live, the quality of their lives, the kinds of employment
available, the future political system, the manner in which citizens will resolve conflicts
between themselves, and the country’s relationship to the global community of nations,
will ultimately be determined by the content and quality of their education. University
and college level education plays a crucial part in this.

Common wisdom is that increased funding can solve all, or at least most, of the systemic
problems that bedevil higher education in Pakistan. But Pakistan offers an instructive
counterexample: a many-fold increase in university funding from 2002-2008 resulted in,
at best, only marginal improvements in a few parts of the higher education sector. This
violation of “commonsense” points to the need for some fresh thinking.

This chapter will analyze the progression of Pakistan’s higher education system. It
divides naturally into three parts:

First: a brief backgrounder on the history of higher education in Pakistan. From a single
university in 1947, the number has increased to well over one hundred. This impressive
expansion has still not changed the fact that, relative to other countries of South Asia, a
smaller proportion of Pakistanis are enrolled in higher education. This has made it urgent
to rapidly create new universities and colleges. The growth of enrollment, future
projections, necessary financing, and the factors limiting still greater increases will be
touched upon.

Second: how is one to judge the quality and usefulness of colleges and universities? It is
often said – perhaps rightly so – that the real crisis in higher education is that of quality.
But can one go beyond personal, subjective, assessments of the quality and usefulness of
individual institutions? In an attempt to make a framework for quantitative assessment, I
shall devise a quality factor index that is tailored to the Pakistani situation, although it
probably has wider applicability. One hopes that some such framework will someday be
used to assess the health of Pakistan’s HE system on a national scale. Large international
organizations, such as the World Bank and USAID, which have loaned billions to
Pakistan may – instead of merely rubber stamping official documents – actually want to
invest in an effort to make a meaningful assessment of quality for a wide range of

1
Pakistani colleges and universities before committing further resources. This would help
develop policies that will address actual needs and put a brake on wasteful spending.

Third: what must be done to arrest the manifest decline in academic standards? I shall
argue that solutions must be sought at three distinct levels – re-apportioning resources
towards immediate and urgent needs, efficient and responsible implementation of
approved plans and projects, and, most importantly, inducing attitudinal changes towards
education and its values.

I. HIGHER EDUCATION ENROLLMENT AND GROWTH

In the early 20th century, Muslims of the Indian subcontinent were, in general, poorly
educated relative to Hindus. This was both because of British prejudice against Muslims,
as well as resistance by orthodox Muslims to modern scientific ideas and to the English
language. Poor education made it difficult for Muslims to get high-level government jobs.
This was historically one of the most important reasons that led to the demand for
Pakistan.

Compared with much of India, the areas that currently constitute Pakistan were
educationally backward. In 1947, Pakistan had only one teaching university, Punjab
University in Lahore, with a student enrollment of 644. It lost its best faculty members,
who were mostly Hindus, to the migration following the Partition. Although the
University of Sindh also formally existed at this time, it was only an examining body and
began its role as a teaching university after relocating from Karachi to Hyderabad in 1951.
Karachi University was established in 1950. University level education in Pakistan
clearly had a very modest beginning.

Expansion followed in subsequent years. Table I shows the growth in the number of
universities, as well as other degree awarding institutions (DAI’s), over a period of about
60 years1. The first major increase in the number of public universities was initiated by
Zulfikar Ali Bhutto, whose populist regime (1971-1977) promised to spread higher
education widely. This was subsequently eclipsed by a much faster expansion in the
public sector.

Universities DAI’s
Year Public Private Public Private
1947 1 0 0 0
1960 5 0 1 0
1970 8 0 2 0
1980 19 0 2 0
1990 20 2 3 0
2000 32 14 5 8
2007 50 37 9 18
Table I. Universities & Degree Awarding Institutions (DAIs)

1
Higher Education Commission, http://www.hec.gov.pk/new/QualityAssurance/Statistics.htm

2
The first private Pakistani universities were the elite Lahore University of Management
Sciences in 1984, followed by the Aga Khan University Hospital in 1985. The tally in
early 2007 was as follows:

• 50 public universities (several upgraded from college status)

• 9 public Degree Awarding Institutes (DAIs)
• 37 private HEC recognized universities
• 18 private Degree Awarding Institutes

This makes a grand total of 114 universities and DAI’s, an apparently impressive
achievement given the low starting point. Student enrollment increased correspondingly2.
According to the Higher Education Commission the year-wise enrollment in 101
universities/DAIs (including distance-learning institutions) was 276,274 in 2001-2002,
331,745 in 2002-2003, and 423,236 in 2003-2004. Of the total enrollment in 2003-
2004, 48% was in public sector universities and DAI’s, 38% in distance learning, and
14% in private sector institutions. The latest3 presently available enrollment statistics are
for 2004-2005. They amount to 534,000 or 2.5% of the eligible age group. If affiliated
colleges are included, the number of students the higher education sectors increases to
807,000 which is about 3.8% of the eligible age group. A regional distribution is shown
in Table II.

Sector Distance Federal AJK Balochistan NWFP Punjab Sindh

Learning
Public 159257 31843 2005 5217 30815 86032 46959
Private - 4720 379 564 5865 16749 32831
Total 159257 36563 2384 5781 36680 102781 79790
Table II. Enrollment at Universities/DAI + Constituent Colleges during 2003-04

Let us briefly reflect upon the province-wise enrollment. The populations in Punjab,
Sindh, NWFP, and Balochistan are roughly 55%, 23%, 16% and 5% of the total
population respectively. If Balochistan had the same population as Punjab the enrollment
there would be only 63,591 instead of Punjab’s 102,781, showing that this province has
much lower access. Sind appears to have far greater access – it would have 190,802 for
equal population with Punjab. But this is deceptive because Karachi, with a population of
nearly 16 million, has the overwhelming number of higher education institutions in Sindh.

To put these figures in context: the university enrollments of NWFP and Balochistan put
together is less than the enrollment at a single large US university. The University of
Maryland, for example, has over 50,000 students. Pakistan does not compare favorably
even in comparison with its neighbors – Iran and India. Iran with a population of about

2
ibid
3
World Bank Report No. 37247, Higher Education Policy Note. Pakistan: An Assessment of the Medium-
Term Development Framework, June 28, 2006. Human Development Sector, South Asia Region, The
World Bank.

3
65 million in 2004 had over 2.2 million students in its universities 4 . India has
approximately twice as much of its eligible population enrolled in comparison to Pakistan.
Such comparisons put pressure upon policy makers to show fast results.

Constraints upon increasing enrollment still further come principally from the following:

a) Availability of formally qualified faculty

b) Availability of formally qualified students
c) Funding

We shall consider each in turn.

a) Faculty: Tables III, IV show the number of full-time faculty members, classified by
their last degrees. A large number of Pakistani university teachers hold only bachelor’s
degrees but teach at least at the BA/BSc level. The average number of PhD teachers per
university works out to roughly 30. Assuming 10 departments per university, this is only 3
PhDs per department. The “PhD deficit” has frequently been emphasized, and plans to
increase the number of PhD. holders several fold were announced but with little
consideration for suitability5. Clearly, even without insisting upon any quality standards of
teachers with PhDs (i.e. a person with a PhD is to be considered a “real PhD” for counting
purposes), a simple consideration of the numbers available in Pakistan puts a definite limit
to expansion of the university system.

Sector Bachelors Masters

Master M. Phil. Ph.D. Total
(H)
Distance Learning 9 110 0 22 41 182
Public 1059 4525 1319 1019 2549 10471
Private 1151 1480 508 284 540 3963
Overall 2219 6115 1827 1325 3130 14616
Table III: Full Time Faculty Members Classified by their Highest Qualification, 2003-04.

4
Ministry of Knowledge, Research, and Education, Government of Iran,
http://www.irphe.ir/fa/statistics/Statictics%20Forms/w-br.bruoshoor83-84.pdf
5
Aim to have 1,500 PhDs every year: Atta-ur-Rahman, Dawn, 20 June 2004.

4
 Table IV: Full Time Faculty Members, classified by their Highest Qualification.

b) Students: Those who complete their Higher Secondary Certificate (FA/FSc) have gone
through 12 years of schooling. Subsequently, they are formally eligible for entering
colleges or universities. Currently, only 2 out of 10 students taking the HSC exams pass,
and only one makes it to a university.

c) Funding. The total higher spending for higher education increased from Rs. 3.9 billion
in 2001-2 to Rs. 33.7 billion in 2006-7. (Breakup: Rs. 15.7 billion for recurring expenses,
and Rs. 18.00 billion for development.) Per university student, the average expenditure up
from around Rs 30,000 in 2001-2 to Rs 135,000 in 2006-7. This is about $2100 per student
which, while small by western standards, is substantially larger than for corresponding
levels in India even without the large increases in the last several years6

The above may be summarized as follows: enrollment in higher education has increased
many-fold over the last six decades; access is nevertheless limited to only a small fraction
of the eligible population; provincial disparities are substantial; the number of formally
qualified teachers is low; and funding for universities has increased enormously since
2002. But the real problem – higher education quality – has so far not entered the
discussion. It will be taken up next.

II. MEASURING UNIVERSITY QUALITY

Every country wants universities, and the more the better. There is a clear utilitarian goal
behind this: universities have become the engines of progress for knowledge-driven
economies in the age of rapid globalization. They are the fountainheads of modern
science, and of technologies that have changed the world more in the past fifty years than
the previous ten thousand years.

6
Indian Higher Education Reform: From Half-Baked Socialism to Half-Baked Capitalism, Devesh Kapur
and Pratap Bhanu Mehta CID Working Paper No. 108, Harvard University, September 2004.

5
But higher education requires much more than just building structures and calling them
universities or colleges. There is little to be gained from a department of English where
the department’s head cannot speak or write a grammatically correct non-trivial sentence
of English; a physics department where the head is confused about the operation of an
incandescent light bulb; a mathematics department where graduate students have
problems with elementary surds and roots; or a biology department where evolution is
thought to be new-fangled and quite unnecessary to teach as part of modern biology. Nor
does putting a big signboard advertising a “centre of excellence” make it one.

There are countless places in Pakistan where the above is not far from the truth. On the
other hand, there are also examples of high quality such as a world-class medical
university and business school, some good quality engineering and fine-arts colleges.

Ultimately, one must ask: what the does “quality” of higher education mean?
Equivalently, how may one differentiate between HE institutions on the basis of quality?
This then translates into measuring “real access” to higher education and separating it
from mere enrollment. Of course, judging quality is always controversial. Comparing
universities across countries, or even within a country, is fraught with difficulties. No
international agency has yet done a proper global comparison of universities. There have
been a few attempts by newspapers and journals but with only some success. Many find
their results unconvincing, and different surveys differ sharply in their assessments. This
applies even to the widely quoted results of the Times Higher Education Supplement, as
well as those of Shanghai Jiao Tong University, both of which are widely quoted in the
literature. Their criteria for assessment and weighting factors, breadth of surveys,
techniques of analysis etc. are quite different. This leads to a wide spread of results. The
problem is the lack of a sound theoretical basis for doing comparisons.

II.a The Ideal University

As a tool that could help us frame the issues better and guide us towards a reasonable
answer to the questions posed above, let us create for ourselves a hypothetical ideal
university. Freed from practical constraints, this artifact allows us to imagine all that a
university should be 7 and provides a datum against which actual universities can be
assessed.

First, the ideal university should be a bastion of critical inquiry covering every
conceivable field of human endeavor. It has first-rate faculty that does first-rate research
on super-massive black holes and discovers new extra-solar planets, figures out quantum
computation and the folding of proteins, documents the mating habits of macaws and
tarantulas, and deciphers the extinct languages of Sumeria and Mesopotamia. The
professors are widely cited and known for important discoveries. Their fame attracts
talented researchers and students from across the world.

Our university also spawns high-tech companies that create more powerful computers
and data compression techniques. It generates products and ideas upon which

7
World-class universities: a new holy grail, Pervez Hoodbhoy, 6 June 2007, SciDev.Net,
http://www.scidev.net/opinions/index.cfm?fuseaction=printarticle&itemid=617&language=1

6
civilizations’ progress and survival depend, such as new crop varieties and renewable
energy sources. It also does a splendid job at training engineers, doctors, economists,
business managers, and other professionals.

Most importantly – this ideal university creates a modern citizenry capable of responsible
and reasoned decision making. Its graduates can think independently and scientifically,
have an understanding of history and culture, can create discourses on social and political
issues, and are capable of coherent expression in speech and writing. They are in demand
everywhere – both in academia and industry – nationally and internationally. A tall order
indeed! Harvard, MIT, Cambridge, Oxford, Sorbonne are considered among the world’s
best universities. But even these are poor approximations to an impossibly high ideal.

Coming down to earth: one would like to know what constitutes a reasonable expectation
from a public university in Pakistan. If, for example, Khairpur University, deep in the
backwaters of Sind, or Quaid-e-Azam University, in the heart of Pakistan’s capital, are to
be called real universities then by what criteria should they be evaluated?

A perfectly objective assessment is simply impossible. Value judgments are inevitably

involved. Even more fundamentally, ideology and purpose play a crucial role. For
example, Soviet and Chinese universities concentrated largely on utilitarian goals
whereas western universities – or at least the better ones among them – seek a balance
between scholarship and utilitarian needs. Nonetheless, the need to judge and assess is
one that cannot be avoided.

Why does quality have to be reflected in numbers? The fact is that resources and finances
are always finite. The world we live in demands that hard choices be made. If you are a
planner in a high position, finances have to be allocated in a manner according to some
rational policy. This means one simply must have numbers. The thoughtful educational
planner is inevitably presented with a dilemma: hard numbers reflecting a sufficient
measure of truth are essential for decision making. But at the same time, he or she is
aware that behind these numbers can be hidden subjective judgments.

What I propose here is a research strategy that would yield some quantitative
measurements of quality. A new measure, called “Institutional Teaching Quality Factor”,
purports to be a measure of the teaching performance of a given university or college and
can be used to define genuine access as follows:

Genuine Access = Institutional Teaching Quality Factor × Enrollment

The Institutional Teaching Quality Factor (ITQF) must take the following factors into
consideration:

A) Quality of teaching and teachers

B) Quality of student body
C) Adequacy of basics
D) Governance and ethics

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 E) General ambience

A numerical calculation of ITQF should be based upon a formula that gives an agreed
upon importance to each of the above:

(ITQF)total = Wteachers × (QF)teachers

+ Wstudents × (QF)students
+ Wbasics × (QF)basics
+ Wgovernance × (QF)governance
+ Wambience × (QF)ambience

The weight W of each Quality Factor (QF) component is a number between zero and one.
W is a measure of the importance that one chooses to assign to each determining factor.
The sum of all weights is, of course, one. An ITQF of one means that all enrolled
students in that institution have real access to higher education. Conversely a non-
functional university would have an ITQF equal to zero – enrolling any number of
students does not amount to any real access at all.

The W’s cannot be mechanically generated by a computer – they reflect the individual
judgment of those who have been tasked with planning. How much importance should
one give to having good teachers as compared to, for example, good administrators?
There can never be an answer that is fully satisfactory and one might end up by saying
they should given equal importance, or perhaps that teaching is twice as important as
administration, etc. Then, one could make a strong argument that, specifically for
Pakistan’s case, teaching needs to be taken much more seriously than what goes as
research.

Since individual opinions and judgments are inevitably involved, is it worth the effort to
compute numbers requiring so much detailed knowledge? The answer is yes. The very
fact that one must work through details makes individual whim less important. And what
about research? Should it not be part of the figure-of-merit of a teaching institution? If so,
why has it been excluded from the above formula? We shall return to this important
matter later.

To concretize matters, a hypothetical calculation of the ITQF for a university might look
like the following:
1 1
(ITQF)total = × (QF)teachers + × (QF)students
5 5
1 1 1
+ × (QF)basics + × (QF)governance + × (QF)ambience
5 5 5
The weights are chosen as: Wteachers= Wstudents= Wbasics= Wgovernance= Wambience=1/5 . This gives
equal importance to these five factors. Numbers, hypothetically reported by researchers who
thoroughly investigated and evaluated the institution, give:
1 1 1 1 1
ITQF= × 0.4 + × 0.64 + × 0.3 + × 0.8 + × 0.6
5 5 5 5 5
= 0.55

8
In this imagined evaluation, governance is found to be very good (0.8) but basics are rather poor
(0.3) because of limited space, facilities, internet connectivity, etc.

In the following, I shall take up the considerations that are needed for giving a numerical
value to each constituent of the overall ITQF. One must not be discouraged by the work
involved. Looking for numbers may or may not be the primary task. Nevertheless, the
discussion around each QF component will help one understand the current state of
Pakistani higher education and point towards remedies.

II.b Quality of teachers and their teaching

The ignorant must not teach the ignorant. This cardinal principle is beyond dispute. It is
not our intent here to discuss philosophical questions of what constitutes ignorance or
wisdom. Instead, one wishes to address a practical question: how can one decide whether
an individual is adequately knowledgeable, or perhaps unacceptably ignorant, to function
as a university or college teacher?

Requiring formal qualifications is the first step. It is a sensible first-order approximation

to assume that an individual with a higher university degree possesses a higher degree of
knowledge, and is hence relatively more suitable as a teacher in a higher education
institution. In much of the world this works. But the premise is valid only when an
educational system has sufficient integrity; after it is corrupted beyond a certain point the
correlation between university degrees and the quantum of subject knowledge becomes
uncertain. There are a large number of examples to be found in Pakistani universities and
colleges, some of which were quoted earlier, where there is only a weak correlation
between formal qualifications and subject competence. Nothing can be done about a 50-
year old English professor who speaks or writes ungrammatical English, or a physics
professor unable to solve a simple quadratic equation. But does such basic incompetence
exist at the 20, 50, or 70 percent-level? Higher? Lower?

Such a question is unanswerable unless one creates yardsticks, and then proceeds to use
them for performing measurements.

At least in the sciences, criteria are possible to devise. As one possibility: a college or
university teacher should know adequately the material in a reasonably good quality
international textbook, in the subject that he or she is currently teaching or has taught in
the past. A sufficient measure of the teacher’s adequacy would be if he or she can solve at
least a certain percentage of the problems and exercises at the end of the book chapters.
Textbook writers and experts strongly recommend, and even require, problem solving.
This encourages analytical thinking and requires the student to acquire a certain
minimum understanding. One can imagine more stringent tests, but at even this basic
level one expects that a majority of Pakistani college and university teachers would
simply not make it in the natural sciences. This calls for appropriate corrective action that
shall be discussed later.

A second possibility for assessing the competence of a college or university science

teacher is to use some standardized subject test. Such tests are frequently used for
entrance into US universities. The Graduate Record Examination (GRE), administered by

9
the Educational Testing Service in Princeton, is the most commonly used one. Subject
areas include a number of scientific disciplines: biology, biochemistry, cell and molecular
biology, chemistry, physics, mathematics, and computer science. In 2006, the GRE
subject test was officially declared mandatory for obtaining admission into a Ph.D
program in Pakistani universities. However, much confusion surrounds this condition, no
pass criterion has been set, and there appears to be no example as of 2008 where this
condition has been rigorously imposed.

A locally devised so-called GRE substitute also exists. In Pakistan, a private company,
the National Testing Service, offers specialized subject testing in 10 areas: agriculture
sciences, computer engineering, economics, electronics, electrical engineering, education,
geography, Islamic studies, management sciences, and veterinary/animal sciences 8 .
Unfortunately, although NTS claims to provide “efficient and credible evaluation”, a
large number of spelling and grammatical mistakes on its website, as well as poorly
constructed sample questions, puts this claim in some doubt. One hopes that professional
management of the company, and oversight by suitably capable academics, will
eventually change the situation.

In the humanities and social sciences, assessment of a university teacher’s adequacy or

otherwise is harder and more controversial. One must resort to such criteria as whether
the teacher is capable of holding an intelligent discussion in the subject he or she is
teaching; has adequate verbal and quantitative skills; is reasonably fluent in oral and
written expression; and has adequate capacity to think analytically and abstractly. In
principle, one would like such abilities of a general academic nature, which are
independent of specialization, to be measured by some kind of standardized test. The
general part of the GRE is one such test that is widely used.

While the GRE general test – or others like it – can and should be used as a screening
mechanism for new college and university faculty, its use in Pakistan should be tempered
by some important considerations. Culturally specific English language terms put test-
takers from an Urdu-medium educational background at a disadvantage. Another critique
of the general GRE is that the quantitative part is unfamiliar to all but a minority which
has studied in the O-A level system. The importance of quantitative reasoning for
disciplines like history, anthropology, international relations, etc. is questionable.

Standardized tests do offer a possible means of discrimination, provided they are

designed for the local environment. Unfortunately, the Pakistani clone of the general
GRE, the general NTS, is marred by sub-standard scholarship but it does offer a potential
solution to this problem. Currently, the difficulty experienced by Pakistani students is
evidenced by the fact that many government scholarships for foreign study have been
offered to in-service university teachers provided they achieve reasonable scores in the
GRE. Few have met this condition.

Standardized subjects tests could also be used to either screen new applicants for college
and university teaching positions at the lecturer or assistant professor level, or determine
8
National Testing Service website, http://www.nts.org.pk/

10
the quality of existing faculty, or both. In every case, one expects that there will be
resistance from a substantial portion of the existing teaching community, as well as
aspiring teachers.

Apart from standardized tests, there exist other determinants of teaching quality that, after
being assigned sensible numerical weights, could be used to give quantitative meaning to
“Access Factor” in a higher education institution. We identify these as:

• The extent to which teachers actually teach concepts rather than use rote learning.
Rote learning is the dominant learning mode at the high school and intermediate
levels, and remains so in all except the very best departments of universities9. A
possible way to quantitatively research this would require a scrutiny of past
examination papers in order to identify the frequency of questions that are:
a) Repeated from past exam papers.
b) Lifted directly from the prescribed text.
c) Simply demand repetition of materials contained in the text.

• The extent to which teachers use modern textbooks rather than old notes. Most
university and college teachers in Pakistan teach from notes taken when they were
students. In earlier years, only a small minority used some modern textbook
published internationally. This was either because suitable textbooks were not
available or expensive, or because they were unfamiliar and difficult to follow. To
an extent this has changed because of the ready availability of textbooks, mostly by
Western authors, published in India as cheap South Asian editions10.

• The time that teachers of a particular institution spend on their jobs rather than
moonlighting. Many college and university teachers, usually secretly and illegally,
have jobs that are unrelated to their main occupational position. Some teach at
private institutes, others give tuitions to students. A few look after family businesses.
In 2003/4 out of a total of 37428 university and DAI teachers, 22812 were part-time
only. Most of these were probably moon-lighting from their parent institutions.
Financial needs, as well as lax institutional rules, have contributed to this
phenomenon. This is a major reason why teachers generally spend little time on the
campuses.

• The frequency with which new courses are introduced, old ones updated, term
papers and problem sets regularly assigned, and class or individual projects given.

9
The well-known English chemist, J.B.S.Haldane (“Is Science a Misnomer”, The Hindu Weekly Review,
August 31, 1959.) recounts an instance that particularly impressed upon him the manner in which science is
generally taught and learned in Pakistan: “I was walking near my house one Sunday afternoon when I heard
a male voice raised in a monotonous chant. I supposed that I was listening to some mantras, and asked if
my companion could identify them. The practice of repeating religious formulae is, of course, about as
common in Europe as in Pakistan. But my companion stated that the language of the chant was English and
the subject organic chemistry. We returned and I found he was right. The subject of the chant was aliphatic
amines, with special reference to various precautions.”
10
The Indian edition of a typical textbook published in North America listed at $60-70 (Pakistan Rupees,
Rs. 3600-4200) can be bought in Islamabad for as little as Rs. 400-500

11
 Only in a handful of university departments – and almost never in colleges – is
regular student work handed out and then marked. This is in spite of the fact that the
current student-to-teacher ratio of 19:1 in Pakistani universities is fairly reasonable,
although in colleges this is higher.

• Adherence to basic principles of teaching, grading, and fairness. Two outstanding

questions need to be researched and quantified:
a) How much do teachers encourage, tolerate, or discourage class
participation and questions asked in class?
b) How often do teachers allow their grades to be checked and challenged
by students?

The situation is relatively better in the more progressive American-type “semester

system”, as compared to the more common British-type “annual system”. Both systems
operate in Pakistan. College and university authorities should make it mandatory for all
semester tests to be returned to students, and establish the right of students to view their
examination answer sheets. This reduces the chances of abuse considerably, and allows
students to understand where they might have gone wrong. In the “annual system” it is
next to impossible for a student to view the marked exam paper; at most the marks
obtained in individual questions can be re-totaled.

To summarize this point: assigning roughly equal numerical weights to each, the “teacher
quality” contribution to the Access Factor, called (AF)teachers earlier, can be estimated
using the categories below:

1. Whether teachers actually teach concepts rather than use rote learning.
2. The extent to which teachers use modern textbooks rather than old notes.
3. The time that teachers of a particular institution spend on their jobs, rather than
moonlight.
4. The frequency with which new courses are introduced, old ones updated, term
papers and problem sets assigned, and class or individual projects given.
5. Adherence to basic principles of teaching, grading, and fairness.

A hypothetical numerical evaluation of an individual teacher is shown below. The

(AF)teachers for the entire college or university could be obtained by averaging over a
sufficiently large representative group of teachers, spread over different departments.

12
A Typical Teacher Evaluation

3
(QF)teacher = × (QF)understanding
10
1
+ × (QF)books used
10
1
+ × (QF)regularity
5
1
+ × (QF)innovation
5
1
+ × (QF)ethical behaviour
5
The weights are chosen to give the greatest weight to the teacher’s understanding of the subject
and pedagogy (3/10), quality of textbooks used (1/10), time on job (2/10), the degree of
innovation shown in teaching (2/10), and indifference to extraneous – ethnic, religious, and
political – factors (2/10).

3 1 2 2 2 2
(QF)teacher = × 0.9 + × 0.8 + × 0.7 + × 0.75 + × 0.8 + × 1.0
10 10 10 10 10 10
=0.86
This teacher, hypothetically evaluated, is rated perfectly for ethically grading papers and being
fair to students, but is not very highly rated for introducing new courses or introducing innovative
approaches to teaching.

II.c Quality of Student Body

Student admission into higher education institutions determines the quality of the student
body. Countries with a properly functioning higher education system take this very
seriously. US universities admit students on the basis of their grades, recommendations,
and SAT/GRE scores; British universities place heavy emphasis on O-A level scores; the
well-known Indian Institutes of Technology have fiercely contested national competitive
examinations; Iranian universities require a centralized nationwide university entrance
examination and select roughly 150,000 out of 1.4 million high school graduates who
take a tough 4.5 hours multiple-choice exam.

Student quality is fundamental to the success of a university. But how is this to be

defined? Traditional societies educated their young to be replicators and reproducers of
existing wisdom. This was as true for traditional Islamic societies as for classical
education of Victorian times in England. But creating a modern citizenry capable of
responsible and reasoned decision making imposes very different demands.

Critical inquiry is fundamental. This attitudinal trait is essential for generating new
knowledge of the physical world, as well as of human societies. The traditional concept
of knowledge will simply not do. Knowledge is not something to be acquired because of
a divine command nor can it be acquired once and for all; rather it is the result of an
incremental process and the outcome of exercising critical intelligence.

13
From this standpoint, there has probably been significant deterioration in the student
quality of Pakistani public higher education institutions, and perhaps in private ones as
well. But there is no “smoking gun” proof of this, just partial indicators.

One hint comes from the number of Pakistani students studying in the US. Generally,
only students with sufficient academic background succeed in getting admission to a US
university because, in contrast to some European universities, many require credible
proof of academic achievement. The situation is complicated by the fact that visas for
studying in the US are relatively hard to get, and expenses are greater as well.
Nevertheless, it is interesting to look at some current trends.

From the International Institute for Education, which publishes a year-wise report for
every country11, one learns that in academic year academic year 2008/09, 5,298 students
from Pakistan were studying in the United States (down 0.9% from the previous year).
The majority of Pakistani students study at the undergraduate level. In 2008/09, their
breakdown was as follows:

48.5% undergraduate
41.8% graduate students
1.7% other
8.0% OPT (Optional Practical Training)

According to the IIE, following a period of decline in the 1990s, Pakistan experienced
significant growth in the first two years of the 2000s. Since 2001/02, the number of
Pakistani students in the U.S. has dropped significantly, pushing Pakistan out of the top
20 sending places of origin in 2006/07. The number of students from Pakistan continued
to decline, by 1% in 2007/08 and again by 0.9% in 2008/09.

Year # of Students from % of Total Foreign # of U.S. Study

Pakistan Students in U.S. Abroad Students
Going to Pakistan
2008/09 5,298 0.8% n/a
2007/08 5,345 0.9% 4 (down 20%)
2006/07 5,401 0.9% 5
2005/06 5,759 1.0% 13
2004/05 6,296 1.1% 3
2003/04 7,325 1.3% 5
2002/03 8,123 1.4% 9
2001/02 8,644 1.5% 9
2000/01 6,948 1.3% 3
1999/00 5,905 1.1% 3
1998/99 5,821 1.2% 5
1997/98 6,095 1.3% 8
1996/97 6,427 1.4% 0
1995/96 6,989 1.5% 3
1994/95 7,299 1.6% 21

11
http://opendoors.iienetwork.org/

14
 Country # of Students in
US in 2006/2007
India 83,883
Turkey 11,506
Indonesia 7,338
Nigeria 5,943
Nepal 7,754
Pakistan 5,401
Foreign students in United States universities from different countries12.

Most students in the US from Pakistan study at the undergraduate level, which indicates
that they mostly come from elite Pakistani private high-schools and not public higher
education institutions, where the student body is manifestly of poorer academic quality.
Countries with stronger universities have a greater fraction of students in US graduate
programs: compare India (73.7%) and Turkey (59%) with Pakistan (37.1%).

Let us now return to the question: how should one seek to determine student quality at a
particular institution? A combination of all four determinants below with appropriately
chosen weights could provide an adequate gauge.

• Quality of the standardized test that checks reading, writing, and math skills for
selecting incoming students. Ideally, one would like to know how the typical student
entering a Pakistani college or university institution compares in reading, writing,
reasoning, general knowledge, and mathematical skills relative to a student of equal
age in other institutions within Pakistan, as well as in other countries. Standardized
nationally administered tests offer the best hope of improving student intake. This
task must be undertaken but it is not easy. There are two difficulties: First, as
mentioned earlier, the US-centered SAT is expensive and unsuitable for the ordinary
Pakistani student while the local equivalent – the NTS test – is of poor academic
quality and currently not sufficiently credible. Secondly, strong political will is
needed because there is strong opposition to standardized tests. In the Frontier
Province, street demonstrations in 2005 demanded scrapping a proposed test for
university admissions because students from tribal areas would suffer a disadvantage
if they had to compete against students from urban areas. Similar protests have taken
place at various times in the interior of Sind. The Punjab Law Department has
already opposed a proposal to declare the NTS test as mandatory for admissions to
public sector universities in Punjab13.

At the graduate level, the Graduate Record Examination (GRE), administered by

the Educational Testing Service in Princeton, is considered a relatively reliable tool
for testing basic subject competence. Subject areas include a number of scientific

12
http://opendoors.iienetwork.org/?p=89245
13
The Daily Times, Lahore, 5 June, 2007.

15
 disciplines: biology, biochemistry, cell and molecular biology, chemistry, physics,
mathematics, and computer science. GRE results for Pakistani students are
fragmentary. Nevertheless, there is reason to be disturbed. In 2007, as an
experiment, 54 students in the best physics department in Pakistan (at Quaid-e-
Azam University), took the GRE physics subject test. The best individual score
obtained was 63 percentile – meaning that that student had done better than 63% of
all students world- wide. Most scores ranged in the 15-30% range. US graduate
schools rarely accept students with scores below 70%. However, several students
from the same department have performed well in US universities. The poor scores
may indicate unfamiliarity with the testing mode since most had appeared in the test
for the first time.

But there is some good news: the HEC has made GRE subject tests mandatory for
the award of a PhD degree from every public university. Of course, the passing
mark set by the HEC is ludicrously low (40 percentile) and most PhD students
cannot make even this low grade. But performance is steadily improving. About 15
physics students from the physics department at QAU have cleared this hurdle, and
the best has scored 80 percentile. Much more importantly, students are being
confronted head-on with a hard fact: science is about problem solving and they will
have to shape up if they want to play ball. The fact that students cannot cheat or
cram is doing a huge amount of good.

• The quality of the student selection mechanism used in a particular institution. The
more an institution worries about how it will select its students, the better the rating
it deserves in this regard. In Pakistan, elite private universities – LUMS, AKU, GIKI,
NUST, etc – either conduct their own entrance tests or require the Scholastic
Aptitude Test (SAT). But in public higher education institutions, with the exception
of a few scattered departments, the selection of students is done using rigid
mechanical rules based on “merit”. This term is a misnomer because it is only
determined by marks obtained in local board examinations where rote memorization,
predictable exam papers, massive cheating, and poor marking practices is rampant.
Reform of these boards has been much discussed but little progress has actually
been made14.

• Employer satisfaction with graduates. Graduates from higher education institutions

are ultimately absorbed into businesses, industry, and government jobs. Do they
perform well? This is a hard question to answer: landing any of these jobs often
means using patronage, family or political connections, and religious or ethnic
affiliations. However, employee competence and merit are given high priority in
large organizations. Among these are Pakistan International Airlines, Pakistan
Atomic Energy Commission, Kahuta Research Laboratories, Pakistan
Telecommunications Corporation, Public Services Commission, etc. These
organizations have selection tests and exams, and do not consider college or

14
Public Examinations in Pakistan: A System in Need of Reform, Vincent Greaney and Parween Hasan, in
Education and the State – Fifty Years of Pakistan, edited by Pervez Hoodbhoy, Oxford University Press,
1998.

16
 university grades sufficiently reliable. It would be significant to check the
correlation between the results of their selection exams and formal grades. A
possibly significant indicator is that the pass rate on the Federal Public Service
Commission examinations has declined from 33% to 7.5% over a period of 15 years.

• Student intellectual activities outside the classroom. Ideally one would also like to
include student participation in the nation’s intellectual life. This includes
production of campus newspapers, academic journals, dramas, and films as well as
dancing, music, poetry, participation in cultural events, etc.

A Typical Student Quality Evaluation

4
(QF)student body = × (AF)test quality
10
2
+ × (AF)selection mechanism
10
3
+ × (AF)employer satisfaction
10
1
+ × (AF)extracurricular
10
The selection test quality has been given the highest importance (4/10), followed by employer
satisfaction with the university of college graduates (3/10), the adequacy of the admissions
process (2/10), and extracurricular activities (1/10).

4 2 3 1
(QF)teacher = × 0.9 + × 0.7 + × 0.7 + × 0.5
10 10 10 10
= 0.76

In the above, the test quality was good but students were insufficiently engaged in work outside
of the classrooms. However, the small weightage given to the latter made the impact of the latter
rather small.

II.d Adequacy of Basics

Every college or university has certain basic infrastructural and operational requirements.
An assessment should involve the following key factors.

• Land and buildings: It is impossible to lay down hard and fast rules as to what is
adequate. Functionality must suffice as the bare-bones criterion. Rural land is
relatively cheap whereas land is extremely expensive in crowded urban
environments. Most public universities were given large amounts of land in earlier
decades by the government. Today these assets are under threat from encroachers,
profiteers, and even that university’s own faculty. Quaid-e-Azam University,
Punjab University, and Karachi University are examples.

17
 • Period of actual university operation: How many days of the year, and how many
hours of a working day, does a given university actually function? Is there a
schedule that is adhered to? A survey could uncover unknown, but easily knowable,
facts. University working hours are generally short with many breaks during the day
(lunch, prayer, unscheduled). There are many unscheduled holidays – typically a
semester’s teaching begins 1-2 weeks after the announced date, 3-day Eid holidays
actually mean 8-12 days, various disturbances and unscheduled holidays add to non-
working days. During evenings most campuses have unutilized building capacity.
Universities do not publish an operating schedule. Only a few private universities
announce in advance student application deadlines, dates for start of the next
academic session, courses to be offered etc.

• Adequacy of library facilities: As a crude measure, it may be enough to know the

total number of books in a university library and the library budget. A finer measure
would consider library organization, adequacy of shelving and lending records,
fraction of new books purchased yearly, etc.

• Adequacy of science teaching laboratories: While this is an important element, it is

difficult to assess except through field visits by trusted experts. Anecdotal evidence
indicates that experimental methodology is poorly taught even where adequate
equipment and supplies exist.

• Internet access and average number of computers per students: this may be the
easiest parameter to estimate. Usage would certainly be a useful but difficult
quantity to know. It could presumably be estimated by looking at downloads of
academic materials.

II.e Institutional Governance and Ethics

Universities are microcosms of the society in which they exist. As such they necessarily
reflect values and practices in the rest of society. The successful functioning of a higher
education institution depends critically upon adherence to basic norms of academic
values and behavior. Conversely, any institution that violates its own rules is unlikely to
have collective self-respect.

When rating a university, one must seek answers to questions such as those below:

• Are faculty appointments and promotions done by subject experts, fairly, and
transparently on academic grounds alone? The traditional Pakistani public
university recruitment system relies upon a selection board appointed by the
university’s highest body, the syndicate. Apart from the department’s chairperson,
this board has minimal representation by subject experts. Starting in the early 1980’s,
and continuing for over twenty years, prospective faculty were often required to
answer questions completely unrelated to their subject such as various Quranic
prayers, on the ideology of Pakistan, their political preferences, etc. In some
universities this practice was never discontinued. Candidates would often lobby
fiercely, seeking political and personal connections by which to influence the

18
 selection board members. Comparatively speaking, the Tenure Track System (TTS)
offers better protection against political tampering. It requires that applications be
sent for review to subject experts outside Pakistan. While TTS has been partially
implemented in a few universities, it has been rejected by most because of
opposition by their faculty. Many teachers feel threatened and insecure at the
thought of being judged by experts over whom they have no control.

• Is the university head chosen by a credible process or a political appointee? All

public university vice-chancellors are political appointees. Some are well-chosen,
but most are poorly equipped in terms of intellectual and administrative capability.
Having military officers as university heads was a disaster. Some attempt has been
made to address this issue, but until a more stable national political system comes
about, it is likely that university heads will not be well chosen.

• Is the reward and punishment structure for faculty helpful in creating a better
academic body? The old system was time-bound and had no challenges or
incentives. Promotions and regularizations were more or less automatic; with time
everyone rose together. There is no known case of a Pakistani academic who has
been fired for not knowing his or her subject. The new system (TTS) is better in this
regard. But it has been implemented in a way that has generated new problems: even
trivial research is rewarded with cash and promotions, creating a plagiarism
pandemic on campuses. The arrival of the internet has raised the problem to new
levels of complexity.

• How common is unethical behavior among students, faculty, and administrators?

Institutional ethics are essential to successful performance. In the university context
the key issues are:
a) Cheating by students in examinations.
b) Plagiarism by students and teachers.
c) Fake or forged degrees.
d) Unfair grading where a student is either favored or victimized for ethnic,
religious, or political reasons.

There is little doubt that these issues are of grave importance in Pakistan, but they
need quantitative investigation for every individual institution that is to be
considered. It has been estimated that 30-40% of students cheat in one way or the
other at the matric and intermediate levels; plagiarism is tolerated and results in
penalties only in exceptional situations; fake degrees are common to the point
where even members of the national assembly are well-known for having these
dubious credentials; and grading abuse is common because the teacher wields
enormous authority.

• Does there exist a community of scholars reasonably familiar with the work of other
colleagues, respectful of the other’s professional accomplishment, and able to self-
govern? A university is not a factory where each worker performs a narrow

19
 specialized task about which others have little or no idea. By virtue of his or her
education in a university, a university teacher is well rounded and able to
understand at least the broad outlines of the work carried out by colleagues. This is
crucial for creating an environment where academic work receives the level of
recognition it deserves, new programs can be sensibly discussed, courses prescribed,
etc. Collegiality is essential for the successful performance of university
departments and academic bodies. Conversely, adversarial politics – which is all too
common on campuses – can be severely detrimental if it exists to an extreme degree.
Therefore, in assessing university quality, a qualitative estimate of this factor is
needed.

II.f Campus Ambience

The learning environment matters in an educational institution. The “feel” of a campus is
necessarily subjective – different individuals will assess the ambience differently, and
different kinds of institutions create different environments. The atmospherics of a well
performing technical training school are unlikely to be suitable for a liberal arts college,
etc. Hence, weights for the criteria below must be adjusted appropriately.

• How much academic and personal freedom is permitted? While students study at a
university primarily to get a degree, they need to have the right to question, to raise
unpopular issues, or to put forward controversial views without being penalized. In
Pakistan, the restrictions on thought, speech, and actions are imposed both by the
state as well as the cultural milieu. The authority of the teacher is so dominating
that few students dare ask questions in class. Most students often have an
impoverished view of their genuine academic rights. The amount of personal
freedom varies from place to place. This reflects in how students may dress,
whether they may listen to music or see films, meet or talk to members of the
opposite sex, etc. In conservative parts of the country, the choice for women is
between the burqa and hijab – showing her face is not an option on many campuses.

• How common are campus colloquia, seminars, workshops, etc? Do international

visitors come to the campus? Are there research collaborations with foreign
universities? For a university, mere classroom teaching is insufficient. Intellectual
variety and diversity are critical to the growth of ideas, and regular academic
activities are important. A university that is capable of absorbing inputs from the
world at large has much to gain. The more common situation in Pakistan is where
foreign visitors are rare, and even visitors from other Pakistani institutions are few.

• Is the campus law-and-order adequate? Are professors and students reasonably

secure in physical terms? Contrary to popular perception, most universities have
not been closed for extended periods. However, some campuses are run by gangs of
hoodlums and harbour known criminals, while others have Rangers with machine
guns on continuous patrol. On occasion student wolf packs attack each other with
sticks, stones, pistols, and automatic weapons. Student gangs organize mostly on
ethnic lines, but also sometimes on the Shia-Sunni divide. The student groups

20
 associated with the Jamaat-i-Islami and MQM are known for their strong arm
tactics. A survey is needed to reveal correct facts.

Well-functioning universities are the products of a complex organic and evolutionary

process that is internal to a society. Facilities matter, but it is much more important for a
university to have a forward looking world-view, an open environment, high ethical
standards, a sense of collegiality and shared sense of purpose, and good governance
practices.

Finally, let us ask: should university research be counted in assessing university quality?
In principle, the answer is: yes. There are excellent reasons for this. A university should
be the place where new knowledge grows, new questions are asked, and curiousity is
encouraged as a matter of principle. The best teachers are often those who have created
new concepts and worked at the cutting edge of their field. They can create a genuine
sense of excitement in their students.

II.g The Uselessness of Research

For Pakistani public universities – in the condition that they exist in today – a culture of
corruption has made the value of research uncertain at best. Research is a seriously
misunderstood concept in much of Pakistan’s academia, and the criteria for assessing its
worth are often wrong.

Research in any professional field – mathematics or physics, molecular biology or

engineering, economics or archaeology – defies a unique, precise definition. An
exploratory definition might be that research is the discovery of new and interesting
phenomena, creation of concepts that have explanatory or predictive power, making of
new and useful inventions and processes, etc. The researcher must certainly do something
original, not merely repeat what is already known. But merely doing something for the
first time is not good enough to qualify as research. So, for example, one does not do
meaningful research by gathering all kinds of butterflies and listing the number caught of
each kind in a particular place at a particular time, etc. Nor is it “research” if one finds the
spectrum of one kind of atom after another, or merely categorizes the compounds found
in certain plants, or note wind speeds at different geographical locations. Unless there is a
valid and interesting reason for doing so, to gather data is essentially valueless. It is not
research – even if it is published in some journal, whether international or national.

The success of research is judged by its importance. For research of an applied nature, the
impact can be measured by its effect upon industrial or academic production, jobs created,
rise in company stock, etc. The number and type of patents that follow from the research
give an important indication of success.

For academic research, only the specialist in that exact field can be entrusted with the
evaluation. Of all imperfect measures, the least imperfect one is to count the number of
citations in refereed journals. However, this ignores the contribution of university faculty
to specific national needs, as judged by importance given by decision makers in
government or industry. Clearly, judging research quality involves many different criteria.

21
Nonetheless, one cannot abandon the task of judging research quality, importance, and
impact. Else, every kind of nonsense with pretensions to research would proliferate, and
demand reward in some shape or form. Pakistan provides an example. Here, counting
journal publications, and rewarding individuals proportionately, has worsened the state of
corruption. An environment, where unethical behaviour was regrettably common to begin
with, has been made yet unhealthier.

Although research quality is always difficult to exactly evaluate, numbers related to

academic research in Pakistan are, like research elsewhere, relatively easy to obtain in the
age of the internet. Below, Pakistan, together with the seven most productive Muslim
countries, is compared against some other countries. The results are not flattering.

Physics Papers Physics Citations All Science All Science

Papers Citations
Malaysia 690 1,685 11,287 40,925
Pakistan 846 2,952 7,934 26,958
Saudi Arabia 836 2,220 14,538 49,654
Morocco 1,518 5,332 9,979 35,011
Iran 2,408 9,385 25,400 76,467
Egypt 3,064 11,211 26,276 90,056
Turkey 5,036 21,798 88,438 299,808
Brazil 18,571 104,245 128,687 642,745
India 26,241 136,993 202,727 793,946
China 75,318 298,227 431,859 1,637,287
USA 201,062 2,332,789 2,732,816 35,678,385
The seven most scientifically productive Islamic countries in 2007 compared against a
selection of various other countries. This data is from the Philadelphia-based science
information specialist, Thomson ISI.

In 2005/2006 research funding totaled Rs 0.342 billion – an enormous sum considering

how badly the colleges are funded. The policy of monetary rewards for publishing
research papers, given by the PCST and HEC, led to an outbreak of plagiarism without
improving the quality of the research. Research projects need to be evaluated much more
carefully than at the present time. Unfortunately, this is easier said than done.

In the current state of Pakistan’s universities, throwing money on equipment is easily

done but achieves nothing. An example: A “Pelletron” accelerator worth Rs.400 million
was ordered in 2005 with HEC funds. It eventually landed up at Quaid-e-Azam
University, and was installed in 2008 by a team of Americans from the National
Electrostatics Corporation that flew in from Wisconsin. As of 2010, nobody – including
the current director – has the slightest idea of what research to do with it. Its original
proponents are curiously lacking in enthusiasm and are quietly seeking to distance
themselves from the project

22
The equipment fetish can be followed all the way to the much-advertised HEJ Institute
for Chemistry. HEJ consumes the lion’s share of research funding in Pakistan today and
boasts of the finest and most expensive equipment. For example, even good chemistry
departments in the US rarely have more than one or two NMR spectrometers but the HEJ
Institute has twelve. Well, why not, if that is the price of excellence? Isn’t the 3000+
research papers proof of public money well spent?

The answer is, no. There is little evidence to support HEJ’s claim that it has strongly
impacted the Pakistani pharmaceutical industry. Readers may have more luck than I did
in searching the otherwise elaborate HEJ website for its role in discovering new drugs or
processes. But without this, all else is hot air. Only one international patent, registered in
UK and Germany, is listed. Two processes are mentioned as submitted for a US patent.
This is not a high record for an institution that has been in existence for over 40 years and
claims to be world-class. A good US or European applied science university department
typically files several patents every year.

As for the thousands of HEJ research papers: the question is how many of these really
matter? A paper is considered important by other scientists only when it contains new
ideas or facts. Significant papers are cited frequently in professional journals. But an
overwhelming number of HEJ publications, which are largely based upon routine aspects
of natural products chemistry, have zero or few citations. The reader may find citation
counts by accessing the free database www.scholar.google.com, or other more
comprehensive databases.

My point is not to denigrate the HEJ, or other academic research in Pakistan, but to make
the case that such research is consuming a disproportionate amount of resources at the
cost of our desperately impoverished educational system. The real problem is that
Pakistani students in government schools, colleges, and universities – as well as their
teachers – are far below internationally acceptable levels in terms of basic subject
understanding.

To conclude: Setting aside a small minority of good professionals, the poor state of
subject knowledge that public university teachers currently have simply does not warrant
the current government strategy of hugely rewarding research. It leads, on the contrary, to
distorted priorities and immense wastage. Today, what goes under the name of “research”
is largely done to increase publication numbers of individual teachers. It adds little to the
stock of existing knowledge. Nor does this reflect in new inventions, patents, etc.

To summarize: a methodology for evaluating university quality has been presented here.
The primacy of faculty and student quality has been stressed. As yet there is no data, only
the framework could be discussed. Although it calls for considerable effort, an attempt at
measurement would, at the very least, focus on the key elements needed for creating
universities that actually work. Else one will continue to shoot in the dark.

23
III - What is to be Done?
Six decades of consistent failure in creating a viable higher education system forces us to
search for reasons that go beyond fiscal and administrative issues. A key challenge for
every government in Pakistan will be to sort out, in all the areas of public policy, the facts
on the ground from the intricate fictions offered over the eight years of General Pervez
Musharraf's regime that paraded for success.

This means going beyond the standard blame game. Governments have come and gone
without setting Pakistan on a clear way forward. So what sets it apart from the developed
world, or even India? At the deepest level, it is the value system that shapes modern
education and a modern mindset built upon critical thinking. Pakistan’s educational
system, shaped by deeply conservative social and cultural values, discourages
questioning and stresses obedience. Progress demands that ultimately the dead hand of
tradition be cast aside.

More specifically, in seeking change of values, it will be important to break the absolute
tyranny of the teacher, a relic of pre-modern social values. Closed minds cannot innovate,
create art and literature, or do science. Modern education is all about individual liberty,
willingness to accept change, intellectual honesty, and constructive rebellion. Critical
thought allows individuals to make a revolutionary difference and to invent the future.
Else they will merely repeat the dysfunction of the past. But Pakistani students memorize
an arbitrary set of rules and an endless number of facts and say that X is true and Y is
false because that’s what the textbook says. (I grind my teeth whenever a master’s or
Ph.D student in my university class gives me this argument!) Minds must be opened.

To develop thinking minds, change must begin at the school level. Good pedagogy
requires encouraging the spirit of healthy questioning in the classroom. It should
therefore be normal practice for teachers to raise such questions as: How do we know?
What is important to measure? How to check the correctness of measurements? What is
the evidence? How to make sense out of your results? Is there a counter explanation, or
perhaps a simpler one? The aim should be to get students into the habit of posing such
critical questions and framing reasoned answers.

On a more practical level, there is urgent need for better academic planning and
management at the national level. This will be amplified upon below.

Revise spending priorities: Currently these are the haphazard expression of individual
whims, not actual needs. For example, most Pakistani students in higher education (about
0.8 million) study in about 800 colleges. These colleges receive pitifully small funding
compared to universities. During 2001-2004, the funds annually allocated to colleges
averaged a miserable sum of Rs 0.48 billion and the spending per college student was
only one sixth that for a university student. Subsequently this has become worse. It is no
surprise then that public colleges are in desperate shape with dilapidated buildings,
broken furniture, and laboratory and library facilities that exist only in name.

24
The beggarly treatment of colleges compared to universities is often justified on grounds
that universities perform research while colleges do not. But, notwithstanding a few
honorable exceptions, this “research” has added little to the stock of existing knowledge
as judged by the international community of scholars. Nevertheless, in 2005/2006
university research funding totaled a whopping Rs 0.342 billion. Past experience shows
that much of the money will be used to buy expensive research equipment that will find
little if any real use.

Meanwhile, many public universities are awash in funds. They have gone on a shopping
binge for all kinds of gadgetry – fax machines, fancy multimedia projectors, and
electricity-guzzling airconditioners. But it would be hard to argue that any of this has
served to improve teaching quality even marginally. Worse, the availability of “free
money” has led to the pursuit of expensive but unworkable projects such as the attempt to
bring in hundreds of fearful European university professors to teach in a country where
suicide bombers kill at will.

Concentrate upon faculty development. Because bad teaching quality largely comes from
having teachers with insufficient knowledge of their subject, it is important both to have
better teacher selection mechanisms and to create large-scale teacher-training academies
in every province. Established with international help, these academies should bring in
the best teachers as trainers from across the country and from our neighbours. It is hard to
see any trainers coming from western countries, although one should try to get them. This
effort will cost money and take time – perhaps on the order of a billion dollars over 5
years. These high-quality institutions should have a clear philosophy aimed at equipping
teachers to teach through concepts rather than rote learning, use modern textbooks, use
distance-learning materials effectively, and emphasize basic principles of pedagogy,
grading, and fairness. They should award degrees to create an incentive for teachers to
enrol and to do well. Until a sufficiently large number of adequate university teachers can
be generated by the above (and various other) means, the practice of making new
universities must be discontinued.

Institute national level university entrance examinations. These would separate students
who can benefit from higher education from those who cannot.

Qualifying tests for university faculty must be made mandatory. The system has remained
broken for so long that written entrance tests for junior faculty, standardized at a central
facility, are essentiali. Teachers will surely resist this but without such tests, universities
will continue to hire teachers who freely convey their confusion and ignorance to
students. No teacher has ever been fired for demonstrating incompetence.

Be harsh and uncompromising in matters of academic fraud and corruption: Academic

crime flourishes in Pakistan’s universities because it is almost never punished. Even
when media publicity makes action unavoidable, the punishment amounts to little more
than a slap on the wrist.

25
Implement better, more transparent, and accountable ways to recruit vice-chancellors
and senior administrators. Pakistan has a patronage system that appoints unqualified and
unsuitable bureaucrats or military men as vice-chancellors, and that staffs universities
with corrupt and incompetent administrators. Fortunately, there seems to be some
indications of positive change and, at least for the appointment of a number of vice-
chancellors, search committees were set up.

Permit students to self-organize. It is crucial to bring back on to the campuses meaningful

discussions on social, cultural and political issues. To create the culture of civilized
debate, student unions must be restored, with elections for student representatives. They
will be the next generation of political leaders. Such a step will not be free from problems
– religious extremists rule many Pakistani campuses although all unions are banned.
They would surely try to take advantage of the new opportunities offered once the ban is
lifted. Political parties have also been less than responsible. But the reinstatement of
unions – subject to their elected leaders making a pledge to abjure violence and the
disruption of academic activity – is the only way forward towards creating a university
culture on campus. Ultimately, reasonable voices, too, will become heard. As an interim
step, the government should allow and encourage limited activities such as community
work, science popularization by students, etc. To condemn Pakistani students as
fundamentally incapable of responsible behaviour amounts to a condemnation of the
Pakistani nation itself. If students in neighbouring countries can successfully study, as
well as unionize and engage in larger issues, then surely Pakistan's can do so as well.

Remove nationality restrictions on foreign faculty hiring. It is a good thing that the
Higher Education Commission has initiated a program for hiring foreign faculty with
attractive salaries. There are simply not enough qualified persons within the country to
adequately staff the departments. But the success of this program is uncertain, and
programme management is poor. Jealousy at salary differentials, and a fear that local
incompetence will be exposed, has led local teachers and university administrations to
block the hiring of faculty from abroad.

Pakistan's image as a violent country deters most foreigners from wanting to come and
live in Pakistan for any considerable period of time. Therefore, westerners are almost
totally absent from the list of those who have applied under the foreign faculty hiring
program. Apart from Pakistani expatriates in the Middle East, the bulk of applicants are
Russian speakers from the former Soviet Union countries. One wishes it could be
otherwise. It would be a major breakthrough if Indian and Iranian teachers could be
brought to Pakistan. Indians, in particular, would find it much easier to adapt to local
ways and customs than others and also have smaller salary expectations. The huge pool
of strong Indian candidates could be used to Pakistan's advantage – it could pick the best
teachers and researchers, and those most likely to make a positive impact on the system.
In the present mood of rapprochement, it is hard to think of a more meaningful
confidence building measure.

Pakistani higher education will turn around only if Pakistan can be turned around. This
can't happen while our cities, towns, army, and police are attacked by maniacal terrorists

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day after day. Expatriate Pakistanis, as well as others of high academic accomplishment,
are vital to the uplift of our universities and colleges. In these circumstances they do not
feel safe enough to work in Pakistan. Without winning peace, the country will just
continue to stagger along.

i
In Italy, passing the centrally administered “concorso” examinations is necessary for the appointment of
junior faculty. A sample lecture must also be delivered on a topic given to the candidate a day earlier.

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