Why higher education?
By Syed Ather Hussain Akbari & Syed Nawab Haider Naqvi
THE expansion of higher education in Pakistan has become a hotly debated issue. It is argued that higher education adds to a nation’s skilled labour force.
Talented managers provide innovative leadership; engineers and scientists are scientific innovators and develop new products; and teaching professionals prepare the young for future development.
Those with advanced degrees contribute to higher labour-force productivity, production and national income because research and development (R&D) activities in industry, as well as in universities, are undertaken largely by those with a university education.
Recent evidence from many countries points to high social rates of return from R&D by universities. Greater social cohesion and strengthened foundations for democracy that promote property rights and help enforce law and order — necessary conditions to create incentives for innovation — are added social benefits of higher education.
Development economists agree that an atmosphere that promotes innovation is necessary for sustained economic development. Indeed, the children of educated parents grow up with a greater awareness of the value of investment in education.
Lastly, expanding university education leads to lower per student costs as the fixed set-up costs involved in establishing infrastructure are divided over a larger body of students, in turn raising the social rates of return on investment in a university degree.
Considering the centrality of higher education in human and economic development, it is surprising that only since 2002 has post-secondary education in Pakistan received attention in public sector planning. The government doubled the share of post-secondary education in the education budget to 13.7 per cent by 2005-06, resulting in expanded public universities and colleges across the country and a more than twofold increase in student enrolment.
The HEC replaced the somnolent University Grants Commission, signalling increased public sector involvement in higher education which was too important to be left to the private sector, which could not adequately capture the associated substantial external economies. In a way, the change reflected an understanding of social dynamics and helped human capital formation.
Funds allocated to higher education have been used to increase the academic activities of public sector universities within the Medium-Term Development Framework 2005, which aimed at faculty development, access to higher education and promotion of excellence in learning and research. To achieve these core objectives the plan advocated a massive investment in human capital. Since then many objectives have been achieved, though challenges remain.
Thanks to the HEC’s efforts most universities, though initially unable to adequately handle the larger allocations, now have state-of-the-art computer technology, and more monetary and non-monetary incentives are now available for university teachers to perform better. Highly qualified professors who were forced to retire have been brought back. Financial support has helped universities attract qualified foreign faculty on short-term and long-term contracts, giving students and local faculties more exposure to international academics. Further, visits by Nobel laureates have been arranged to broaden the learning experience of faculties and students. As a result many university students now aspire to join the teaching profession, where salaries are now competitive.
A recent study shows Pakistan undergoing a demographic transition due to its declining population growth, causing a change in the country’s age structure. The percentage of the secondary and pre-secondary school-age population will continue to decline while that of the post-secondary school-age population (18-24 year olds) will rise until 2050. Pakistan can benefit from this demographic dividend only by planning ahead and continuing its emphasis on post-secondary education. Countries like South Korea have exploited their demographic dividend by investing heavily in higher education. It is now a question of our ability to meet the challenges of economic development and social change, especially in a globalised world.
Based on the current low student participation rate of 2.5 per cent (the percentage of the population aged 18-24 attending post-secondary institutions) and the projected population increase, approximately 450,000 new students will enter our post-secondary institutes in 2010. The government aims to double this rate (as per the statement of the president of Pakistan). However, given the constraints of the existing physical and human resources, investment must be made in capacity-creation to meet the future growth in both the supply of and the demand for higher education. We estimate that would mean at least doubling the present allocation toward current expenses in the higher education sector. Incidentally, a five per cent student participation rate is still too low by international standards. India’s rate is 12 per cent and is expected to increase. South Korea’s is 68 per cent.
New initiatives must be explored while keeping a balance between allocations to various academic disciplines. An engineering university student receives about 2.4 times more, and one enrolled in a medical university receives 1.3 times more, allocation than does a general university student. Engineers, doctors and other scientists are perceived to contribute more to economic growth than graduates in arts, humanities, and social sciences.
However, the preliminary findings of a study at the Federal Urdu University of Arts, Science and Technology show that the economic returns on general degrees are comparable to engineering and medical degrees. University research and teaching in science, engineering and medicine are necessary for industrial growth but the fields of social sciences, management science and humanities are important for social, economic and political development. Perhaps it is here that a change in the direction of policy is needed in the HEC’s overall priorities.
The projected demand for higher education in Pakistan and the role that the HEC has played since its creation indicate that policies implemented in the past seven years or so should be continued, and where change becomes necessary it should be incremental rather than radical. This is how societies and institutions have developed in advanced countries over the last two centuries. This is how they will develop in Pakistan too.
It is a necessity for the advancement of our growing population of youth if Pakistan is to keep pace with the rapidly globalising world — in which, like in Alice in Wonderland, one must keep running just to stay in the same place. To outdo others is a bigger challenge and will require running even faster.
The writers are respectively professor at Saint Mary’s University, Halifax, and director general, Federal Urdu University, Islamabad.


Jesse Jackson’s tears
By Hugh Muir
HOW can anyone truly understand the maelstrom of emotions that overcame the Rev Jesse Jackson as he waited for Barack Obama to make his victory speech? It seemed to encapsulate joy and pain and relief and then perhaps frustration. Look closely and his eyes, reddened, hooded and streaming with tears, betray a certain bewilderment.
But then there was a lot to take in, for the man who was just a face in the crowd must have been acutely aware of the part his own history played in the rise of Obama. His links with Martin Luther King and the civil rights movement, his rise to prominence as an organiser and an activist in what is now Obama’s heartland, Chicago.
The two presidential campaigns, in 1984 and again in 1988, when — like Obama — he used his community base to build a political machine, proving to black Americans, but also others uninterested and disenfranchised, that they had a role in the US democratic process. He set the trail. Obama blazed down it and into the White House. Those were his achievements. They cannot be taken away. He will have shared black America’s joy in a milestone being reached. The sense of a torch being passed from a generation that literally fought for rights now taken for granted. A little apprehension perhaps. A feeling of vindication.
But he is a man accustomed to the limelight; feted for his history and for the symbol that he was. So perhaps he might have been thinking that he could have been more central to recent events had he behaved more gracefully towards Obama. The claim that he accused the younger man of “acting like he’s white” never really went away, mainly because the denials were half-hearted. He complained, off mic but audibly, on Fox News — Obama’s chief tormentor — of “Barack talking down to black people”. On Wednesday, he was calmer, and he cited Obama’s win as proof that America is “getting better.”
— The Guardian, London

