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PHEC To Assist Varsities Continue Education Online

 

The Punjab Higher Education Commission (PHEC) has constituted a nine-member committee to enable higher education institutions to continue teaching lessons online.This comes in the wake of the coronavirus pandemic which forced the Government of Punjab to announce closure of all education institutions until May 31. The closures have been categorized as early summer holidays this year in lieu of the usual April/May – August/September window.Headed by PHEC Chairperson Dr Fazal Ahmad Khalid, the goal of the committee is to set out guidelines to ensure an efficient transition to online learning.The committee, comprising of vice chancellors of prominent public varsities, will work in tandem with higher education institutions to facilitate smart classrooms and to meet the IT needs of these institutions in order to manage as seamless a transition as possible.

 

Ministers Discuss Education Schedule, Exams In Face Of Corona Virus

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An online video conference-based meeting between education ministers of all four provinces was held on March 26. The meeting took stock of school and examination schedule and how they have been affected by the coronavirus pandemic.Federal Minister for Education Shafqat Mehmood presided over the online conference, while provincial education ministers of all the provinces, secretaries of school and higher education departments also attended the conference.The conference was aimed at discussing the education related issues of all provinces amid coronavirus. Extending vacations in educational institutions and examination schedule of different classes were also discussed. Punjab education ministries would finalize decision regarding both issues after committee meetings.All provinces have extended vacations in schools until May 31st and termed them as summer vacations. Through an order on March 24, the Punjab government’s cabinet meeting extended vacations in schools until May 31, announcing that the vacations would be part of summer vacations.The Punjab cabinet also decided that half fee would be charged from students during the closure period, but the teachers would receive full salaries. 

 

HEC To Fund Research To Address COVID-19 Crisis: HEC Chairman

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The Higher Education Commission (HEC) has sought proposals from universities, institutes, and individual researchers on ideas to address the novel coronavirus crisis. This was decided in a special video meeting of HEC’s senior management on March 24.The bulk of HEC staff has been directed to work from home, following the directives of the Health Ministry, so all the work of the commission is conducted electronically. Applications are received online or through courier, meetings are conducted by video link, and all papers and files are handles electronically. These arrangements have been out in place in order to ensure that all major services of the commission continue to be provided without interruption during the current emergency.The research initiative has been launched with support of the World Bank, and is entitled the RAPID Research and Innovation Fund (RRIF) program. It aims to mobilize the research capacities of universities in support of national efforts to address the COVID-19 crisis.Under the initiative, a rapid assessment and review mechanism has been established to analyze research and innovation proposals urgently. Each applicant seeking funding through the RAPID Research and Innovation Fund can propose an idea based on one of the priority themes. Funding will be provided to selected research-intensive institutions for analysis of data, testing of specimens, access to facilities or equipment, or development of essential products or services.

 

UHS Establishes National Tele-Medicine Center For Corona Virus Control

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The University of Health Sciences (UHS) established a National Tele-medicine Center for Coronavirus (COVID-19) control to help healthcare providers manage and mitigate the spread of deadly virus.“It is so important for sick people to stay at home, and if they’re not that sick they can still use tele-medicine, talk to a doctor, and get some reassurance. And if they don’t have the virus, then it’s really good too — because it keeps them home and away from other sick people,” Punjab Governor Chaudhry Muhammad Sarwar said after inaugurating the tele-medicine center at UHS.He said coronavirus could be defeated only through precautionary/safety measures for which every single person of the society would have to play his/her role.Sarwar called for getting prepared to eliminate coronavirus with determination. The governor added that the coronavirus was jeopardizing economies of even developed countries and had become the biggest challenge for the world. He said Prime Minister Imran Khan was monitoring all anti-corona measures and was issuing necessary directives and ensuring release of funds to health and other relevant departments on a daily basis.

 

Unapproved Statutes Impede Appointments In 15 Public Universities

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Around 15 of the 28 public sector universities in Punjab are unable to appoint key officials due to unapproved statutes and service rules, the Academia Magazine has learnt.Reliable sources at the Higher Education Department (HED) told Academia Magazine that as there were no approved statutes of public sector varsities, appointments of registrars, controllers of examination and treasurers could not be done as per the directions of the Punjab Governor Chaudhry Muhammad Sarwar.According to the sources, the service rules of Government College University Lahore, Fatimah Jinnah Women University Rawalpindi, Government College University for Women Faisalabad, Government College University for Women Sialkot, University of Sargodha, University of Education and newly established universities were still in the process of approval from the chancellor.They revealed that the unapproved service rules of these public sector universities were the result of cumbersome procedure for approval of draft statutes, inattention of the Higher Education Department and the vice chancellors of the universities.

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Embracing The N-Word Why It’s Important To Learn To Say No
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Embracing The N-Word: Why It’s Important To Learn To Say No

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In a world where yes-man-ship tends to get you furthest in classrooms and careers, saying no might be a costly proposition. But does the desire to conform and associate justify an individual disregarding all sense of right and wrong and doing what is necessary for immediate gains? We discuss why learning to say no is an extremely important personality aspect humans need to hone.

LETTER Remember the tale of the old man, his son and their donkey? They once started a journey with both atop the donkey’s back. But the townsmen objected to their pitilessness. They lambasted both the father and son for being cruel on the poor animal. The advice was taken and the son got down from the donkey’s back, resuming the journey on foot. Soon, some passersby took exception of the arrangement and lambasted the father for making his young son suffer the journey’s hardship on foot. The father, too, felt for his son. He offered to walk himself and had his son sit upon the donkey’s back.But that too was heartless, according to some travelers they met a few miles down the road. This time, it was the son who got a piece of those travelers mind for making the old man walk and enjoying the journey himself.

Embracing The N-Word Why It’s Important To Learn To Say No

Fed up by now, the father and the son tied the donkey’s feet to a bamboo pole, raised the pole to their shoulder and resumed the journey.

Most people refuse to say no even when they should, because as humans, we generally want to conform. For in conformity lies belonging and association, an urge inherent in all humans.

But even that did not silence the critics, who mocked the duo’s foolishness of carrying the donkey towards the destination, instead of it carrying them to it. There was much laughter, much to the duo’s chagrin, and the donkey’s discomfort. As they passed a bridge on a river, the donkey kicked himself lose and fell head first into the raging water, never to be seen again.They tell us the moral of the story is, please all, please none. But it could have well been just this: learn to say no.

 

Conflict, Conformity, Popularity

Despite having been known to almost all dwellers of this planet over centuries, the tale of the two men and their donkey does not appear to have any effect. Just like the father and son who wanted to please everyone, most people want to as well, because as humans, we generally want to conform. For in conformity lies belonging and association, an urge inherent in all humans.This sense of conforming could well be a carry forward from our ancient ancestors, who moved in large groups to survive. Moving away from the group or wanting to go your own way guaranteed certain death in face of predators and other natural threats. So this notion of staying close together might have been passed down our genetic code, and might be the reason we want to oblige all and sundry. Another reason for people not opting to say no to even unfair demands or to impossible assignments is our natural tendency to avoid conflict.

There should be a clear difference between trying to help others or do them favors and putting your own wellbeing or safety on the line just to garner approval

Over the eras, no has become quite a distressing word in human societies. This is why we neither want to hear it ourselves nor do we want to say it. It could lead to arguments, conflict, could invite displeasure of or offend teachers, parents, managers; people we would not ideally like to annoy. Most of us are raised to be polite and be agreeable. Even the average education system, generally, expects you to follow instructions, as do work environments later in life. But does being agreeable mean one says yes to everything that is thrown one’s way?Well, it should not be the case. And there should be a clear difference between trying to help others or do them favors and putting your own wellbeing or safety on the line just to garner approval.No is a powerful weapon, and can only be exercised by those who are powerful themselves. And by power we do not mean physical muscle, but the mental strength to know that one’s worth does not depend on acceptance from the world and that what is wrong will always be wrong, even if your closest friends are doing it. Take the case of cigarette smoking for example. Many who smoke initially get into the habit just because “all the cool kids” do it.

And to be part of that cool gang of kids. But how cool a chronic bronchitis really is, only a smoker can tell.Then there are other activities teenagers tend to get involved in because they are super cool. Drugs, dare-deviling of stupid proportions, dangerous liaisons and so on and so forth. All because friends think these are “fun” and he or she must do so too to remain part of the group and/or avoid mockery.As such, conformity puts young minds under constant stress and fear of losing their affinity with the group they relate to. It’s a constant battle of putting up a smile, acting involved and more importantly pretending to enjoy whatever antics are up for display.In extreme cases, such behavior leads to severe mental health issues and even depression.But to those who have been taught that self-worth is something beyond the meaningless approval of random peers, and it is okay to take a stand over what is right, mental health or stress is the least of concerns.

Why Please Peers?

Seeking approval from one’s peer group is an instinct. From infancy, humans are socialized in a manner that makes seeking approval natural. Right from the beginning, as toddlers, the “good boy”, “good girl” rhetoric subtly embeds itself in our conscience leading us to continue wanting to please others and gaining their approval.As adolescents, the need increases ten-folds, because receiving acceptance of peers boasts a young person’s sense of belonging and self-worth.Unfortunately, peer groups can sometimes exert too much pressure on individuals who are unable to say no to all the whimsical demands of their peers. 

No is a powerful weapon, and can only be exercised by those who are powerful themselves. And by power we do not mean physical muscle, but the mental strength

Peer pressure is very real and can lead to a person feeling trapped, unaccepted, or helpless in the face of adverse reaction from friends.Several sociologists including Freud, have tried to explain how peer pressure is exerted through what is called the “group-mind.” According to the group-mind theory, people can become de-individualized as they internalize crowd consciousness and begin acting on the same emotional level as other members of the group.The sociologists believe that group-mindedness can give way to irrationality and recklessness. For example, as an individual may never attempt to act rowdy on campus on their own, but within a group, persons may end up acting unlike themselves.

The ‘No’ Shield

No is a term that most people are afraid of using because it is often confused with negativity and defensiveness. In fact this little word can be a mighty shield against exploitation and unfairness.Having the confidence to say no at work, family, or intimate relationships can protect one against undue emotional and physical abuse.We may say yes in many situations to appear more agreeable, but it cannot guarantee acceptance or fulfillment. People avoid refusing their superiors because it can make them appear weak, lacking ambition, or simply ungrateful.Women have a greater chance of getting exploited if they do not practice the use of no, because there are sexual predators out there who are waiting to manipulate their targets by exercising power.Therefore, it is necessary to have the agency to say no. No is a powerful term, and if used in the right context and at the right moment, it can be the difference between losing one’s integrity and self-respect, and keeping it.The use should not be limited to situations involving workplace exploitation, harassment or abuse. People must learn to be more comfortable with using the word no, as it can act as a shield whenever one’s faced with unwanted, unlikeable, and impossible circumstances.

The Unselfish No

Yes, a no can be unselfish contrary to popular belief. The negative connotation associated with word prevails because societies do not want for their decorum to be disturbed. However, ruffling some feathers at the cost of protecting one’s self from exploitation, getting over-worked, underpaid, or abused is far productive and beneficial for the social fabric.The psychological cost of saying no can be enormous though. Since childhood, we are taught not to source unpleasantness, but it is also during our earliest years that we exhibit the lowest inhibition when it comes to saying no.As soon as children start to see themselves as separate from their parents, they are often observed using the word the no. Whether it is a portion of food they dislike or a toy, they excitedly use no to indicate their displeasure. Even though toddler, adolescent, and adult behavior is not fully comparable, as humans, we do tend to carry forward habits and behaviors from childhood to adult life.

Mindless conformity puts young people under constant stress. It’s a constant battle of putting up a smile, acting involved and more importantly pretending to enjoy whatever antics are up for display

However, excessive use of no is frowned upon because it supposedly makes one appear too stubborn and unfriendly.Therefore, it is important to define priorities and to know that it is impossible to please everyone.Defining priorities is essential for focusing energy on the right tasks and maximizing productivity. The frivolous use of yes can lead to undue stress and anxiety because there will too many things to focus on when one can only tackle perhaps, two at a time.Albeit saying no is thought to be selfish, it is, in fact, unselfish because by using the word and prioritizing tasks, we can prove to be effective, productive members of classes, workplaces, and families.It is also imperative to able to utter no because it can aid in keeping true to our values, goals, and personality. Every effort exerted in the wrong direction can set us several steps back. We need to clarify our concepts of selfishness and selflessness. Anything that threatens to demean the individuality, productiveness or mental, emotional and physical wellbeing of a person, no matter how selflessly done, should not be acceptable.In case one is faced with a situation that has the potential to do any of the above-mentioned harms, it should be met with an affirmative no.

Learn To Say It

No, as discussed, is not an easy term to use, and it can take a lot of learning to become comfortable with the word itself for the one saying it and the other receiving it.However, it must be remembered that a person has the right to refuse any advances or propositions that are outside the bounds of their work requirements, are a threat to their personal space, or detrimental to their quality of work, values, beliefs, and physical and mental alertness.Being assertive and disrespectful are two completely different concepts. Saying no to a work request, for instance, is better than saying yes or not responding because it would mean dragging someone’s work and wasting their time.Particularly, learning to use the word no can prove to be an effective defense against bullying in school. Bullying is a very common issue faced by students, therefore, it is crucial for parents to teach their young ones the value of a no.

The school bullies often use the power of manipulation to torture their peers, but when a student knows how to call their bluff and not be at their service, they often back-off.Many children who grow-up in hostile households, find it easier to say yes to others’ demands because they fear reprimand and abuse. Therefore, it is equally important to provide growth-conducive living conditions to children from a tender age.Childhood traumas and dysfunctional family dynamics can make one seek approval from all sources possible, making them miserable in the long run.A simple no can be the difference between a healthy, fulfilled life or a distraught, disorganized, and depressing existence. We may not realize the importance of the word no, but teaching our children from the very beginning to be comfortable with the word and its appropriate use can truly boost their self-esteem and make them confident individuals in the long run.

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The Impact Of War on Terror On Education in FATA
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The Impact Of War on Terror On Education in FATA

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The war on terror that was fought in the Tribal Areas for more than decade has cost the people of the area dearly, especially when considered the loss for education for the youth. Abdul Hadi writes about the effects and the need for a renewed focus on education in the affected areas.

LETTER The Education Policy 2009 considers education a categorical imperative for individual, social and national development, one that should enable all individuals to reach their maximum potential. The system should produce responsible, enlightened citizens that help integrate Pakistan into the global framework of human-centered economic development. However, the regions formerly part of Federally Administered Area of Pakistan (FATA) – now made part of Khyber Pakhtunkhwa – still struggle with the effects of the decade-long war on terror, with education outcomes leaving a lot, really, to be desired.In the aftermath of 9/11, terrorism emerged as a serious threat for Pakistan. The response to curb terrorism initiated a war on terror that was fought deep in the heart of FATA.

The Impact Of War on Terror On Education in FATA

It was once a semi-autonomous region in the north west of Pakistan consisting of seven tribal agencies – Bajaur, Khyber, Mohmand, Orakzai, Kurram, South and North Waziristan – the region turned into a hotbed of militancy as the state only had a limited writ in the region, an understanding that continued from colonial era. Extremist primarily exploited residents of the area in the name of religion and tribal culture. For this purpose, they specifically targeted the uneducated faction of the society as they could be misled quite easily, hence, winning them over to their side for their vested interests. This eventually paved the way for the military to step into the area. Once the country’s armed forces moved to reinstate the state’s writ, the entire social system of the Tribal Areas saw a collapsed. In a lengthy physical and mental battle between the armed forces and extremists, millions faced internal displacement that dissolved almost all social institutions in the area, including education. 

 

Troubled Past 

Even before the war on terror was taken to the militants in FATA, limited state intervention and the intense involvement of the regions people in the Afghan Jihad did not do much for social, political and economic stability in the region. Consequently, the shambolic state of affairs in the region never made way for a focus on educational infrastructure. What little was available was run to the ground by terrorism, socio-economic disruption and ultimately the war on terror.

In a lengthy physical and mental battle between the armed forces and extremists, millions faced internal displacement that dissolved almost all social institutions in the area, including education.

As a result of these multipronged factors, including the trauma and fear of a war in your neighborhood has led to numerous psychological problems among the residents in general and the youth in particular, The post 9/11 war on terror engulfed everything the tribal youth ever looked up to – learners, educators, and educational institutions. The Human Rights Commission of Pakistan (HRCP) has revealed that schools destroyed by the extremists in the Tribal Areas “numbered 440, of which 130 were girls’ schools”. The break-up shows that five schools were destroyed in North Waziristan Agency, 24 schools in South Waziristan Agency, 85 schools in Kurram Agency and 62 schools were bombed in Mohmand Agency”. In addition to Waziristan, military operations and terrorism also brought the education sector in other tribal regions to a virtual standstill. Last but not the least, the Federal Government’s ignorance and the absence of timely reform policies for FATA have resulted in a decreased literacy rate in the Tribal Areas.

 

Heavy Price

Furthermore, an alternate education system for youth displaced by the war was never put in place. The decade long crisis and instability in the region has affected almost the three generations of the tribal people. Not only have children paid a heavy price, elders and women have equally suffered painstakingly the impact of terrorism. Boomers became psychological patients, millennials fell prey to Talibanization and unemployment, and school-going children were left out on the road. As a whole, the tribal society has been pushed much closer to the Stone Age than it earlier was. Undoubtedly,

it will take decades to bring FATA at par with the rest of the country.However, in the post 9/11 context, education is the only reliable cure for socio-economic development to counter the effects of terrorism. This has been realized the government and it is this very realization that has led to the initiation of several programs to uplift the education system in former FATA regions. A number of colleges, and schools are being developed across the area to improve literacy rates. Moreover, USAID has also been contributing to the development of the region, particularly in terms of education. 

The decade long crisis and instability in the region has affected almost the three generations of the tribal people.

Taking into account the impact of war on terror on education in FATA, it can safely said that strengthening the education system in these former tribal regions will automatically add to the social and economic development. Being the backbone of socio-economic, socio-cultural, and socio-political progress, education must be regulated in the former tribal areas at all costs. This will consolidate the power of social institutions at the community level and the state institutions in the tribal agencies. 

 

Abdul Hadi is a student at Centre of International Peace and Stability at NUST.

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IS PAKISTAN READY FOR A COVID-19 TSUNAMI?
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Is Pakistan Ready For A COVID-19 Tsunami? Observations, Lamentations, Suggestions

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Despite having a host of examples to learn from and clear head start to plan an effective response, Pakistan’s actions to contain the spread of dangerous COVID-19 disease have raised a lot of questions. But the big question is: Does Pakistan realize the gravity of the situation the world is in and is it itself ready?

LETTER In the interest of the matter under discussion and keeping in view the enormity of this situation, we will not indulge in repeating history by reiterating where the first case of nCOVID-19 coronavirus was identified (1) and how and when it progressed to be characterized by the Word Health Organization as a global pandemic (2). Social media (particularly WhatsApp) has been a rather rich source of obfuscating information that has left some with genuine apprehension and concern but has also served as a referenced source for defiance particularly for people in the younger age group (3, 4). At the time of writing this manuscript (5), there were 328,800 confirmed cases of nCOVID-19 around the globe in 189 countries and territories and one international conveyance (6).

IS PAKISTAN READY FOR A COVID-19 TSUNAMI?

Data from Pakistan and its neighboring countries (7) is provided in the table below as an illustration that by the time you will read this article, these numbers would have changed drastically:

Pakistan has made a set of serious errors in judgment and overt vacillation in taking decisive decisions has amplified this crisis. First, we are not taking seriously the magnitude of this catastrophe

 

CONFIRMED CASESRECOVEREDDEATHSNEW DEATHS
GLOBALLY340,40897,57114,5731,566
PAKISTAN776050502
COUNTRIES AROUND PAKISTAN
INDIA332230501
CHINA81,05472,4403,26106
IRAN21,6387,6351,685129
AFGHANISTAN34030101

 

In Pakistan, majority of these cases have been reported in the province of Sindh (333) followed by Punjab (225) and Balochistan (104). This table depicts the enormity of public health calamity that we are facing in Pakistan, which sits in a landmass surrounded by countries with active nCOVID-19 crisis. Of greater concern is that Pakistan has active bi-lateral economic ties with most of these countries which necessitates constant travel of people and goods across the border.

As communities, institutions and individuals, we need to switch from reacting to what has happened to instead taking bold action in anticipation of what is coming.

It was not until February 23, 2020, that Pakistan closed its borders with Iran (8) and on March 01, 2020 with Afghanistan (9).Even more disconcerting was the fact that Pakistan did not suspend incoming international flights until March 21, 2020 (10). It is confounding that against all logical arguments, Pakistan proceeded to reverse its decision and open its borders with Afghanistan on March 22, 2020 (11). 

 

A Series Of Errors

Pakistan has made a set of serious errors in judgment and overt vacillation in taking decisive decisions has amplified this crisis. First, we are not taking seriously the magnitude of this catastrophe. Given that the spread of this virus has entered into the “community” phase of dissemination, our response to this emerging public health crisis continues to be dominated by politics rather than serious and informed strategy. We did not learn from global experience nor did we totally appreciate the potency of coronavirus and its colossal impact on our community.

The services of doctors, nurses, and support staff in healthcare facilities who are taking care of suspected cases and nCOVID-19 positive patients without adequate protective gear need our most sincere appreciation.

To this day, the responses of our political establishment are at best myopic, indiscriminate and abominable, largely reflective of our culture which is dominated by management of crisis rather than implementing a set of policies that are informed by the experience and expertise of national and international experts and could potentially result in curtailing the damaging impact of the

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Can Universities Survive The Digital Age?
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Can Universities Survive The Digital Age?

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Do universities really matter in today’s world where almost all the information you need has become a free resource? Hussain Nadim contends why the entire system of university education has become a fallacy and needs a serious overhaul to survive the digital age.

LETTER The university system as we have known it for the past few centuries has collapsed. And it will take only a few more years before it becomes really obvious. However, by collapse, I do not mean that universities do not physically exist anymore. Instead, I believe that universities as institutions are failing to serve their purpose and are on fast route to complete irrelevance in digital society and economy. I back this claim with appropriate data to make the case. There are a 4 key patterns that we have to observe through data to understand why this is the case and what we must do to adjust to the change.

 

Exclusivity

First, it is important to look at the macro data on changing nature of education and learning. When they were established centuries ago, universities were the gatekeepers of knowledge, skills and human advancement. This was in part because they had exclusive libraries where books were stored, labs where experiments were conducted, and professors through which knowledge was transmitted. Universities were thus necessary institutions to impart knowledge to those lucky enough to be enrolled. All others without the opportunity or access to be at a university, were at a loss. 

When they were established centuries ago, universities were the gatekeepers of knowledge, skills and human advancement. However, with Internet and digital age, that exclusivity has remained no more

However, with Internet and digital age, that exclusivity has remained no more. In terms of learning, open access to books, journal articles, libraries, and online lectures on Youtube has changed the entire idea of education and learning. Therefore, universities do not have the monopoly on education or learning anymore. In fact, beyond providing a graduation certificate that comes at a very high cost, universities, especially in Pakistan, do not provide anything that cannot be learnt online. Hence, it is fundamentally important for universities to reimagine what the institution truly represents or how it adds value to the students to be able to survive. 

 

Aging Format

Second, there is a serious problem with the university education format. The 4-year bachelor’s degree plus 2-year master’s degree is redundant in the modern entrepreneurial world. This is because, for one, learning curves of humans have changed drastically over the decades. The abundance of information and new methods of learning that include visualization techniques have allowed an average human to be more advanced and capable in learning than previous generations. Similarly, in a world of emails, WhatsApp messages and 5G, a 4-year bachelor’s degree and a two-year master’s degree does not fit modern pace. It is slow, and out of sync with market reality making it less appealing for new generations. 

The 4-year bachelor’s degree plus 2-year master’s degree is redundant in the modern entrepreneurial world. This is because, for one, learning curves of humans have changed drastically over the decades

What needs to be changed is the entire structure where education is not only limited to a 4-year specific degree in a block, but it is a lifetime process as you go. For instance, the approach should be a maximum of 2 years of block degree that teaches the required skill sets, followed by 3-6 months of certifications every few years after that. This is because professional requirements change at different stages of the career, especially given how technology is changing work dynamics so quickly. In fact, most of the people recognize that on-job experience is way more useful and important than the entire 4 years of a bachelor’s degree. The question then is, why do we still continue with the archaic system? The answer is basic economics. Universities have become too large to change and they rely on the same system for survival. A 4-year subscription to the university is more profitable than a 2-year subscription. 

Employability

Third, and very important data to look at, is the employment rates out of college and graduate schools, which really present an abysmal state. For instance, data indicates that the current university cost does not have the same payback as it once used to. Individuals are spending a lot more on education only to find themselves without jobs or with such low paying salaries that it would take forever to make a return on university investment. Low job prospects after a degree – and a changing mindset that you no do not require a degree for financial success – is already becoming prevalent and would pose a threat to the university system. 

It is becoming an increasingly evident reality that higher education does not necessarily mean higher learning or higher chances of getting a job.

Lastly, and most importantly, the current university education in Pakistan is so archaic that it is not preparing students for the job market, entrepreneurship or even for a higher research degree. This is because there is no university-industry linkage. We are producing graduate after graduate only to place them in a master’s degree, and then PhD degrees because there are no opportunities in the job market. Since we are not producing graduates with a mindset to create job opportunities, the entire system is on the brink of collapse. Unless our education system is not linked to our industry and research needs, it is almost entirely useless to continue to produce humanities, social sciences and technical graduates in bulk every year who are irrelevant to market needs. Put simply, we need more data scientists, animators, fintech professionals than MA’s in Islamiat and political science. It is becoming an increasingly evident reality that higher education does not necessarily mean higher learning or higher chances of getting a job. The sooner university owners, management and HEC is able to recognize this and implement corrective actions, the better they will be prepared to cater to modern needs. Without a serious rethinking, we are sitting on billions of rupees worth of infrastructure that will soon become redundant and irrelevant.

 

Dr Hussain Nadim is the CEO of Nerve Analytics – a data analytics firm working in the public sector. He previously worked in the Government of Pakistan. He tweets at @HNadim8

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Bullying By Teachers? Yes, It Happens All The Time
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Bullying By Teachers? Yes, It Happens All The Time

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Can teachers ever be bullies? Can teachers ever cause mental trauma to a student? Can students get fed up with school all together due to bullying by teachers? The answer to these questions is, sadly, yes. Sania Nasir tells us about an issue often ignored and why it should not be.

LETTER Walliullah* is a grade-8 student at a private school in Sukkur. And like millions of other students of his age around the world, he does not seem to keep well at Mathematics. In any other civilized society, Waliullah’s teachers would have considered other areas where he performs better and urged him to focus on exactly those. Alternatively, teachers would have offered him additional help to overcome his difficulties in the subject. But not here. Not Waliullah.“I try my best to learn mathematics, but I am always confused by word problems. I seek help from my elder sister and I also take help from my friends but I do not seem to get it. Would I really will not be able to clear the Math exams?” He asks plaintively. And the reason he worries so is because his teacher has told him definitively: You are never going to pass the math exam.“My teacher tells me I am no good, ” he says. “Whenever I ask a question, my teacher ignores it. He just keeps calling me useless and my classmates have a field day over my mockery by the teacher. I hate it. I have stopped talking to my classmates and I don’t even feel like going to school.”

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Nothing can be worse than a student feeling worthless and pressurized because of being bullied by his or her teacher, a person a student looks up to for guidance and sincerest of advices. However, this is indeed a very common practice in educational institutes across Pakistan, especially in public and middle-tier private schools.But do our teachers who practice routine belittling of children, quashing their curiosity and calling them names realize that they are nothing else than bullies casting a negative shadow on the personalities of hundreds of children they teach each year. 

Bullying

The most widely accepted definition of bullying has been offered by Olweus in 1983 after he initiated an empirical investigation of the phenomenon. In 1983, after three adolescents in Norway committed suicide, most likely as a consequence of severe bullying by peers, the Norwegian Ministry of Education initiated a nationwide campaign against bullying in schools, which later become known as the Olweus Bullying Prevention Program (OBPP). The main aim of the OBPP is to reduce existing bullying issues among students at schools.

Do teachers who are in the habit of belittling children, quashing their curiosity and calling them names realize that they are nothing else than bullies casting a negative shadow on students’ personalities

Olweus describes bullying as an intentional, recurring exposure to negative actions, performed by an individual or a group, perceived to be more powerful and stronger than the victim. According to research, bullying behavior primarily revolves around oppression and intimidation by using a range of both direct and indirect forms of aggression. The direct form of aggression is physical that includes slapping, shoving, pushing, beating, snatching, and damaging victim’s property. The other form is verbal and involves name-calling, shouting, abusing and insulting acts of violence.There is also an indirect form involving gossiping, rumor spreading and socially rejecting the targeted individual. Having said that, bullying can cause serious trauma and harm to students, including mental illnesses and drug abuse.

 

Teachers Playing Bully

It has been a common practice in Pakistani schools that whenever students complain about teachers’ indecent behavior, specifically bullying, to school administrations or parents, they are completely ignored for two reasons. First, bullying or issues like these are the least discussed social issues in Pakistani society. There is a scarcity of research studies on teachers bullying students and so very little attention is paid to this sensitive issue. Second, a cherished belief runs deep in our psyches that teachers are the ones whose heroic efforts transform the lives of students. It is not to say that there is no truth in the narrative. There is truth in the narrative that support this view, but parents and management need to understand that there is also a darker side. 

Bullying by teachers is ignored due to two reasons: one, the issue itself is hardly taken seriously, and two, the social belief that teachers are heroes who transform the lives of students

Teachers are human beings too, and therefore, their personalities can be expected to range from the best example of the species to the worst. In Pakistan and other developing countries where education is mostly a physical drill rather than a sustained exercise to instill learning, a considerable number of teachers act only as merciless task masters, rather than compassionate role models. An ugly undercurrent of mean-spirited and disdainful conduct towards students is a common sight in schools spread across the country. This conduct not only constitutes corruption in a role referred to as the prophetic profession, but also does enormous damage to students. 

My personal interest in the phenomenon of teachers who bully students has its roots in childhood experiences. During my teaching experience, peer teachers revealed demoralizing experiences of a certain colleague’s cruel behavior toward students. One of my peers related the tale of her experience. “When I joined this school, there was a student who was darker skinned than others. Almost all teachers use to mock him for that. I even heard one asking the poor kid: Do you even bathe? After some time, the child stopped coming to school. I was told that the boy started working with his father and stopped studying.” If we look around, we’ll find ample of similar stories and the common pattern in these stories is a sense of powerlessness on part of the victim and the conclusion that little or nothing was being done to ease the suffering.

Why Is It There?

Bullying by teachers is a pattern of conduct rooted in power dynamics. It threatens, harms, humiliates, induces fear in or causes real emotional stress t subjects, who in this case are students. To address the phenomenon of teachers who bully students, we need to come face to face with several troublesome truths. Teachers who bully are rationalized by offenders, normalized by students and minimized and ignored by peer teachers who largely remain silent. It is fact that bullying by teachers is conditioned by the inaction of school systems, and hence remains undetected by outsiders. All things considered, teachers are in fact provided the opportunities to bully. There are no school policies and procedures written to handle allegations of abusive conduct on part of teachers and there has been no discussion or methodologies on how to proceed once bullying by teachers is established.

Schools have a responsibility to protect and take care of their students. Despite the complaints, their failure to act enhances liability

More often, teachers do the bullying in classrooms, where students witness the behavior, but other teachers don’t. When students are targeted by teachers, they feel powerless and helpless. In most of the cases, students become unable to even establish positive relationship with the other teachers and students. According to research, bullying by a teacher can also be contagious, as it would encourage students to think that bullying in general and that of a certain student particularly is acceptable.But the most befuddling aspect of bullying by teachers is how easily it remains. Perhaps, it does so because our schools simply lack the expertise and capacity to offer a solution to students or parents who register complaints against a teacher who has been perceived as a bully.Also to blame are peer teachers, who may know about the behavior, but they do nothing. School officials may have a reason to believe that bullying is underway, yet fail to act decisively. One of the reasons for administrations looking the other way could be the fact that teachers justify they bullying behavior as a necessary means to achieve the ultimate end of ‘discipline’.

What Can Be Done?

Several research studies recommend that the right to redress (a process by which grievances are heard and settled) is a basic civil right of students and is effective in the cases of bullying. Schools have a responsibility to protect and take care of their students. Despite the complaints, their failure to act enhances liability. Schools should reduce bullying by teachers and staff members, with the first step being accepting the truth and be willing to take action against such conduct. Furthermore, there should be written policies against bullying to explicitly address teachers’, staff and students’ conduct. It is so important to identify teachers’ conduct in every schools’ code of ethics. Apart from that, school officials should use the in-service time to discuss appropriate and inappropriate teacher behavior, especially in the context of disciplining students.

 

Likewise, there must be a means to address complaints about alleged bullying by a teacher. For every teacher who engages in this abuse of power, there are many more teachers who care deeply and try to reduce the enormous damage this behavior inflicts upon our students. Bullying by teachers is a clear and present danger in our education system that we have ignored for far too long. Without a change in the way teachers conduct themselves, we cannot expect the pupils to be builders of a brighter tomorrow. For bullying by teachers will leave them too dark inside.

Sania Nasir is a student of MPhil Education at Sukkur IBA University. She has been involved in various education research projects and can be reached at sania.mphil18@iba-suk.edu.pk

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Balochistan: Roping It In Through Education
E Magazine

Balochistan: Roping It In Through Education

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Rising above the mountains of Balochistan, the Princess of Hope is finally beginning to see in the province what she was once named for: hope. From new schools, art academies, and universities in Lasbela and Turbat, education is offering hope to the people of the province, especially in places where education once was a distant dream. Aisha Saeed tells a tale of how education is helping students in Balochistan integrate into the national discourse.

LETTER When we first discovered that a university in Lasbela would be part of our itinerary, we prepared to expect some rundown buildings, a few faculty members and some students without a clue of where they were. But when I recall how we swayed to the tune of Attan – a traditional Pushto dance – under a starry night with hundreds of radiant young faces, I realize how perceptions can be so very misplaced.The Lasbela University of Agriculture, Water and Marine Sciences lies a short distance outside the main town and is one of the few Pakistani universities offering a degree program in marine sciences. With an enrolment of over 3,000 and purpose built campus with state-of-the-art facilities, the university is truly an educational oasis appearing out of nowhere. 

Balochistan: Roping It In Through Education

After years of militancy, the state of education in Balochistan is finally seeing a turnaround, especially in the higher education domain. And we were lucky enough to be part of a delegation that was provided a chance to witness the change firsthand. he initiative we were a part of began a few years ago, aimed at mobilizing and integrating the youth of Balochistan and providing them exposure to the people and educational infrastructure in other parts of the country. Similarly, the organizers arrange visits of students from other parts of the country to Balochistan, where they can interact with students of the province and see how they are progressing.

 

From Radicalization To Education

Gwadar was almost unheard of in Pakistan until the China-Pakistan Economic Corridor gave it a celebrity status in when it was initiated in 2013. Back then, militancy was at its height in Balochistan, affecting all sections of the social setup, especially education. But with return to normalcy, education has again become a normal for the people of the province. In Gwadar, the delegation had the opportunity to meet Commander Southern Command Lt Gen Muhammad Waseem Ashraf. In his discussion with the group, Lt Gen Ashraf said education was the key to eradicating radicalism in any area. He said the military and the government of Balochistan along with Chinese assistance had set up schools and vocational centers for uplifting the people and challenging radical elements. “If someone wanted to take revenge from someone, they should build a school in that area,” he suggested. The commander added that schools as well and military and cadet colleges that granted access to education to the province’s youth were a silent weapon against insurgents.

For a relatively smaller population of Gwadar, the number of schools currently in running is an encouraging sign. On a higher level, National Security Workshop Balochistan has been launched that provides access to teachers and other professionals from Balochistan to various events, workshops and seminars, giving them a chance to understand the complexities that hold back the development of the province. Besides, the Balochistan Education Endowment Fund (BEEF) has swelled to Rs 8 billion, with 45,000 students granted scholarships at their doorstep. The only merit needed to secure a BEEF Scholarship is to be a good student. The merit required to get into a medical college in Balochistan has been lowered to 59% – in an effort to encourage students to go for higher education.

Balochistan Education Endowment Fund (BEEF) has swelled to Rs 8 billion, with 45,000 students granted scholarships at their doorstep

Girls are getting opportunities too, as the Pak-China Girls School on the outskirts of Gwadar is committed to providing education to girls of the area up to middle level. Pak-China Technical and Vocational Institute at Gwadar, established under the objectives of CPEC, is to shape and enhance skills of Baloch youth so that they are prepared to grow as the port city grows itself.While education is at the top of priorities for every stakeholder in the province, a lack of teachers willing to work in such far-off places, and the unavailability of software to deliver modern day education remains a challenge. According to the Economic Survey of Pakistan 2018-2019, Balochistan remains one of the most neglected provinces in terms of education. It currently stands at a 41% in terms of literacy rate; the lowest among all provinces. The government of Balochistan had allocated Rs 12.45 billion in 2018-19 for 205 ongoing and 449 new development projects for education.

After years of militancy, the state of education in Balochistan is finally seeing a turnaround, especially in the higher education domain

Out of the total allocation, an amount of Rs 1.77 billion had been allocated for primary education, Rs 4.15 billon for middle education, Rs 3.03 billion for secondary education, Rs 2.11 billion for college education, Rs 0.57 billion for university education, Rs 0.74 billion for general education and 0.069 billion for technical education, the statistics showed. But such huge gaps in education that have developed over the years due to consistent neglect and by insurgency cannot be expected to get corrected all at once. More efforts are underway to change the mindset of the younger population through exposure via student interactions and exchange – to make the locals feel less alienated from the rest of their fellow countrymen. 

Getting To Know

Sensing the general disenchantment of the youth of Balochistan with the state and countrymen in other parts of Pakistan, a group of concerned citizens established an organization with the sole objective of rebuilding the lost trust of Baloch youth with the rest of Pakistanis. The team worked under the supervision of Senator Anwarul Haq Kakar, and took up the challenge to change the perception of the Baloch people through fostering people-to-people connections.Working as partners with the Government of Balochistan, they initiated the Youth Mobilization Campaign.

With Chinese assistance, the military and the government of Balochistan has set up schools and vocational centers for uplifting the people and challenging radical elements

It began at the district level and then moved on to the provincial level, working round-the-clock by mobilizing the general public, especially victims of terrorism. In the first phase, families of victims of terrorism in Balochistan were mobilized and sent to various parts of the country for interactive programs. Having received positive feedback from stakeholders across the society and educational institutes, the scope of the mobilization campaign expanded from Balochistan to the rest of the country.At present, higher education departments (HED) of all four provinces and the Higher Education Commission (HEC) of Pakistan are jointly facilitating student exchanges to forge a greater sense of national cohesion.Umer Duabia, a student from GCU Lahore, told Academia Magazine, “The visit to Gwadar and getting to know of its geographical importance was indeed an eye opener. I realized that if we avail this opportunity with full zeal, our next generations will lead in all industrial and economic zones.” 

 

National Unity

Senator Kakar told Academia Magazine that the aim behind the recent visits (youth mobilization campaign) was to connect the student community from all provinces.“The impact has been tremendous, and many people who had never had the chance to visit other parts of the country were given an opportunity by the government to exploit this opportunity. Since its start, the project has helped students’ outlook towards nation building and they feel a part of the larger part of the Pakistani family,” Kakar added. 

A student-to-student interaction initiative aims at mobilizing and integrating the youth of Balochistan and providing them exposure to people and educational infrastructure in other parts of the country

The change in and around Balochistan is not the commercial fodder you would find being repeated on mainstream media day in and day out, but those who have seen the progress made over the past few years can vouch that things are on the right track. Balochistan has suffered a lot in the past few decades, and it would require herculean efforts to bring all sectors of the province at par with the rest of the country. But initiatives such as this are a promise that the powers that be do want things to change for the better and are taking effective measures to make the youth of Balochistan as empowered and privileged as their peers in Punjab, Sindh and Khyber Pakhtunkhwa.

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Management of Health Services
E Magazine

The Case for Management of Health Services

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Management of health services has often been assigned to medical practitioners available at the hospital. Dr Sohail Rao, a distinguished medical professional in the US, thinks it’s time Pakistan takes a cue from the West and leaves health provision as well as management of health-providing establishments to pure professionals.

LETTER We recently had the distinct pleasure to visit the campus of the University of Sciences (USciences) in Philadelphia, Pennsylvania. The primary motivation for this visit was to satiate our curiosity as to how institutions of higher education that are primarily focused on programs related to health sciences are organized to offer bachelor’s or master’s degrees in business and/or hospital administration. We met with a number of students on the campus who were either enrolled in a stand-alone MBA program and/or dual program at USciences. The most striking observation was the fact that the co-mingling of students in the management program with their peers in health sciences was universally viewed as the most distinct advantage by both learners as well as faculty. The adoption of an interdisciplinary approach to teaching management skills to students who were immersed in a healthcare teaching and learning environment provided distinct advantage to the graduates of the BBA and/or MBA programs who were industry-ready, knowledgeable, competent, adaptable and demonstrated a behavior that best suited the dynamically changing landscape in the work environment.

All major liberal arts universities in North America, European Union or Australia that offer BBA and/or MBA programs with concentration in hospital/health sciences management are obligated to establish partnerships with hospitals and/or health sciences institutions of higher learning to provide relevant educational and training experience to their students. Such a collaboration/affiliation is anything but symbiotic, ultimately resulting in a serious disadvantage for the students. More importantly the advantages of interdisciplinary teaching and learning, which facilitates higher-order thinking skills such as problem solving, critical thinking, metacognitive reflection, etc, are lost in such isolated environments to a large extent. 

An additional disadvantage of such a sequestered teaching and learning environment is the gradual attrition of explanatory capacity of knowledge and skills that constraints the ability to view challenges from multiple viewpoints. It also leads to deterioration of student’s “affective” gains, thus negatively impacting their motivation, participation, self-confidence and drive to succeed.

It is undeniable that healthcare is rapidly undergoing dynamic transformation and is heavily influenced by political, financial and environmental factors. Managing a complex integrated healthcare facility requires strong business and administrative skills that are unique to this industry. Up until recent past, most of the administrative leadership positions in hospitals and healthcare facilities in North America were occupied by physicians who frankly had nominal experience and expertise in the management of such complex business enterprises. Many of them were mediocre change agents in an industry that demands strategic plasticity. 

Recognizing this predicament and its unwarranted effect in eroding people’s trust in the sustainability of healthcare industry, in 1908, William Mayo, MD and Harry Harwick placed into practice the model of “DYAD” at the Mayo Clinic, Rochester, MN with the acknowledgement that a truly integrated healthcare delivery system must have a joint and mutually productive partnership between a physician leader and a seasoned administrator. Today, in most healthcare facilities in North America, this DYAD leadership model has percolated itself to the level of individual service lines and has proven to be effective in better management of delivery of care to the patients. If one takes a step back and reexamines what has worked in this industry for effective management of integrated health services, it is no surprise that the physician-administrator model of DYAD has been most effective. It would, therefore, be logical to advance this concept to the learning and training phase of a student’s life who is aspiring to be a healthcare administrator ensuring that they are cultivated in an integrated environment that they would ultimately embrace as a professional. 

It is invigorating to recognize that in Pakistan with the approval of the Higher Education Commission, some healthcare universities are offering BBA and MBA programs. The Dow University of Health Sciences had established an Institute of Business and Health Management which offers both BBA and MBA degrees. Similar programs are also offered by other healthcare institutions in Pakistan such as Jinnah Sindh Medical University. The core element of these programs is an early immersion in an integrated healthcare environment exposing them to practical knowledge that supplements their theoretical learning thus creating a powerful tool for life-long professional success that is enduring and incomparable. 

It is our sincere hope that such hybrid models of teaching and training in healthcare and other related and unrelated disciplines will be promoted by the Higher Education Commission of Pakistan as well as by ancillary accrediting bodies. Institutions of higher education in Pakistan that predominantly offer degrees/diplomas in healthcare must be encouraged to propose such hybrid programs, provided they are malleable to the dynamically changing needs of the industry, thus creating a workforce that is adequately prepared and have the competence, skills and attitude to be of material value as professionals Rameez is fourth year student at St Georges University, School of Medicine, Grenada. 

Dr Sohail Rao is the president & chief executive officer of DHR Health Institute for Research & Development, Edinburg, TX. He can be reached at drsohailrao@gmail.com

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Get Learning Or Get Lost
E Magazine

Get Learning or Get Lost

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Nursery, preschool, kindergarten, pre-kindergarten, pre-pre-kindergarten. What’s next? Postnatal school? The pressure on parents and toddlers to enter the learning race is becoming extremely overpowering, with much of a child’s play days turning into grueling learning sojourns. Instab Sahi finds out if there’s anything wrong with putting kids barely able to walk into alien settings meant to get them “learning”.

Letter As soon as a child is born in a reasonably provided Pakistani family, the new parents begin anticipating future-steps, which would ensure that the toddler touches the pinnacle of success in life. The first step of this long, tiring and rewarding journey, for the parents mostly, is to find a preschool to send their child to. The process of finding a suitable preschool must not take too long, for if the parents do not manage to send their 24-month-old kid to a well-recognized school in time, they might end up lagging far behind in the race to win the parenting trophy. Therefore, within the first two years of a child’s appearance on the world’s stage, they have to be up to a costume and setting change i.e. from home to school and warm overalls to a dressy apparel fit for the classroom environment. Now, pre-schooling may not be a recent phenomenon, but it most certainly is a recent obsession.

Get Learning...Or Get Lost

Some 30 years ago, people would admit their children into schools at about 4 years of age on average, however, the age of enrollment has come down to 24 months nowadays. As if that wasn’t young enough, a new concept is quickly picking pace, the pre-pre-schooling concept. Is sending your child to a preschool an absolute necessity as most parents seem to believe nowadays? Or is it that preschools are only cashing in on young parents’ naïve hopes of turning their children into geniuses through all means exhaustible. Research reveals that the period from birth until 2 years of age is crucial for the brain’s development. The period is characterized by rapid, dynamic development and plays an important role in cognitive skill-building. However, the debate of nature vs nurture predates all discussions around the role of pre-schooling in a child’s growth.

A Finnish Success Story

A country that truly revolutionized its education system over the past few decades is Finland. In the 1970s the Finnish government decided to remodel its education system and make it more learning-intensive, instead of grade-obsessed. Today, the Finnish model is world-recognized and the country’s consistent performance on PISA Test is a vivid proof that whatever the Finnish are doing is working incredibly well for their students. The starkest difference between the Finnish approach to learning and Pakistan’s educational paradigm is that children start school at 6-7 years of age in the former.

A few decades ago, people would admit their children into schools at about 4 years of age on average, however, the age of enrollment has come down to as little as 24 months nowadays

Instead of complicating the process of introducing kids to schools, Finland has tried to simplify it as much as possible. The 190-day school year is based on single-structure education for nine years from enrollment. There is no standardized testing during the basic education period and there is only a single matriculation exam after the completion of upper-secondary education, which takes about three years to complete. The Finnish education model sounds like a fantastical notion and less of an implementable system, but in reality, not only is the model effectively in place for decades, it is constantly transforming young Finns into equally worthy members of the world’s happiest country. This does not mean that Pakistan has to quickly abandon its slightly rusty education system and try importing the Finnish model. Nonetheless, some inspiration can most definitely be drawn from the success of the renowned system of the Nordic nation.

A Pakistani Example

Green Earth Roshni School in Lahore is a name most would not be familiar with. The reason is quite simple; it is a one-of-a-kind institution catering to children from underprivileged backgrounds. The school, based on the German Waldorf model, is taking an alternative approach to teaching unheard of in mainstream schools. Talking to Academia Magazine, the PR manager for Green Earth Foundation and the school, Amir Rizvi, explained how the school had adapted to the world-renowned education system. “The Waldorf Steiner system is quite an exclusive model and we cannot implement the whole of it as is, but we have tried to bring as much of it in action as we can, considering it would otherwise appear to be incompatible with the Pakistani education model.” 

Psychiatrist Dr Tariq Aziz says sending a child to any school, under whatever context you choose to name it, at 2 years of age is simply unacceptable

The Waldorf system does not rely on ideas like standardized testing or even strict-to-the-t teaching methods. Children in the early years of education are taught through stories and poems, classrooms are relaxed and there is a heavy emphasis on teacher-student relations. However, in a traditional Pakistani school the focus is on lecture-laden sessions. Moreover, reading and writing begin soon after admission. Contrarily in the Waldorf schools, or those inspired by the model, reading and writing is properly initiated at 7 years of age. “Grading is not a common practice in our school and we employ pedagogical methods to make learning more interesting for children.

Parents complain that preschools often reject admitting 3-year olds, as they are ‘too old’ for groups where all children are no more than two and half years old

” Rizvi said. It is also pleasant to note that the Green Earth Roshni School caters to children with special needs. “We have a special-persons program through which we are striving towards inclusive education.” The school starts from kindergarten and caters to children up to 8th grade. “Our students, when they leave, the program is prepared to take any of the regular Punjab board examinations.” According to Rizvi, the school may not work on conventional lines, but it is nonetheless preparing students for integration into the local education system.

Too Early a Flight 

To fully comprehend whether or not preschools are necessary for 2-year olds, we spoke to someone with years of experience in child-psychiatry. Dr Tariq Aziz is a retired psychiatrist who now works from home and lends his expertise to a rehabilitation clinic for addicts. In its discussion with Academia Magazine, the doctor said there was absolutely no need to send 24–30-month-old kids to a school of any kind. “Children in their early years need to stay close to their parents. Sending a child to any school, under whatever context you choose to name it, at 2 years of age is simply unacceptable.” The good doctor saw the problem too clearly. “The real purpose of a preschool is to allow a child to develop motor and cognitive skills through play. But what most preschools in Pakistan do is focus on teaching numbers etc to toddlers. They simply fail to serve their original purpose.”

Preschools meant to promote “play learning” routinely start burdening toddlers with homework

So, what is the age parents should have in mind to take the leap of enrolling a child into a school? Aziz said 4 years should be the minimum age to get a child admitted into a school. “At 4 years of age, a child is better able to adapt to a school setting. At this age most children can communicate their queries and worries. We do not want children to develop a fear or phobia of the classroom. If schools thrust tests and homework on upon young minds, it can lead to an aversion of classrooms and schools, where they will be spending most of their time as they move ahead in life,” the psychiatrist opined. 

Pressure Is Real

But while experts might offer clear words of caution on extra-early schooling, parents are often pressed hard to ignore such advice and go with the flow, whether they like it or not. Sending toddlers to preschool has almost become a custom. Schools have set specific age limits for admissions and the larger network of schools even encourage registrations with them as soon as a baby is born to ensure that a child gets considered for an eventual admission. 

And to top it off more and more parents prefer sending their children to “exclusive/premier” preschools with monthly fees that cost an arm and a leg each time you have to pay them. But higher risks lead to higher rewards; at least that is what those running these preschools claim is the case. When we decided to get our son enrolled in one of Lahore’s prestigious preschools, we were told that our 3-year-old was ‘too old’ for the class where all children were no more than two and half years old,” a young mother told Academia Magazine. But she also pointed out other factors for parents’ urgency to get kids into schools at the earliest, besides the social pressure. “It is the changing family-structure that makes it imperative to send children to preschools. The family dynamics are changing rapidly. In many households, both parents are working to support the lifestyle they want their children to have, and since there are hardly any well-reputed daycares in Pakistan, they feel it is always a good option to send your child to school.”

Preschool teachers opine that child need routine, proper guidance regarding mannerism along with learning essential motor skills, so preschools are essential

The young mother also said that “mothers deserve a breather too. A stay-at-home mum needs relaxation of some kind, and if something good comes out of it, all the better.” However, she was quick to point out that preschools that often market themselves as play-intensive quickly turn on the work-mode. “The major objection I have developed to the preschool system is that they start burdening children with homework.” As she explains the situation, it becomes clear that preschools provide less play and more work for young minds. “My son would bring back 3 pages worth of homework every day from school. On weekends, the workload could easily double. Therefore, be prepared to make your 3-year olds do their homework, prep for tests and be assessed in pre-kindergarten.” After a detailed conversation, it was apparent that the problem was not the preschools, but the way preschoolers get treated. Children up to 5 should not have to panic over doing well on a test. Preschools must restructure their models, because children are sent to these schools to learn, but not learn to be rocket scientists.

The Other Side

Hooria Anjum is an extremely well-versed individual in preschoolers’ lingo and believes “preschools are essential for your child”. The teacher, with over a decade’s experience, is quick to point out the benefits of pre-schooling. “Children need routine, proper guidance regarding mannerism along with learning essential motor skills, and that is exactly what preschools are designed to do.” According to Hooria, preschools hone “social-skills” in a child. “When children are placed in a setting with others from their age-group, they begin to blossom.” Asked if 2-year-old toddlers were too young to attend school, the seasoned preschooler pointed out the social dynamics that were making it necessary for parents to send their children to school, earlier, and earlier. “A preschool is the preferred option because parents know well that their children are in a productive environment crucial for their development.” Having worked in some of the country’s most renowned schools, Hooria knows the importance of quality education right from the beginning. “I have taught children from different age groups, and can confidently say that children who have been to preschools vs the ones who are introduced to school setting later are more well-behaved, calm, and eager to learn because of their familiarity with the classroom setting.”

Take-away 

There is no doubt that preschools can prepare younger ones for primary school through play and practice. However, the fact that most preschools start overloading young minds with more difficult concepts instead of focusing on basic learning is quite a concern and belies what preschools were meant to be. Every child is different, and so is the pace they learn at. If your neighbor’s child can count to 50 at 3 it isn’t necessarily a sign that your child, who is still stumbling upon the counting ladder, is any less intelligent. There is an immediate need to rid the lives of our children of this misplaced sense of ‘competition’. As Einstein would say, “the true sign of intelligence is not knowledge but imagination”, parents should start focusing on the creative, individual abilities of their children, instead of feeding them the standardized potion in hope that they might attain all knowledge known to human in the first five years of their life.

As with any second decision in human life, there are always pros and cons of what we decide to put our children through. However, blindly following a system is the most dangerous undertaking we often choose, fearlessly. Sending your child to a preschool should not be treated as a compulsion. And, there are plenty of models out there to reinforce the last statement. Find what works for your child and then take a careful decision. Some children might thrive in competitive situations from a young age, but others might not be able to keep up with the pressures of a classroom setting at the tender age of 3. Focusing on the individual needs of a child might provide an excellent answer to whether your child needs a preschool, or only parental attention to excel. And to quote Einstein again, what’s right isn’t always popular. And what’s popular isn’t always right.

Related: Modern-Day Mental Health Issues
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Emerging Economies University Rankings
Issue 12 March 2020

QAU Leads the charge for Pakistan in Emerging Economies University Rankings 2020

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LETTER The Times Higher Education (THE) has released its Emerging Economies University Rankings 2020, with 14 Pakistani universities making an appearance on the highly credible and respected ranking table. Quaid-i-Azam University (QAU), Islamabad, was named the top university in Pakistan. It was placed 85th spot in the international ranking list, the only Pakistani university to make it to the top 100 among emerging economies. Over the years, THE has become a world leader in university rankings. Besides QS and Shanghai ranking tables, THE is the only other internationally esteemed rankings model. Each university claiming a spot in the ranking undergoes much scrutiny to be placed in the league with other institutions. Various indicators including research, international outlook, teaching prowess, etc. are taken into account when preparing the approved table of university rankings. Since 2014, THE, has without fail released an emerging economies university ranking, highlighting universities from parts of the world that are aiming toward economic growth. Pakistan has been a constant presence on the list since 2015 when NUST made its way to the 95th spot.

Rising Number in Emerging Economies University Ranking

This year is especially celebratory because for the first time over ten Pakistani institutions have made a place for themselves in the list. The second-best Pakistani university after Quaid-i-Azam University was COMSATS, Islamabad, at 159th position. This isn’t the first time COMSATS is appearing in THE ranking, however, it is slightly unfortunate to note that the university slipped 22 spots from its last year’s position, when it was on the 137th position. Interestingly, the overall performance of COMSATS has notably improved. From the number of citations to international outlook, the varsity’s scores have moved upwards with the varsity securing 29.2 points overall. Nonetheless, it is clear that other universities have shown improved performance as well, leading to COMSATS’ slip in the table. Following COMSATS, was Islamic International University Islamabad, which was placed in the 201-250 band. Overall, IIU secured 25.0-27.2 points, and received 46.8 for its international outlook, beating both Quaid-i-Azam and COMSATS. National University of Sciences and Technology (NUST) Islamabad, Lahore University of Management Sciences and University of Agriculture, Faisalabad were all placed in the 251-300 band. 

14 Pakistani universities get featured in latest rankings released by Times Higher Education

All three universities scored between 22.7 to 24.9 points overall. Albeit, there isn’t a wide gap amongst the number of citations for each of the three universities, however, it is clear from the numbers that LUMS was the top university in Pakistan in terms of international outlook, scoring 49.4, the bets among Pakistani varsities. The University of Punjab was placed in the 301-350 band with an overall score of 20.9-22.6. As Pakistan’s oldest and biggest university, it is rather disheartening to note that the varsity only obtained a score of 10.4 in the research category. However, the University of Punjab rivals LUMS for teaching, both scoring 19.5 for the category. 

Next on the list were the University of Engineering & Technology Lahore and University of Peshawar, both making it to the 351-400 band. Even though the two institutes share an overall score of 19.1-20.8, their international outlook differs by over ten points. UET received a score of 44.9 for international outlook, while University of Peshawar got 34.4. Three more Pakistani universities were placed in the 401-500 band: Bahauddin Zakariya University, PMAS Arid Agriculture University, Rawalpindi and University of Veterinary and Animal Sciences, Lahore. All three varsities received an overall score of 15.8-19.0. There wasn’t a stark difference amongst scores received in most categories including industry income, the score for which was close to 10 for all three. Nonetheless, there was a marked difference between the scores received by UVAS in the citations category. The Lahore-based university received a meager 8.5, while the other two secured numbers above 19. Of the total 533 entries on THE’s emerging economics ranking list, Government College University, Lahore and University of Sargodha also found a place in the 501+ band. Both universities received an overall score of 13.3-15.7. However, the most startling revelation has to be the 5.7 points bestowed upon GCU in the citations category.

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