The dismal state of higher education in Pakistan and the near absence of a research culture in all but few of the country’s elite universities has garnered much criticism in recent years. Prospective employers repeatedly point out that the average Pakistani university graduate is woefully ill-equipped to handle cut-throat competition and constant need for innovation which are hallmarks of the corporate world. Other critics highlight that Pakistan’s total expenditure on higher education remains very low – especially when compared to the country’s bloated defense and military budget. While such criticism is indeed warranted – less attention has been paid to what actually goes on in the university classroom.

A typical lecture in most universities consists almost entirely of the course instructor reading aloud ‘slides’, which have been prepared prior to class-time using the popular ‘Microsoft PowerPoint’ computer program. With his/her attention wavering between students and ‘bullet-points’ on the projector screen – the instructor goes through a single topic in each session and leaves the last few minutes for a ‘question-answer’ exercise. The PowerPoint format – compared to traditional lectures – is also preferred by students, as concluded by Levasseur and Sawyer in their extensive study of classrooms.

However, the reliance on PowerPoint comes with its own set of problems. First released in May 1990, PowerPoint was designed specifically to be used by business organizations for purposes of group presentations. Since then, the software has been employed across various sectors, most notably education.

As PowerPoint was initially intended to be used by the corporate sector, it suffers from inherent limitations which limit its effectiveness as a learning tool. In his book ‘The Congitive Style of PowerPoint’, Edward Tufte argues that the prevalence of the ‘bullet-point’ format in the software prevents the audience from establishing connections from the information processed, also known as ‘schema’. Another notable flaw is that the audience can finish reading the slide prior to the speaker. This makes the audience less interested in detailed discussion of a specific aspect as it is assumed that the ‘slide’ already contained the most important bits of information.

By far the most controversial apsect of PowerPoint is the software’s facilitation of the ‘bullet-point’ format. In a university classroom – where the exchange of conflicting ideas and lively debate should be encouraged – the ‘bullet-point’ format oversimplifies complicated concepts and lacks relational impact. In the developed West, the introduction of PowerPoint in higher education and the availability of complete presentations as preparatory material has coincided with declining student attendance in university lectures.

Most private sector universities in Pakistan have implemented compulsory attendace rules but students still sit passively through the lecture as they expect to eventually get complete presentations. Another related concern is that PowerPoint presentations in classrooms actively discourage students from development of ‘note-taking’ skills, which has significant cognitive impact. According to the ‘generation-effect’, students process information much better if they actively engage with it, such as writing it down. A tradtional lecture – which utlizes writing on the whiteboard – encourages note-taking as it slows the instructor down, which in turn gives students more time to write and process the information given.

There exists a middle ground between the traditional lecture and PowerPoint methodology, known as the ‘multimedia learning’ approach. The theory of multimedia learning – formulated by Richard Mayer, blends positive aspects of both the traditional lecture and PowerPoint approaches. Mayer stresses that textual content such as ‘bullet points’ should be kept at a minimum and that multimedia such as relevant pictures should be used in the classroom to assist learning. The lecture delivery style of the instructor – according to this theory – should be conversational and multimedia should be used simultaneously, rather than consecutively, with the text.

The correct utilization of software such as PowerPoint can be a powerful educational tool, if used in accordance with pedagogy (study of teaching) principles. Unfortunately, most academics in Pakistan have not had exposure to literature published in the discipline of pedagogy or educational science. One obvious solution to this problem is that the Higher Education Commission (HEC) can implement the study of pedagogy as a compulsory requirement in post-graduate courses all over Pakistan. On the other hand, private universities should actively discourage faculty from passive lecture delivery methods such as the PowerPoint bullet-text format and complete presentations should not be made available to students to encourage their participation during class sessions.

The writer, Ammad Malik, teaches Politics in Lahore and is a regular commentator on socio- cultural affairs. He can be contacted at ammadmalik@protonmail.com

Other than Why universities must stop over-reliance on PowerPoint, you can also read The Looming Financial Crisis in Public Sector Universities

The University of Home Economics (UHE) Lahore, stands as a testament to the transformative power of education and the determination to empower women. Since its inception in 1955 as the College of Home Economics, the institution has been on a remarkable journey of evolution and growth. Rooted in the principles of fostering life skills, creative development, and academic excellence, the university has emerged as a beacon of empowerment for women in Pakistan.

The foundation of the College of Home Economics in 1955 marked a pioneering step towards educating women in various essential life skills. The institution’s primary aim was to equip young women with the knowledge and skills necessary for home and family life, while also nurturing their creativity. Partnering with Oklahoma University in the USA for curriculum development and teacher training highlighted the institution’s commitment to quality education.

In a span of merely a decade, the college expanded its offerings to include PhD MS and BS programs in Home Economics, demonstrating its adaptability and responsiveness to educational needs. Over time, the university broadened its educational scope, positioning itself as a platform to empower women to venture into diverse professional fields.

A significant milestone was achieved in the university’s history on February 8, 2017, with the passage of an act by the Punjab Assembly to elevate the institution to the status of a public sector university. The transition toward university status was officially initiated with the appointment of Prof Dr Kanwal Ameen as the first Vice-Chancellor of UHE Lahore on May 31, 2019. This period of transition heralds a new chapter filled with excitement, challenges, and high expectations for all stakeholders.

The UHE Lahore takes immense pride in its role in shaping mature, professionally equipped, cultured, and service-oriented graduates. The institution’s commitment to academic excellence is unwavering, with an uncompromising stance on teaching standards and discipline. The transformational power of education is evident in the institution’s efforts to empower women to become independent thinkers, professionals, entrepreneurs, researchers, and compassionate individuals.

Graduates of the UHE Lahore are positioned for success in a wide range of professional arenas. They can enter industries such as food companies, utility companies, supermarkets, and home equipment manufacturing. Home Economists often explore freelance entrepreneurship, media, advertising, product promotion, and testing. The education provided equips graduates to also take up roles as high school teachers, community activists, family counselors, and credit counselors. By advising on food choices, fashion, activity patterns, and healthy lifestyles, Home Economists contribute significantly to the well-being of families and communities.

 Vision and Mission

UHE Lahore’s vision revolves around fostering versatile growth among its students through diverse learning approaches that emphasize teaching and research excellence. This approach aims to cultivate empowered individuals with strong social responsibility, values, harmony, and cultural appreciation. The mission of the UHE Lahore is deeply entrenched in creating an equitable environment that motivates faculty and graduates to excel in an interactive learning process. The institution also places great emphasis on producing high-quality research and empowering young women with skills for lifelong learning and community service.

Commitment to Excellence

Prof Dr Syeda Faleeha Zahra Kazmi’s appointment as Vice-Chancellor of UHE Lahore on August 5, 2023, has ushered in a new era of Commitment to Excellence at our institution. Her tenure has been marked by a series of transformative initiatives aimed at enhancing the overall student experience and elevating the institution’s standing in various areas.

One of the most noteworthy initiatives undertaken by Dr Kazmi upon assuming her role was the establishment of dedicated Student Information Centers across the campus. These centers serve as hubs of information and support, ensuring that students have easy access to resources, guidance, and assistance, thereby enhancing their welfare.

In addition to prioritizing student welfare, Dr Kazmi has championed campus beautification efforts. The physical environment of our institution has seen significant improvements, making it a more attractive and conducive place for learning and research. These beautification projects contribute to the overall well-being of our academic community.

Moreover, Dr Kazmi’s commitment to infrastructure improvement has been unwavering. Through her leadership, substantial efforts have been made to upgrade existing facilities and create new ones. This commitment to enhancing the infrastructure is a testament to her dedication to providing our students and faculty with state-of-the-art resources and environments for teaching and research.

Dr Kazmi’s influence has extended to the realm of finance and planning. She successfully secured substantial funding for the library, increasing its resources and capacity significantly. The library’s funding was increased from 3 lakh to an impressive 50 lakh, ensuring that it remains a vital hub for academic research and knowledge dissemination.

In the pursuit of academic excellence, Dr Kazmi has also been instrumental in obtaining research grants totaling up to 7 million. These grants support faculty and student research endeavors, furthering our institution’s reputation as a center for cutting-edge research and innovation.

Furthermore, Dr Kazmi has worked tirelessly to engage alumni, fostering a sense of unity and collaboration between past and present members of our academic community. This involvement not only strengthens our institution’s network but also contributes to its overall growth and development.

Prof Dr Faleeha Zahra Kazmi’s tenure as Vice-Chancellor UHE Lahore has been marked by a steadfast Commitment to Excellence in every facet of our institution. Her visionary leadership and tireless efforts have led to significant improvements in student welfare, campus beautification, infrastructure development, library funding, research grants, and alumni involvement. Under her guidance, our institution continues to strive for academic achievement, innovation, and inclusivity, setting a shining example for the future.

Prof Dr Syeda Faleeha Zahra Kazmi is dedicated to enhancing academia and improving infrastructure for faculty and students. Their primary focus is to work tirelessly day and night with the main goal of facilitating students and creating a conducive environment for faculty. The aim is to ensure that students have access to excellent teachers so that they can shape a bright future for themselves, ultimately elevating the status of the educational institutions within the UHE Lahore.

Prof Dr Syeda Faleeha Zahra Kazmi is actively involved in administrative improvements to provide better opportunities for students to receive quality education and training. Their entire attention is directed toward equipping students with better knowledge and professional training so that they can progress on the path of self-development through their education.

In this way, their efforts are geared towards bringing about administrative improvements that will provide enhanced educational facilities and resources for both students and faculty within the UHE Lahore. The ultimate goal is to establish it as a reputable educational institution where students receive valuable knowledge and professional preparation. Through the efforts of Prof Dr Syeda Faleeha Zahra Kazmi, the UHE Lahore aims to secure its place as a premier educational institution.

A Message from the Vice Chancellor

Prof Dr Syeda Faleeha Zahra Kazmi, the Vice-Chancellor UHE Lahore, leads the institution with a vision of inclusivity, diversity, creativity, and excellence. Her message resonates with the commitment to uplift, inspire, and transform lives through education and empowerment.

Expanding Academic Horizons and Infrastructure

The College of Home Economics and Social Sciences stands as a testament to the UHE Lahore’s continuous pursuit of academic excellence and its commitment to offering a comprehensive range of programs that cater to a diverse array of disciplines. This expansion not only underscores the institution’s growth but also reinforces its position as a hub for holistic education.

The institution’s commitment to academic growth is mirrored in its investment in state-of-the-art infrastructure. The construction of a newly built administrative block underscores the importance of efficient administrative operations to support the academic mission of the UHE Lahore. This modern administrative center not only streamlines processes but also provides a conducive environment for administrative staff to excel in their roles.

Diverse Range of Programs

The expansion has resulted in the introduction of an impressive array of academic programs. Currently, there are 23 Bachelor of Science (BS) programs, 3 MPhil/MS programs, 1 PhD program, and 4 awaiting approval from the Higher Education Comission (HEC) Pakistan. These programs span across a wide spectrum of fields, catering to diverse student demographics and evolving industry demands. Ranging from traditional home economics disciplines to modern social sciences, the institution ensures that students can select programs aligned with their interests and career aspirations. This comprehensive approach not only empowers students with specialized knowledge but also equips them with a multidisciplinary perspective crucial in today’s interconnected world.

Beyond the BS/MS/PHD programs, the university offers postgraduate diplomas, enabling students to further enhance their expertise in specific areas. The inclusion of 6-month diplomas across six disciplines underscores the UHE Lahore’s commitment to providing short-term, skill-focused programs tailored to practical and industry-specific needs. These offerings culminate in a well-rounded educational experience, combining theoretical knowledge with hands-on skills, thereby preparing graduates to excel in their chosen fields.

Infrastructure Development and Modernization

The upcoming incubation center, generously sponsored by a private entity, is a testament to the university’s recognition of the importance of fostering entrepreneurship and innovation among its students. This center is poised to become a hub for creative ideation, business development, and collaboration, providing students with the tools and resources to turn their innovative ideas into reality.

Establishing Several Specialized Centers at UHE Lahore.

Under the visionary leadership of Prof Dr Faleeha Zahra Kazmi, several specialized centers have been established at UHE Lahore to cater to diverse student needs and enhance their university experience:

Career and Placement Center, Independent Living Center for Special Needs, Begum Ra’ana Liaquat Ali Centre for Training, Student’s Admission Information Center, Transportation Information Center, Financial Aid Center

These centers stand as a testament to Prof. Dr. Faleeha Zahra Kazmi’s dedication towards creating a supportive and conducive environment for students, offering holistic support beyond academic pursuits, and contributing to their overall growth and success at UHE.”

A Glimpse into the Future: Academic Block and Main Hall

As part of its ongoing commitment to excellence, the university is embarking on the construction of a seven-story academic block. This ambitious project is a clear indication of the institution’s dedication to providing top-notch facilities that enable cutting-edge teaching and research. The academic block will not only accommodate classrooms and laboratories but will also serve as a hub for intellectual exchange, collaborative research, and interdisciplinary engagement. This expansion not only enhances the student experience but also positions the university as a leader in academic infrastructure.

Furthermore, the construction of a main hall designed to host workshops, seminars, and student and faculty functions signifies the university’s recognition of the importance of creating spaces that foster community interaction and knowledge dissemination. This hall will serve as a central venue for academic and cultural events, contributing to the vibrant campus life that the university is known for.

A Legacy of Empowerment and Excellence

In culmination, the UHE Lahore, has transcended its humble beginnings as a college for home economics to become a pioneering public sector university. Its journey of empowerment, education, and excellence is embodied in its commitment to nurturing graduates who are not only academically proficient but also socially responsible. The institution’s expansion into diverse academic disciplines, coupled with its investment in modern infrastructure, sets the stage for a dynamic future of growth, innovation, and transformation. The UHE Lahore, remains dedicated to its mission of shaping empowered individuals who are poised to leave an indelible mark on various fields and contribute to the progress of society at large.

Related: UHE Lahore showcases 83 Art Work at Int’l Symposium on Art & Design

Author, Ihsan Aslam,  is the Protocoal officer to the VC UHE Lahore, and can be reached at aslamihsan.aslam@gmail.com.

The burgeoning interest in legal studies within Pakistan is notably reflected in the increasing number of applications for admission to LLB programs, particularly within public sector universities. A pivotal moment in legal education unfolded following a 2018 Supreme Court ruling, compelling universities and their affiliated private law colleges to implement a comprehensive five-year LLB program, despite its considerable duration.

The extant LLB syllabus, a collaborative endeavor of the Higher Education Commission (HEC), the Pakistan Bar Council (PBC), and legal education experts, has become conspicuously antiquated, necessitating imperative revisions. Recent months have witnessed the HEC disseminating a new undergraduate policy to institutions nationwide, encompassing the imperative need for a commensurate recalibration of the five-year LLB syllabus.

A critical examination reveals that the current LLB syllabus is conspicuously deficient. The overarching objectives are pursued through sub-objectives delineated at the course level, lacking the pedagogical depth inherent to comprehensive academic programs. Pakistani LLB syllabus developers have structured course content by sequentially presenting diverse legal statutes, without a discernible unifying framework. Notably, legal structures, such as the law of contracts, characterized by codified sections, are presented without requisite contextualization.

Integral to this discourse is the consideration of the requisite number of subjects within the LLB syllabus. Presently, the five-year LLB program in Pakistan comprises 56 compulsory courses, supplemented by a limited selection of optional courses. This accumulates to 166 credit hours distributed across ten semesters, prompting scrutiny regarding the feasibility of this extensive curriculum.

In stark contrast, three-year LLB programs from distinguished foreign institutions, including London University, operating as External LLB within Pakistan, are notable for their brevity. These programs, facilitated by accredited local teaching centers, culminate in the completion of 12 subjects, of which six are compulsory, in just three years. This equates to an annualized pace of four subjects per year, accumulating to 36 credit hours. The glaring contrast between the five-year and three-year programs raises questions regarding the efficacy of the former.

The incongruity is accentuated by the recognition accorded by the Pakistan Bar Council to three-year external LLB programs, taught within the country, paralleling the local five-year LLB. In this regard, the Bar Council has judiciously mandated requisite infrastructure and faculty criteria for institutions offering local LLB programs. Conversely, a dearth of essential conditions, including future faculty members, is evident in the majority of institutions overseeing external programs.

This schism perpetuates a discriminatory milieu for students enrolled in the five-year LLB program. The resultant class culture, wherein students of external programs with higher fees gain early access to legal practice, underscores the broader disparities in time investment and academic rigor.

Regrettably, this discriminatory scenario emanates from the regulatory framework governing legal education in Pakistan.

The 2018 Supreme Court decision, ostensibly interpreting foreign degrees to encompass those obtained locally, is perceived as an incongruous understanding. This interpretation inadvertently places three-year foreign LLB programs, widely available across the country, on par with their local counterparts, thereby potentially compromising educational standards.

Addressing this exigent situation necessitates comprehensive reforms in Pakistan’s legal education landscape. Foremost among these imperatives is the eradication of the prevailing discriminatory system. If the integration of three-year external programs into a regulatory framework proves unattainable, an alternative proposal involves subjecting them to a one- or two-year compulsory diploma under the country’s legal framework. Furthermore, contemplation is warranted concerning the conversion of the current five-year LLB program into a more streamlined four-year curriculum.

In conclusion, the prevailing practice of administering 56 courses within the LLB curriculum warrants rigorous scrutiny, as it gives rise to pertinent queries regarding the demonstrated competence of students upon completion of such a voluminous program. This confluence of academic and temporal considerations necessitates collaborative efforts among law educators across the nation to propel a substantive recalibration of the prevailing LLB programs.

The writer, Prof Dr Aziz ur Rehman, is Director School of Law, Quaid-i-Azam University (QAU) Islamabad and can be reached at the following E-mail: aziz.rehman@qau.edu.pk

Related: Scope of LLB in Pakistan

What is the best way to pass the ACCA exam? Aspiring accountants and professionals who want to pursue careers in ACCA might find this question curious. A worldwide-renowned qualification, the Association of Chartered Certified Accountants (ACCA) demands knowledge of taxation, managerial accounting, and financial reporting, among other subjects. To pass these exams, you must use study strategies that maximize retention and learning.

Think about obtaining expert advice from knowledgeable tutors at reputable institutions like Mirchawala’s to begin ACCA test preparation. They can offer professional advice, personalized study schedules, and insightful ideas to increase your chances of success. Expert advice might help you navigate difficult topics and come up with exam-specific needs. Get advice

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While there are numerous techniques to move on this route, practicing with past papers and taking mock tests is one of the most efficient ways to prepare for the ACCA exams. Previous exams give you an idea of the format and type of questions that are given, as well as pointing out areas in which you need to improve. Plan time for mock tests to improve your exam strategy and boost your self-assurance.

In this article, we will highlight the importance of mock exams and past papers for ACCA exam preparation and qualifying.

Understand the Exam’s Structure

Previous papers provide you with a clear understanding of the exam format as well as the kinds of questions and problems you might come across. It’s not just about getting an answer ready for a particular topic; it’s also about knowing how to approach and organize an exam.

Know the Marks Allocation

Understanding how your grades are assigned is beneficial. Knowing which areas to focus on will not only help you pass the exam, but it will also help you manage your time. The majority of students advise concentrating on the subject that has higher grades. So what occurs if you don’t receive the highest possible score on that subject or question? Thus, we suggest answering every question and treating them in an equal way.

Evaluate your knowledge level

You can know how well you comprehend an idea by doing past papers. This offers you the chance to make corrections and discover anything you might have overlooked during your first study session. If you perform poorly on a topic, you may always go back to the drawing board and refine the few things that you found unclear.

 Support You in Acquiring More Skills

When you give mock tests and practice on past papers, you will come to realize that there may be more than one method for answering the question. This can be gathered if one uses past exam papers. So, doing past exam papers improves your problem-solving skills and arms you with a variety of techniques to use for the exam.

In summary

Many learners reported that they avoid writing mocks due to time constraints or anxiety. All of these feelings are legitimate, but you will only know which areas you’re doing well in or which ones you need to improve on if you write a mock and have it scored. Do not approach a mock exam like a test if you are anxious about it. Rather, consider it a teaching opportunity that will aid in your exam preparation. The greater your practice, the more probable it is that you will feel at ease and confident on test day. Without practice, you won’t pass.

 If you’re seeking the best practice test and preparation platform for your ACCA exams, Mirchawala’s Hub of Accountancy is an ideal place for you. Candidates for the ACCA test have access to a variety of study resources, such as lectures, practice problems, mock exams, and study notes. The study guide aims to give students a thorough understanding of the subjects listed in the syllabus. Through diligent curation of old papers and other content, Mirchawala simplifies it with examples from real-world situations.

This article is written by PR department of  Mirchawala’s Hub of Accountancy – the best institute for ACCA Qualifications in Karachi.

Related: Scope of ACCA in Pakistan