 ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

 Student Name : Aqsa Ijaz

 Student ID:0000474951
 Course Name : Higher Education
 Course Code : 8625
 Smester:AUTUMN 2023
 ASSiGNMENT NO 2
 Units (6 9)
 Tuter : Bashir Ahmad

 Question No 1 .Critically discuss the systems of Higher Education in India. How would
you compare this system of higher education with Pakistani Higher Education System?
(10+10)

Ansewer:
 Difference Between Education System In India And Pakistan

 In the event Difference Between Education System In India And Pakistan that we
discuss the investigation level in urban regions there are much offices and openings
are accessible for the understudy to learn yet rustic regions do not have these offices
in both Pakistan and India. For the advance of a nation no uncertainty training is the
most vital factor however for execution of this factor appropriately the instructor
 ought to likewise assume a model part. Continue perusing this article till so as to think
about the distinction between Education System in India and Pakistan. Education is
one of the critical variables of a state who gain it ready to ground. The nation’s
prosperity can be judged by proficiency rate and the nature of instruction serving in
the nation. The proficiency rate of any nation demonstrates the value of its nation. The
improvement of instruction in Pakistan and India is an example of overcoming
adversity. There are such a large number of sensible strategies and tenets are made in
the Education arrangement of Pakistan however tragically there are still a portion of
the shortcoming are cleared out.

 Difference Between Education System In India And Pakistan


 Difference Between Education System In India And Pakistan

 Education System of India:

 The education system of India is very well established and maintained since last few
years. There are about 400 universities and 16000 colleges in India which covers three
head of Technology, Management, and Medical Science. In the management and
Finance domains, the ISB is ranked in no 12th among World’s MBA School by Financial
Times of London. The education system in India is much established as compared to
Pakistan and we have to learn from Indian Education reforms. All India Institute of
Medical Science has been forefront in the development of Medical Treatment in India.
India is the fastest growing economy in the world today.

 Education System of Pakistan:

 The education system of Pakistan is one of the best systems having a strong
infrastructure. The education system of Pakistan is divided into Primary, Secondary
and Higher School Level. There is a huge number of excellent schools, colleges and
universities are present in Pakistan which is serving the best standards of education
under the supervision of highly qualified, experienced and trained faculty. Pakistan is
spending only 3% of its GDP on its Education. The Time Higher Education Ranking has
ranked the National University of Science and Technology (NUST) at no 376 and further
three universities have been ranked in the top 300 in the field of Natural Sciences. For
further you must read the key difference Difference Between Education System In
India And Pakistan.
 Higher Education in PAKiSTAN
 Higher education in Pakistan is analyzed here within the context of the country’s historical and
political development. Critical for understanding the present is a description of the state of
education of Muslims well before the partition of India. From 1947 onwards, growth periods in
higher education are identified and their impact evaluated. The benefits of increased access
 are weighed against the problems created by the post-2002 rapid expansion of the university
system. Academic freedom and campus culture are examined together with the role
universities have played in fostering terrorism. The most vexing issue is to define quality of
education, without which comparisons are meaningless. It is argued that at least for the hard
sciences, and probably social sciences and humanities as well, the present international
ranking system is inadequate and education specialists need to come up with a general
framework that takes into account ground realities specific to countries like Pakistan.

 HIGHER EDUCATION and its status in India:

 The higher education institutions classified in India :
 What is the institutional framework for the higher education ecosystem in India?
 What are the various government initiatives for higher education in India?
 What are the challenges faced by Higher Educational Institutions (HEIs) in India?
 What are the various recommendations for a better higher education ecosystem in India?
 Video
 Prelims: Economic and Social Development – Sustainable Development, Poverty, Inclusion,
Demographics, Social Sector initiatives, etc.

 Mains: Issues Relating to Development and Management of Social Sector/Services relating to
Health, Education, Human Resources.

 The Higher Education and its status in India :

 The term ‘higher education’ with respect to India denotes the tertiary level education that is
imparted after 12 years of schooling. This includes undergraduate courses such as bachelor’s
degrees, postgraduate courses such as master’s degrees and doctoral programs, as well as
professional courses.

 As per the All India Survey of Higher Education (AISHE) 2019-20,

 There are 1,043 universities, 42,343 colleges, and 11,779 stand-alone institutions.
 78.6% of colleges are privately managed, of which 65.2% are private-unaided and 13.4% are
private-aided.
 The total enrolment in higher education stands at 3.85 crores, and the Gross Enrolment Ratio
(GER), the percentage of students belonging to the eligible age group enrolled in higher
education, is 27.1%.
 The Pupil-Teacher Ratio (PTR) in universities and colleges is 28.
 As per the QS World University Rankings 2023, only three Indian universities have secured a
spot amongst the top 200: IISc Bengaluru (Rank 155), IIT Bombay (Rank 172), and IIT Delhi
(Rank 174).
 As per the National Institutional Ranking Framework of India 2021, the best colleges in the
country are concentrated in 9 of India’s 28 states, which highlights regional disparities in
higher education.


 HIGHER education institutions classified in India :

 Higher educational institutions in India include universities, colleges, and other stand-alone
institutions. The universities award their own degrees, and colleges award degrees through
the universities with which they are affiliated.
 Universities awarding their own degrees are classified into five types based on their
management:

 Type of institutions

 Structure of regulation

 Central universities

 Set up by an Act of Parliament.
 There are 20 central universities in the country.
 The President of India is a visitor at all central universities.
 Ex: The University of Delhi, Allahabad University, etc.
 State universities

 Set up by an Act of State Legislatures.
 There are 215 state universities in the country.
 Ex: University of Calcutta, University of Madras, etc.
 Private universities

 Established through a state or central act by a sponsoring body.
 Sponsoring body can be a society registered under the Societies Registration Act of 1860 or a
public trust, or a company registered under the Companies Act of 1956.
 Ex: The BITS – Pilani (funded and run by the Birla Group Trust).
 Deemed to be universities

 They are not universities, but in recognition of their high caliber of education, granted the
status of a university.
 Centre grants the status on recommendation of the UGC.
 Autonomy to set their own syllabus, admission criteria, and fees.
 Ex: Manipal Academy of Higher Education, Symbiosis International Education Center, etc.
 Institutions of national importance

 Serves as a pivotal player in developing highly skilled personnel within the specified region of
the country or state.
 Status is granted by an Act of Parliament.
 Can award degrees without being affiliated with a university.
 Ex: All IITs, NITs, AIIMS, etc.

 The institutional framework for the higher education ecosystem in India :
 Different regulatory bodies, such as University Grants Commission (UGC), National Medical
Commission (NMC), All India Council for Technical Education (AICTE), and the Bar Council India
(BCI) manage different professional courses.



 Functions

 University Grants Commission (UGC)

 Established in 1953 and became a statutory organization by a parliament act in 1956.
 Coordinates, determines and maintains the standards of teaching, examination, and research
in university education.
 National Medical Commission (NMC)

 Established through the National Medical Commission Act, 2019, which succeeded the Medical
Council of India.
 Aim: To improve access to quality and affordable medical education. To ensure the availability
of adequate and high-quality medical professionals in all parts of the country.
 All India Council for Technical Education (AICTE)

 National-level Apex Advisory Body for technical education In accordance with the provisions of
the AICTE Act, 1987.
 Objectives: Promotion of Quality in Technical Education, Planning and Coordinated
Development of Technical Education System.
 Bar Council of India (BCI)

 Statutory body to regulate and represent the Indian bar association.
 It also sets standards for legal education and grants recognition to Universities.
 Accreditation Bodies

 National Board of Accreditation (NBA) established by AICTE.
 National Assessment and Accreditation Council (NAAC) established by UGC.

 The various government initiatives for higher education in India :

 The Indian government has taken several initiatives to improve the higher education system in
the country. Some of the major initiatives are:

 Education Quality Upgradation and Inclusion Program (EQUIP)
 Technical Education Quality Improvement Programme of Government of India (TEQIP)
 Institute of Eminence (IoE)
 Funding and Financing
 Higher Education Financing Agency
 Rashtriya Uchchatar Shiksha Abhiyan (RUSA)
 Research and Development
 Prime Minister’s Research Fellows (PMRF)
 The Scheme for Promotion of Academic and Research Collaboration (SPARC)
 Impacting Research Innovation and Technology (IMPRINT)
 Impactful Research in Social Sciences (IMPRESS)
 Technology and E-Governance
 National Educational Alliance for Technology
 National Academic Depository
 E-PG Pathshala
 Surveys and Ranking
 National Institutional Ranking Framework (NIRF)
 All India Survey on Higher Education ( AISHE)
 Vocational Education
 National Apprenticeship Training Scheme (NATS)
 SHREYAS Programme
 International outreach
 Study in India Programme
 Holding the IIT-Joint Entrance Exam (IIT-JEE) in 25 countries.
 Setting up of branches of IITs in other countries
 Scholarships
 Central Sector Scheme of Scholarship for College and University Students.
 National Fellowship and Scholarship for Higher Education of ST Students.
 Merit Cum Means Scholarship For Professional and Technical Courses CS (Minorities).
 Pragati Scholarship for Girls.
 Special Scholarship Scheme for North Eastern Region.


 The challenges faced by Higher Educational Institutions (HEIs) in India :

 Inadequate investments in higher education: The government’s expenditure on higher

education is a mere 2.7% of the GDP against the recommended 6% by the Kothari Commission.
 Disparities in access to higher education: Empirical evidence points towards the persistence of
economic, social, locational, and regional disparities in access to higher education.
 Limitations in accreditation: NAAC and NBA are currently reeling under the issue of inadequate
capacity to bring all HEIs into the accreditation framework.
 Learning outcomes and teaching outcomes: Deficiency of prerequisites amongst students to
take up programs and the subsequent failure to achieve desired outcomes is much prevalent.
 Research and innovation: India lags behind other countries in terms of research output,
innovation, and patent registrations. Also there is a lack of adequate funding in research and
innovation.
 Lack of global standards of excellence: This has a direct impact on India’s capacity to reap its
demographic dividend and acts as an impediment for HEIs to feature in top global rankings of
institutions.
 Limitations in attracting students from abroad: India ranks third in the world in terms of having
students pursuing higher education from abroad. However, globally, India occupies the 26 th
position among the top destinations for international student mobility.
 Absence of convergence between higher education and the skill ecosystem: Higher education
contributes only 4% in offering skill training while the Ministry of Skill Development and
Employment (MSDE) contributes 58%. The MSDE hasn’t been involved in the higher education
system either.


 What are the various recommendations for a better higher education ecosystem in India?
 Regulation and Accreditation
 Consolidating the regulatory structure of this sector by eliminating the overlapping
regulations.
 Widening the accreditation network and acknowledging the diversity of standards during the
assessment.
 Expanding access
 Enhancing access to vulnerable communities by providing scholarships, fee reimbursement,
etc.
 Expanding access to cater to geographically underserved areas through Massive Online Open
Courses (MOOC) and Open and Distance Learning (ODL).
 Financing higher education
 Generating funds via new modes such as opening up of sophisticated research equipment to
industry and other external users which will improve their utilization and also earn revenues.
 Providing financial incentives like One-time financial grants to support filling up existing
vacancies of faculty and One-time Catch-up grant to facilitate infrastructural upgradation.
 Effective pedagogies and assessment practices
 Formulating a National Higher Education Qualifications Framework and Learning Outcome-
based Curriculum Framework.
 Create institutional mechanisms for periodic review of curricula by formulating guidelines for
implementation of the revised curriculum.
 Promotion of research and innovation
 Building a robust ecosystem of research networks by reaching out to local higher education
institutions.
 Setting up a research funding body at the national level, which aims at achieving excellence in
knowledge creation, people, and Research & Innovation infrastructure.
 Skills, Employability, and Entrepreneurship
 Incorporating a formal vocational education structure into the college system with a credit
structure that applies to both vocational and non-vocational education.
 Revamping the curriculum for vocational education to incorporate skill courses with credits.
 Technology for better reachability
 Promoting Research in Edu Tech by setting up Centers of Excellence (CoE) in premier
Institutions along with Incubation support facility for startups.
 Developing platforms using AI that could offer personalized learning paths, adaptive
assessments, and real-time progress tracking to enhance the learning experience and
outcomes.
 Internationalization of higher education
 Expanding academic collaboration with Higher Education Institutions abroad for knowledge
sharing and research collaboration.
 Promoting program mobility and cross-border delivery of higher education programs.

 The vast and varied higher education system in India is made up of colleges, universities, and
other establishments that provide a broad range of academic programs. The system is
overseen by multiple regulatory agencies, and educational standards differ throughout
establishments. The following are salient characteristics and obstacles of the Indian higher
education system:
 Aspects:

 1.University System: -

 With both central and state institutions providing undergraduate, graduate, and doctorate
degrees, India boasts a strong university system. Indian Institutes of Technology (IITs), Indian
Institutes of Management (IIMs), and other esteemed universities are only a few examples.


 2. Regulatory entities: -

 AICTE and the University Grants Commission (UGC) are two examples of regulatory entities
that are essential to monitoring and upholding standards of quality in higher education.

 3. Diversity of Programs: -

 Science, engineering, humanities, social sciences, and professional courses are just a few of
the many fields that make up higher education in India. The importance of interdisciplinary
studies is rising.


 4. Research and Innovation: -

 There are a number of research and innovation-focused institutions in India. Scientific progress
is facilitated by the National Institutes of Technology (NITs), the Indian Institutes of Science
Education and Research (IISERs), and other research organizations.



 5. Entrance Exams: -

 Tests of entrance are frequently required for admittance to famous universities. Exams such as
the National Eligibility and Entrance Test (NEET) for medical programs and the Joint Entrance
Examination (JEE) for engineering programs are extremely competitive.

 6. Difficulties: -

 Differences in Quality: -

 There are differences in quality amongst the various institutions. While some schools and
universities uphold high standards, others struggle with issues like outdated curricula, faculty
quality, and infrastructure.


 Affordability and Accessibility:

 Socioeconomic variables continue to make it difficult for many people to access higher
education. A financial obstacle may exist for certain students, particularly in the case of
professional courses.

 Excessive Stress on Exams: -


 The system heavily emphasizes exams, which encourages rote memorization over the
development of critical thinking and practical abilities.

 There is a shortage of faculty. The quality of education is impacted by the lack of skilled
professors at many schools. Improvements are urgently needed in the areas of faculty
development and recruitment.

 Industry-Academia Divide:

 Academic courses and corporate requirements frequently diverge. It is a constant challenge to
match educational programs to the demands of the labor market.

 Comparison with Higher Education System in Pakistan:

 Significances:

 1.Centric Structure of the University: -

 Higher education in India and Pakistan is centered around universities. Numerous programs
are offered by central and provincial universities, and research-oriented institutions are
becoming more and more important.



 2.Entrance Exams: -

 To gain entry into esteemed universities, candidates must pass entrance exams in both
nations. Tests such as the Engineering College Admission Test (ECAT) and the Medical College
Admission Test (MCAT) are similar in Pakistan to the tests administered in India.



 3. Quality Disparities: -

 There are issues with quality differences across institutions in both countries. While some
universities are highly esteemed, others could have issues with staffing levels and facilitie


 (a) Achieving 100% literacy by promoting collaboration between voluntary organizations and
the government’s education system and local communities.

 (b) Connecting institutions of higher education with local communities to address
development challenges through appropriate technologies.

 © Strengthening India’s scientific research institutions in order to make India a scientific and
technological power.

 (d) Developing human capital by allocating special funds for health care and education of rural
and urban poor, and organizing skill development programmes and vocational training for
them.



 Frequently Asked Questions (FAQs)


 The Gross Enrolment Ratio :

 Gross Enrolment Ratio is the total enrollment in a specific level of education, expressed as a
percentage of the eligible official age population in a particular age group corresponding to the
same level of education. In the case of higher education, the age group is 18-23 years.



 The National Institutional Ranking Framework (NIRF)
 The NIRF framework outlines a methodology to rank institutions across the country. The
parameters broadly cover “Teaching, Learning and Resources,” “Research and Professional
Practices,” “Graduation Outcomes,” “Outreach and Inclusivity,” and “Perception”.



 QUESTION NO 2.Explain the reasons of Wastage in Higher Education. Also explain the
implication of Cost-effectiveness analysis for higher education in Pakistan. (20)

 Ansewer
 Educational wastage can be said to exist in the following forms: In the failure of a system to
provide universal education. In failure to recruit children into the system. In failure to hold
children within the system. In failure of the system to set appropriate objectives.
 Cost-effectiveness analysis is a way to examine both the costs and health outcomes of one or
more interventions. It compares an intervention to another intervention (or the status quo) by
estimating how much it costs to gain a unit of a health outcome, like a life year gained or a
death prevented.
 Pakistan’s higher education system faces issues related to the quality of education, outdated
curricula, and the lack of standardization in evaluation and accreditation. Underinvestment:
The underinvestment in higher education is a persistent issue.
 Wastage In Higher Education:
 Educational Wastage existts in the fallowing forms
 A) Failure of the system to provide a universal education;
 B)Failure to recruit children into the system ;
 C)Failure to hold children within the system ;
 D)Failure of the system to set appropriate objectives and ;
 E) Inefficiency in the achievement of such objectives
 There are different reasons that children’s and adolescents of developing countries either do
not
 Go to school or leave early . Some of them as under
 1.There are no school to go to, or that there are not renough places in them .
 2.The cost of attending school during periods of manpower shortage may be a
determaining factors , particularly in agriculture areas
 3.Marriage customs may encourage early marriage and childbirth
 4.Grave illness is also an important factors
 5.Many children leave school early because they ,or their parents , do not find what is
taught at school relevant to their needs in future employment
 6.others leaves because they are needs in future employment
 7.Finally , many parents fell that it is more important for their children to receive
traditional and training on the job rather than spend their time in classroom
  A major aspect of educational Wastage occurs when students leaves the educational
system .
And a major educational Wastage is reputation by a students of a years of work in the same
class or grade and doing same work as in the previous years .This may occurs at any level, from
elementary to University,.

Economics rationality demands expansions of the vocational and job – oriented system both at
school level , instead of graduate levels instead of general education
 Cost – Effectiveness Analysis
Cost – effectiveness analysis was developed in the 1950s by the united States Department of
Defence as a device for adjudicating among the demands of various branches of the armed
services for increasingly costly weapons systems with different level of performance and
over,lapping missions (Hitch and McKean1960)
By 1960,it had programes outside .
Cost-effectiveness analysis , is an evaluation is an evaluation tool that is that is designed to
assist in chosing among alternative courses of actios or policies when resources are limited
Examples of Effectiveness Measures,

 Cost – effectiveness
Analysis is a way to examine both the costs and health outcomes of one or more
interventions. It compares an intervention to another intervention by estimating how much it
costs to gain a unit of a health outcome, like a life year gained or a death prevented.
Pakistan’s higher education system faces issues related to the quality of education, outdated
curricula, and the lack of standardization in evaluation and accreditation. Underinvestment:
The underinvestment in higher education is a persistent issue

 Abstract
Using data from colleges and universities, the authors investigate the costs and effectiveness
of higher education in Pakistan, identify factors that influence those costs and effectiveness,
and estimate levels of study subsidies. Not surprisingly, they find that most colleges and
universities are underfunded. They operate with minimal faculty, spend little on learning
materials, and cannot cut costs by enrolling more students without jeopardizing the quality of
education. Available resources could be used more effectively by reducing the proportion of
nonteaching employees – most of them servants – and by reallocating those resources to
faculty and instructional materials. Student performance in examinations is consistent with
the level and use of resources.Most students fail examinations, particulary in crowded
institutions that offer few courses. And those who pass do so largely through their own efforts,
not because of the quality of teaching. There are no institutional incentives for achievement or
penalties for failure. Colleges and universities are not held accountable for the quality of
instruction, cost recovery is low, and the government demands no standards. It would be
imprudent for the Pakistan government to allocate more resources to the education sector
until mechanisms have been established for more effectively allocating resources within and
among institutions and for establishing incentives and improving institutional performance.
  Educational wastage: Exists in the following forms: (a) Failure of the system to provide
a universal education (b) failure to recruit children into the system (c) failure to hold
children within the system (d) failure of the system to set appropriate objectives €
inefficiency in the achievement of such objectives. A major aspect of educational
wastage occurs when students leave the educational system prior to the termination
of an educational cycle. Dropping-out in this sense is not related to the existence or
duration of compulsory schooling and therefore leaving school before the minimum
age is not regarded as dropping out. However, those who leave before the end of a
cycle, but who have satisfied the compulsory education laws by staying at school until
they have reached the minimum age, would be regarded as dropouts; and in countries
which do not have compulsory education, a child who left school before

completion of the stage in which he had registered would be regarded as a dropout. A major
aspect of educational wastage is the repetition by a student of a year of work in the same class
or grade and doing the same work as in the previous year. This may occur at any level, from
elementary to university. Minimize Wastage in Education: In fact the reasons for failure and
drop out will vary from school to school, place to place and individual to individual. As such,
one cannot suggest a single programme for all the schools to reduce educational wastage.
However, some of the following action programmes may help for reducing educational
wastage. 1. Increasing holding and attracting power of the school; (a) Attractive teaching i.e.
adoption of improved method of teaching and techniques

 A major aspect of educational wastage occurs when students leave the educational
system prior to the termination of an educational cycle. Dropping-out in this sense is
not related to the existence or duration of compulsory schooling and therefore leaving
school before the minimum age is not regarded as dropping out.

Kothari Commission suggested the following programmes for reduction of wastage : (a) The
provision of a school within easy distance from the home of every child; (b) The enrolment of
every child of the prescribed age into Class I of a school through propaganda, persuasion and
even penal action if necessary; (c)

 Examples:
The application of cost – effectiveness analysis can best be understood by providing examples
of it’s use In a 1984 study , Bill Quinn , Adrian Van Monfrans , and Blaine R.
Worthen examined the cost – effectiveness of two different mathematics Curricula . One
approach was based upon a traditional, textbook application. The others was a locally
developed curriculum that emphasized highly individualized instructions with special methods
of teaching mathematics s concept
It was , also learned that the lower the Socio economic status(SES) student the cost per point
but the innovatrd program than for the traditional one , showing that the higher achievement
more than compensated for the higher cost .
For low SES students the cost per point of the innovated program.
For high SES students, however , the traditional program was slightly more cost effective
This study demonstrates the value of cost effectiveness and it’s usefulness as an evaluation
technique among different types of students
Cost effective ness refers to the consideration of disision alternative in which both their costs
and consequences refers as consideration of decision alternatives in which both their cost
consequences are taken into account in a symptomatic way .

 However ,most educational alternative resource including television,computer,s –

assisted instruction,smaller class sizes and so on .

 A major aspect of educational wastage occurs when students leave the educational
system prior to the termination of an educational cycle. Dropping-out in this sense is
not related to the existence or duration of compulsory schooling and therefore leaving
school before the minimum age is not regarded as dropping out.

 Educational wastage exists in the following forms: (a) failure of the system to provide a
universal education; (b) failure to recruit children into the system; (c) failure to hold
children within the system; (d) failure of the system to set appropriate objectives; and
€ inefficiency in the achievement of such objectives.

 The most frequently suggested reason why children and adolescents in developing
countries do not go to school or leave school early is that there are no schools to go to,
or that there are not enough places in them. In addition the cost of attending school
during periods of manpower shortage may be a determining factor, particularly in
agricultural areas. Marriage customs may encourage early marriage and childbirth.
Grave illness is also an important factor. Many children leave school early because
they, or their parents, do not find what is taught at school relevant to their needs in
future employment. Others leave because they are needed as helpers at home or on
the farm. Finally, many parents feel that it is more important for their children to
receive traditional education and training on the job rather than spend their time in
classroom.

 A major aspect of educational wastage occurs when stu’ents leave the educational
system prior to the termination of an educational cycle. Dropping-out in this sense is
not related to the existence or duration of compulsory schooling and therefore leaving
school before the minimum age is not regarded as dropping out. However, those who
leave before the end of a cycle, but who have satisfied the compulsory education laws
by staying at school until they have reached the minimum age, would be regarded as
 dropouts; and in countries which do not have compulsory education, a child who left
school before completion of the stage in which he had registered would be regarded as
a dropout.

 This definition conflicts to some extent with more general notions of premature
leaving, interpreted as leaving before the minimum age. The term may also be applied
to students leaving at the end of the compulsory period when a further period is
considered desirable even though not required.

 A major aspect of educational wastage is the repetition by a student of a year of work

in the same class or grade and doing the same work as in the previous year. This may
occur at any level, from elementary to university.

INCIDENCE:
Some countries throughout the first and second levels systematically operate repetition in all
grades, using end-of-year examinations and other information on which to base a decision on
promotion, with a limited number of years in a grade permitted. A second group of countries
resembles the first, except that the number of years in a single grade is not limited. A third
group of countries promotes without regard to examination performance, and rarely permits
repetition of grades. A UNESCO statistical study of school wastage, in selected countries,
suggests that first and last elementary school grades were the focal points for repetition in
Africa, and first grade in Latin America. In both these regions, first grade repetition was
noticeably higher than in second through fifth. In selected countries in Asia and Europe,
surveys show that a high first grade repetition rate was also indicated. The first year of high
school, in these statistics, also shows a higher rate, as do the terminal grades of the two cycles
of the ‘general second level’. Clearly there are unaddressed psychological, social and economic
factors in this wastage. The problems are only partly pedagogical.

[Developing countries] In the Third World, more than half of the pupils drop out entirely after
the second year of primary school. Of primary school completers, only one in four obtains a
place in a secondary school. Only a fraction graduate.

[Industrialized countries] In the early 1980s in France, dropouts made up between 100,000 and
250,000 of the 800,000 people leaving school annually. In UK 60% of children then left school
before completing the final grade. In (then) West Germany and the USA, 10% had dropped out
by the age of 16.

According to a 1996 report, about 25 per cent of Hungarian Gypsies had not finished primary
education. Gypsies represented 5 to 7 per cent of the population of the country. High Gypsy
unemployment was linked to the educational difficulties.

BROADER PROBLEMS:
Inefficiency
Frustrated past goals
Waste of human resources
Inadequate results of formal schooling
NARROWER PROBLEMS:
Stagnating school enrolment
Inadequacy of formal education
Exclusion of students from schools
Lack of relationship between education and available jobs
AGGRAVATES:
Illiteracy
Youth violence
Lack of education
Functional illiteracy
Delay in societal impact of education
Underutilization of intellectual ability
Unemployment of premature school leavers
STRATEGIES:

Counselling early school-leavers

Reducing amount of educational wastage
Overcoming ill effects of educational failure
REFERENCES:
McIlroy, Ken: School Failure and What to do About It
UNESCO: Wastage in Primary and General Secondary Education: a statistical study of trends
and patterns in repetition and drop-out
United Nations: Coping with Drop-Out: a handbook
Conklin, Agnes M: Failure of Highly Intelligent Pupils

In the context of higher education, “wastage” describes the situation in which a sizable portion
of registered students either drop out before earning a degree or fail to finish their degrees.
This problem affects people, organizations, and the larger educational system. In this article,
we examine the causes of waste in higher education and talk about how cost-effectiveness
analysis affects higher education in Pakistan.

Factors Contributing to Waste in Higher Education:

1.Socioeconomic Aspects: -

Money Restraints: -
Students from low-income homes may be unable to finish their education due to financial
obstacles. A student’s inability to pay for housing, books, and other related expenses could
contribute to their dropout rate.

Opportunity Cost: -

Students might have to balance conflicting obligations, like working to support their families.
Continued attendance may be discouraged by the opportunity cost of attending college in
terms of prospective revenue.

2. Challenges in the Classroom: -

Immunization: -

Some students face academic difficulties since they don’t prepare enough for higher school.
Dropouts can occur from not having the fundamental information or abilities needed for the
chosen course.

Inadequate Academic Support:

Students who receive insufficient tutoring, counseling, or mentorship may find it difficult to
complete their curriculum and ultimately drop out.

3. Adjustment Issues: -

Psychosocial Factors: -

Some students may find the adjustment to a university setting difficult, which might result in
feelings of loneliness or homesickness. These psychosocial elements have an impact on mental
health and raise the likelihood of dropouts.

Lack of Motivation: -
Students may become disinterested in finishing their studies if they do not have specific
professional or educational objectives. Disengagement may result from a feeling that the
selected field of study is irrelevant.

4. Institutional and Administrative Factors: -

Admission Guidelines: -

Strict guidelines that disregard a range of educational experiences may lead to students being
accepted into courses for which they are ill-prepared.

Administrative Obstacles: -

Difficult administrative procedures, such as intricate registration processes and bureaucratic

obstacles, may deter students from pursuing higher education.

5. Educational Quality: -

Inadequate Quality of Teaching: -

One major factor influencing student retention is the caliber of instruction and learning
opportunities. Disinterest may be caused by poor instruction, out-of-date curriculum, and a
dearth of creative pedagogical techniques..

Question No 3. Critically discuss importance of assessment in higher education. Also discuss

the role of learner in assessment. (10+10)

Ansewer:

 The Importance of Assessment in Higher Education

Gain greater insight into the importance of assessment in higher education for learning and
institutional goals. Click here to learn more with Watermark.
 The importance of assessment in education has always been evident. However, the term itself
has come to encompass a much broader and more detailed process in recent years. Aside from
the traditional focus on what students can remember, assessment has taken on additional
meaning thanks to innovative technology. Institutions can use assessment data to inform
strategic decision-making, upgrade their curricula, and elevate the student learning
experience.

The current assessment trends speak to this fundamental shift. They bring elements like
different types of assessment, a focus on processes and experiences, and embracing
technological innovations such as artificial intelligence (AI) to create a more detailed and
accurate picture of how institutions are meeting their objectives.

 . Assessment in Higher Education

Assessment in higher education has many meanings, but at its core, it measures what students
know and what they can do. The process involves collecting information that measures the
success of a course, program, or curriculum based on whether students have acquired the
skills and knowledge associated with that program. It’s more than testing student competency
and involves measuring an institution’s process toward its predetermined goals.

The assessment process Is twofold — measuring student outcomes and an institution’s ability
to provide students with the skills and knowledge they need to start meaningful careers. In
return for holding students to a high standard, institutions receive actionable data to inform
future improvements. While detailed and complex, innovative assessment processes can lead
to improved results for students, faculty, and institutions as they tackle their relative
opportunities for improvement with a firm overview of where to start and what steps to take.
Importance of Assessment
Assessment plays a crucial role in education and has importance in teaching and learning. It
provides valuable information about students’ progress, identifies areas of improvement, and
helps enhance the teaching and learning process. It serves as a tool for measuring students’
knowledge and skills, allowing educators to gauge their understanding of the subject matter
and identify any gaps in learning. By evaluating students’ performance through assessments,
teachers can tailor their instructional strategies to meet individual learning needs and provide
targeted support where necessary. This enhances students’ learning experience and promotes
their overall academic growth.

The four roles of assessment .

Placement assessment determines student. Performance at the beginning of instruction.

Formative assessment monitors learning. Progress during instruction.
Diagnostic assessment diagnoses learning. Progress during instruction.
Summative assessment determines student.
Center for Teaching
 Student Assessment in Teaching and Learning

Much scholarship has focused on the importance of student assessment in teaching and
learning in higher education. Student assessment is a critical aspect of the teaching and
learning process. Whether teaching at the undergraduate or graduate level, it is important for
instructors to strategically evaluate the effectiveness of their teaching by measuring the extent
to which students in the classroom are learning the course material.
This teaching guide addresses the following: 1) defines student assessment and why it is
important, 2) identifies the forms and purposes of student assessment in the teaching and
learning process, 3) discusses methods in student assessment, and 4) makes an important
distinction between assessment and grading

At the course level, assessment provides important data on the breadth and depth of student
learning. Assessment is more than grading. It’s about measuring the progress of student
learning. Thus, assessment is defined as a “process of gathering data to better understand the
strengths and weaknesses of student learning

The most important purpose of assessment and evaluation is to improve student learning.
Assessment and evaluations are important tools for designing curriculum and instructional
approaches as per need of students.

 Defining Assessment
 Assessment of student learning :
At the course level, assessment provides important data on the breadth and depth of student
learning. Assessment is more than grading. It’s about measuring the progress of student
learning. Thus, assessment is defined as a

“process of gathering data to better understand the strengths and weaknesses of student
learning”
(Harris and Hodges, 1995).
Assessment and Learning
Assessment plays an important role in the process of learning and motivation. The types of
assessment tasks that we ask our students to do determine how students will approach the
learning task and what study behaviours they will use. In the words of higher education
scholar John Biggs, “What and how students learn depends to a major extent on how they
think they will be assessed.” (1999, p. 141).

Given the importance of assessment for student learning, it is important to consider how to
best measure the learning that you want your students to achieve. Assessment should
integrate grading, learning, and motivation for your students. Well-designed assessment
methods provide valuable information about student learning. They tell us what students
learned, how well they learned it, and where they struggled. Good assessments allow you to
answer the question,
Assessment then becomes a lens for understanding student learning, identifying invisible
barriers, and helping us to improve our teaching approaches
☰
Assessment
The Role of Assessment in the Student Learning process :

Abstract Full Text References

Assessment is a powerful learning tool that can enhance learning and education. The process
of student assessment should align with curricular goals and educational objectives.
Identifying the assessment strategies necessary for the proper evaluation of students’ progress
within individual programs is as important as establishing curricular content and delivery
methods. The purpose of this paper is to discuss elements to be considered in assessment
design and implementation as well as common challenges encountered during this process.
Elements to be considered during assessment design include purpose of assessment, domains
to be tested, and characteristics of the assessment tools to be employed. Assessment tools are
evaluated according to four main characteristics: relevance, feasibility, validity, and reliability.
Based on the evidence presented in the literature, the use of a variety of assessment tools is
recommended to match diverse domains and learning styles. The assessment cycle concludes
with the evaluation of the results and, based on these, the institution, program, or course can
make changes to improve the quality of education. If assessment design aligns with
educational outcomes and instructional methods, it improves the quality of education and
supports student learning

 The Role of Assessment in the Student Learning Process

.

 Assessment is a powerful learning tool that can enhance learning and education. The
process of student assessment should align with curricular goals and educational
objectives. Identifying the assessment strategies necessary for the proper evaluation
of students’ progress within individual programs is as important as establishing
curricular content and delivery methods. The purpose of this paper is to discuss
 elements to be considered in assessment design and implementation as well as
common challenges encountered during this process. Elements to be considered
during assessment design include purpose of assessment, domains to be tested, and
characteristics of the assessment tools to be employed. Assessment tools are
evaluated according to four main characteristics: relevance, feasibility, validity, and
reliability. Based on the evidence presented in the literature, the use of a variety of
assessment tools is recommended to match diverse domains and learning styles. The
assessment cycle concludes with the evaluation of the results and, based on these, the
institution, program, or course can make changes to improve the quality of education.
If assessment design aligns with educational outcomes and instructional methods, it
improves the quality of education and supports student learning

 Assessments help the students understand their errors, understand the feedback
received on their errors, and help them improve. Assessments may also provide
another opportunity to assimilate the new information and re-do the exam to improve
performance.

 The Effects of Assessment

 Student Learning

 Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine
whether or not they understand course material. Assessment can also help motivate
students. If students know they are doing poorly, they may begin to work harder.

 Imagine this situation:

 Johnny is a chemistry student. He just took his first exam in his class. He earned a 56%;
he needs a 79% to pass the class. The low exam score lets Johnny know that he missed
something important he should have learned. Perhaps, he did not understand the
material, or maybe he did not study long enough. Whatever the case, the assessment
results let Johnny know that he did not successfully learn the material and that he
must try something new in order to earn a better score.
 
 Teaching

 Just as assessment helps students, assessment helps teachers. Frequent assessment
allows teachers to see if their teaching has been effective. Assessment also allows
teachers to ensure students learn what they need to know in order to meet the
course’s learning objectives.

 Imagine this situation:

 Mrs. Brown is a 12th grade biology teacher. After finishing the unit on cell division, she
gives a 50-point multiple-choice test. Upon grading the exam, Mrs. Brown realized the
average class grade was a 68%, far below the cutoff line for passing. Mrs. Brown can
easily see that her students didn’t fully learn cell division. This tells her that she needs
to re-visit the unit on cell division and determine why students failed the exam.
Perhaps she may need to try a different teaching strategy, or perhaps she did not
spend enough time on difficult material.

 Frequency and Feedback
 Assessment is designed so that students understand their progress towards course
goals and modify their behavior in order to meet those goals. In order to do that,
assessment should be ongoing. In other words, classes that use one or two exams a
term are not using assessment as effectively as it could be used. In order for students
to gain a true representation of their understanding, frequent assessment is critical,
and it should be accompanied with feedback.

 Assessment is really only as good as the feedback that accompanies it. Feedback is the
teacher’s response to student work. In order to make assessment as effective as
possible, teachers should provide their feedback as well as a letter grade. It is
important that students understand why a particular question was incorrect or why
their essay did not meet requirements.

In higher education, assessment is essential for a number of reasons that improve student growth and
the overall quality of instruction. The following are some of the main arguments in favor of evaluation
in higher education:

 1.Improvement and Feedback: -

Identifying Strengths and Weaknesses: -

Assessment offers insight into students’ strengths and weaknesses, assisting teachers and students in
identifying areas in which mastery is attained and those in which further development is required.

 Everlasting Development: -

Frequent evaluations are part of a cycle of ongoing progress. In order to improve learning outcomes,
educators can use assessment data to update course materials, improve teaching techniques, and
modify instructional strategies.

 2. Evaluation of Learning Outcomes: -

Measuring of Learning Objectives: -

The purpose of assessments is to determine if students have met the learning goals established for a
certain course. They offer a concrete means of assessing how well educational objectives are being
met.

 Alignment with Curriculum: -

Teachers can make sure that the curriculum design, the planned learning outcomes, and the
instructional objectives are all in alignment by using assessments. This keeps the educational process
relevant and consistent.

3. Incentives and Engagement: -

Promoting Student Involvement: -

Effective evaluations have the power to inspire students to actively participate in the course material.
Regular attendance, participation, and involvement in class activities are encouraged by the possibility
of assessment.

Acknowledgment of Achievements: -

Students can identify their growth and accomplishments through assessment. A good attitude toward
learning is fostered and a sense of accomplishment is obtained by successfully completing exams.

In the fourth section, under Accountability and Accreditation:, Institutional Accountability:

Assessments support institutional accountability by demonstrating the efficacy of instruction. For
accrediting purposes, the results of educational institutions’ assessment methods are frequently used
as the basis for evaluation.

Assurance of Quality: -

An essential part of quality assurance procedures are assessments. They support educational
institutions in proving they fulfill requirements and standards for providing high-quality instruction.

5. Readiness for Upcoming obstacles: -

Critical Thinking and Problem-Solving: -

Assessment activities, particularly those that call for critical thinking and problem-solving, help
students get ready for obstacles they may face in the real world. These abilities are necessary for
future academic and career success.

Adaptation: -

Tests that call for the use of information and abilities in unfamiliar contexts encourage adaptation. As
the world changes quickly, students have the capacity to apply what they have learned to a variety of
circumstances.

 6. Educator Feedback: -

Teaching Effectiveness: -

The findings of the assessment give teachers information about how well their methods of instruction
are working. Teachers can make well-informed decisions about their teaching tactics and approaches
thanks to this input.

Curriculum Development: -

Assessments help to shape curriculum by pointing out areas that could require revisions. Teachers can
change the curriculum to better suit the needs of their students.

Question No 4 :Critically discuss the role of emerging technologies in higher education. (20)
Ansewer :

 6: Top Emerging Technology Trends in Higher Education

 Stats report that the global tech market for the higher education sector will hit the
169.72 bn USD mark by 2028, demonstrating a CAGR of 10.3%.

 While the EdTech market saw its first major boom in 2015, the onset of the COVID-19
pandemic expedited its spread, adoption, and innovation. As per recent studies, 58%
of the professors have a more positive view of EdTech after COVID and challenge-
based gamification in e-learning has improved the educational outcomes by 89.45%.

 With higher internet penetration and more and more people getting smart devices for
education, EdTech is all set to gain more momentum in higher education.

 Classrooms are becoming smart with interactive boards, smart boards, projectors, and
online learning programs, and Learning Management Systems (LMS) are becoming
more popular across the entire education sector.

Here, we discuss some of the most promising emerging EdTech trends in higher education and
explore how will technology change education in the future. We also explore how emerging
technology trends can improve education and what is the best way to get started if you are an
educator or education stakeholder.

Table of Contents
Top Trends in Technology in Higher Education
When it comes to anything that is the latest in educational technology, it is important to
explore and evaluate it with a fair and bias-free mind. Because it is important to consider and
explore whether the latest tech or any other trend would deliver across the intended value
proposition across the following:

Large scale adoption

Ease of use
Cost of application
Availability for masses
Further, no matter how amazing tech or tech-based product is; when it comes to education, it
is important to consider its ease of adoption and cost of implementation.
Below, we share the top EdTech trends that are the latest in technology and higher education.

1:
 Artificial Intelligence (AI)

As per the Artificial Intelligence Index Report of Stanford University, Natural Language
Processing (NLP) and AI are progressing at a rapid pace. They are finding applications
everywhere in higher education from learning management systems to proctoring, and
grading – AI is everywhere.

AI is also being used in student information systems, disability support, and library services.
AI-based software tools are also offering educators easy, reliable, and diverse methods of
making education adaptive, comprehensive, personalized, and more inclusive.

For example, PrepAI, an AI-based question generator, allows the teachers to generate
questions from various sources, such as type/paste text, PDF/DOCX file, Video file, etc. It can
create different types of questions, such as MCQs, fill-ups, descriptive questions, etc. You can
also select the questions as required.

With such solutions, educators can generate different question papers for different students,
while ensuring that the difficulty level remains the same. These solutions help teachers create
better question papers with new, insightful, and different types of questions every time.

Hence, AI is one of the major future education trends.

2:
 Online Assessments
Online assessments gained momentum post-COVID, and are now becoming the new normal.
When everything shifted to remote, having a fair, standardized, and reliable means of
assessing and evaluating the students became an essential must-have in the education sector.

Apart from being immune to cheating and manipulation, the online assessment methods must
also ensure that no student can leave an ongoing exam session by any means. Further,
ensuring fairness on the part of students is also important. Online proctoring is one way to do
so, where online invigilators monitor the test takers from start to finish. The test takers have
to share their audio, video, and screens with the proctors for the entire test duration.

This is where AI-powered online assessment solutions, such as PrepAI, come into the picture.
This platform allows the question paper setters or moderators to generate numerous question
sets. They can accordingly create a unique test paper set for each student by selecting from
the range of questions generated.
To curb the malpractices in online assessments and to make them fair and more credible,
many monitoring solutions are also finding their way into EdTech. These solutions take
screenshots of students at random times while they are taking the exam.

Facial recognition for cross-checking the identity of students in online settings and on-campus
is yet another trend that is powered by AI and is an initiative towards fair assessment.

 Big Data for Performance Tracking and Analysis

As the assessment processes are evolving, and learning management systems are finding their
way into educational institutions, big data analytics is also becoming important.

Using Big Data analytics in education serves many purposes, such as the ones shown in the
following image:

Big Data Analysis

Big Data Analysis
Using Big Data in education will allow the teachers and institutional decision-makers to
leverage data analytics to bridge the gap between existing issues in teaching, assessments, and
student progress that require immediate actions.

Big Data analytics can also help them to uncover the hidden issues in learning, teaching, and
management to optimize all these processes.

Teachers can record all the data pertaining to student performance in the analytics-based
software and measure the improvements in each student via pre-set KPIs. Hence, they can
visualize the entire learning journey, knowledge enhancement, and overall performance of the
student over time.

Apart from increasing the quality of education, this will also improve the quality of learning
for every student to a great degree.

The teachers can identify the gaps and issues every student is facing, to offer personalized
learning to each student.

4:

 IoT for Smart Campus

The Internet of Things (IoT) is an innovative technology that allows all smart devices to
communicate with each other via the internet. These devices communicate by sending signals
that can be used for various purposes, such as:
Alerts, alarms, and triggers
Panic alarms
Automated security monitoring across the entire campus
Automated enforcement of identification, validation, and authentication in various settings
The technology will make institutional management easier, tech-based, and more robust.
Further, it can be used to ensure proper infrastructure management.

The devices with IoT functionality can exchange and compile any kind of information without
requiring human intervention. Hence, the education industry is also using them for face
detection, student vehicle monitoring, etc.

As IoT is becoming cost-efficient, it can also be used to manage attendance digitally via
biometrics, real-time location tracking of students, school bus tracking, keeping a tab on
power consumption, detecting the human presence in some rooms, etc.

IoT can also help schools to cut down on their paper expenses amounting to $200,000 per
yearas it is reusable and can facilitate paper-less operations.

Most Common IoT Devices Used in the Classroom

Most Common IoT Devices Used in the Classroom

5
 Augmented Reality (AR) and Virtual Reality (VR) Labs
Augmented Reality helps you understand real-world events in an enhanced manner with the
help of AR headsets. On the other hand, VR allows you to visualize events that are not actually
there. For example, VR headsets allow you to visualize how atoms bond together or how
biological phenomena take place.

AR and VR would take perceptive and practical learning to the next level as the students can
actually witness the reactions, biological processes, technological simulations, and
experiments via AR and VR gadgets.

So, they no longer have to get fussy over the charts, diagrams, process flows, and dry
flowcharts. They can witness things happening in real life and can bring their design and
projects to real life with proper simulation.

Take a look at the number of other benefits of AR in higher education that are shown in the
following image:

Benefits of Augmented Reality in Education

Benefits of Augmented Reality in Education
This would enhance the quality of higher learning for a large number of disciplines, such as
design and décor, fashion, software, technology, innovation, chemistry, physics, and even
applied sciences.

6
 Open Education And Hybrid Courses
Open education is an initiative of various organizations such as Open Education Consortium
and Google that aims at making education accessible for all.

The open education courses are available for free on the internet and are becoming
increasingly popular among the teaching fraternity and students all over the globe. This means
that students across the globe can learn and amplify their knowledge synergistically.

As the majority of the research references are also available at one place, the time spent in
research is significantly reduced and professionals looking for courses that are more relevant
to their profession or job profiles can also easily upskill themselves.

Some examples of such courses and open learning comprise:

 Latest Trends and Technology in Higher Education. :

 As an educational institution, you can start adopting standalone tech advancements,

such as student management systems, learning management systems, and AI-based
student evaluation and assessment tools, such as PrepAI.

 As you use these systems, you can figure out the other EdTech needs and requirements
specifically for your institution, and scale accordingly.

 Five Emerging Technologies to Significantly Impact Higher Education Learning

 Virtual and Augmented Reality
Virtual and augmented reality (VR/AR) technology has been gaining popularity in recent years
as a tool to enhance the learning experience for students.
VR technology immerses users in a virtual environment, allowing them to interact with
simulations, models, and other visual aids in an impossible way with traditional methods. AR
technology, on the other hand, overlays digital information onto the user’s view of the real
world.

One of the key benefits of VR/AR technology in higher education is that it allows students to
engage in hands-on learning, even when they are not physically in the same location.

For example, VR technology can create virtual field trips that let students explore natural
landmarks, historical sites, and other locations from the comfort of their classrooms. This
technology can also create virtual labs where students can conduct experiments and gather
data in a controlled environment.

However, it’s also important to note that VR/AR technology can be costly and require
specialized equipment, which may be a barrier for some institutions. Further, it’s important to
ensure that VR/AR technology is used effectively and meaningfully rather than just as a
gimmick.

 Artificial Intelligence and Machine Learning

Higher education technology companies are increasingly using artificial intelligence and
machine learning to analyze student data and personalize the learning experience. Using data
on student performance, these technologies can predict which students may be at risk of
falling behind and provide them with additional resources and support.

AI-enabled tutoring systems can also help students improve their understanding of a topic
through personalized feedback and instruction.

AI and ML can also automate repetitive and time-consuming tasks such as grading and
assessment, freeing educators to focus on more important tasks such as providing
personalized instruction and feedback to students.

However, it is important to note that AI and ML are not a panacea, and the implementation of
these technologies in higher education learning should be done thoughtfully. It’s crucial to
consider factors such as data privacy, ethical considerations, and how to ensure that the
technology is inclusive and accessible to all students.

Overall, the incorporation of AI and ML in education can enhance students’ learning

experience by providing them with personalized instruction, predicting student performance,
and improving student outcomes.

 Adaptive Learning
Adaptive learning technology is designed to adjust the content and pace of instruction to
match the needs of individual students. This technology in higher education uses data on
student performance to identify areas where students need additional support and provide
them with targeted instruction.

The goal of adaptive learning is to create a personalized learning experience for each student,
helping them to progress at their own pace and reach their full potential.

One of the main benefits of adaptive learning technology is that it can improve student
outcomes by providing targeted instruction. By identifying areas where students need
additional support, adaptive learning systems can provide targeted instruction tailored to their
specific needs.

This can lead to improved student performance and retention, as students can receive
instruction tailored to their specific needs.

Adaptive learning technology can also create personalized learning pathways for students,
allowing them to progress through the material at their own pace. By providing students with
the opportunity to work at their own pace, adaptive learning systems can help to increase
student engagement and improve student outcomes.

 Learning Management Systems

Learning Management Systems (LMS) are web-based platforms that provide a central location
for students to access course materials, assignments, and other resources. These systems can
also track student progress, provide feedback, and facilitate communication between students
and instructors.

With more classes being offered online, LMS technology is becoming increasingly important in
higher education.

One of the main benefits of LMS technology is that it can provide students with easy access to
course materials and resources, which can greatly enhance their learning experience. In
addition, by providing students with a centralized location to access course materials,
assignments, and other resources, LMS technology can help to increase student engagement
and improve student outcomes.

The use of LMS technology in higher education is becoming increasingly popular. According to
a report by MarketsandMarkets, the global LMS market is expected to grow at a CAGR of
19.1% between 2020-2025.

 Gamification
Gamification incorporates game elements, such as points, badges, and leaderboards, into non-
game contexts. For example, gamification can motivate and engage students in higher
education, making learning more interactive and fun.
By using game elements, educators can create a more engaging learning environment that
encourages students to take an active role in their education.

One of the main benefits of gamification in education is that it can increase student
engagement and motivation. By incorporating game elements into the learning process,
educators can make learning more interactive and fun, which can help keep students
motivated and engaged in the learning process. This can lead to improved student outcomes,
as students are more likely to retain information when they are engaged and motivated.
Another benefit of gamification in education is that it can be used to create personalized
learning experiences. By using game elements, educators can create customized learning paths
that allow students to progress at their own pace. This can help increase student engagement
and improve student outcomes.
Gamification is still a relatively new concept in education, but it is expected to grow in
popularity in the coming years. According to a report by MarketsandMarkets, the global
gamification market is set to grow at a CAGR of 27.4% between 2020-2025.

Conclusion
Higher education technology companies are constantly innovating and developing new
technologies to enhance the learning experience for students. From virtual and augmented
reality to adaptive learning and gamification, these emerging technologies can potentially
transform how we learn.

As technology in higher education keeps growing, it will be important for educators and
institutions to stay informed about the latest developments and how they can be used to
improve learning outcomes.

If you want to know more about how these technologies can enhance the learning experience,
please visit our service page or contact us for more information.

Additionally, check out our other blogs on the benefits of Personalized Learning and how to
use gamification in your Corporate Microlearning for more in-depth information on these
topics.

Instead, innovative teaching is the process of proactively introducing new teaching strategies
and methods into the classroom. The purpose of introducing these new teaching strategies
and methods is to improve academic outcomes and address real problems to promote
equitable learning..


9 emerging technology trends in higher education: What to expect in 2024
|
Educators and administrators face a daunting challenge: keeping pace with rapid technological
advancements while ensuring effective learning and engagement for our students.

As student engagement and retention rates fluctuate and the gap between academic learning
and real-world skills widens, we find ourselves asking, “How do we bridge this gap and adapt
to the changing educational environment?”

The answer lies in embracing the latest technological trends that are reshaping higher
education. Today, we’re going to take a look at some of the most cutting-edge technologies
that are helping institutions at the forefront of educational innovation.

Key takeaways
New technologies are increasingly being integrated into higher education, offering
personalized learning experiences and streamlining administrative tasks.
Digital platforms are increasingly used to connect students with real-world projects and
employers, offering hands-on experience that aligns with the modern workforce requirements.
The growing use of data and analytics in education guides decision-making in curriculum
design, student support, and institutional policies.
1. AI and Machine learning
It’s no secret that AI and machine learning are taking the world by storm, and higher
education is no different. These technologies have slowly been working their way into the
educational sector for the past few years, transforming educational methodologies and
administrative tasks.

Here are some exciting areas in AI and machine learning that are predicted to grow in higher
education:

AI-driven tutoring systems: These systems offer personalized learning experiences by adapting
to each student’s unique needs, significantly enhancing engagement and understanding.
Predictive analytics: AI helps in identifying students at risk of falling behind, allowing for
timely interventions to improve retention and performance. In fact, Georgia State University
employs this technology to improve graduation rates for its students. They’ve since seen a 22%
increase in graduation rates.
Generalized AI (GAI): GAI involves AI systems capable of performing a wide range of
educational tasks, much like a human. This could radically change how education is
administered and experienced.
Technology-Rich Immersive Student Models (TRISM): TRISM creates immersive, practical
learning environments in virtual learning settings, providing students with realistic
experiences and practical skills.
Streamlining administrative tasks: AI automates routine tasks like scheduling and grading,
freeing up resources for more student-focused activities.
Personalized learning experiences: AI tailors educational content to individual student profiles,
making learning more relevant and engaging.
As more institutions embrace these technologies, we expect to see more effective, efficient,
and personalized educational experiences.

2. Gamification
While there is a discussion that gamification (infusing game-like elements into the curriculum
to motivate and engage students) may feel a bit out of place in a higher education setting, it
has been shown to make learning more enjoyable and enhance motivation.

The reward system inherent in gamified learning can drive students to engage more deeply
with the material. Moreover, the interactive nature of gamified elements aids in better
retention of information, as students are more likely to remember content that they find
enjoyable and engaging.

In fact, many educational platforms are now integrating gamified quizzes, interactive
scenarios, and even role-playing elements that align with learning objectives.

The versatility of gamification allows it to be effective in diverse educational contexts. In

online learning environments, gamification can provide a sense of community and interactivity
that might otherwise be lacking. In traditional classrooms, it can break the monotony of
conventional teaching methods, introducing a fresh and interactive way to learn.

3. Microlearning
Microlearning is rapidly gaining momentum in higher education as an innovative approach to
teaching and learning. This concept revolves around delivering educational content in small,
manageable segments, often referred to as bite-sized learning modules. These modules are
typically short (ranging from a few minutes to fifteen minutes), focusing on a single learning
objective per segment.

This approach is being increasingly recognized as an effective teaching method in higher

education, offering benefits such as improved knowledge retention, increased student
motivation, and adaptability to diverse learning needs.

Its implementation in the form of shorter learning segments and short-format courses is
meeting the rising demand for personalized and easily accessible learning experiences in
higher education.

For example, the Gies College of Business and Rutgers Business School have introduced their
own microlearning strategies to provide students with easily accessible and focused learning
experiences.

4. Hybrid learning
Hybrid learning, a blend of online and traditional face-to-face instruction, is rapidly becoming
a cornerstone of modern education. This model offers a balanced approach, combining the
best of both worlds.
At its heart, hybrid learning is about flexibility and choice. It caters to diverse learning styles
and schedules, making education more accessible and inclusive.

For those who live far from campus or have mobility issues, the online components of hybrid
learning provide an opportunity to participate without the constraints of physical attendance.

Institutions looking to implement hybrid learning models should focus on:

Seamlessly integrating online and offline elements of the course.

Ensuring that both the online and face-to-face components are equally robust and engaging.
Training of educators to effectively deliver hybrid courses.
Optimize hybrid learning environments by using digital resources that are accessible and user-
friendly.
5. Cloud-Based Learning Platforms
With the rise of cloud-based learning platforms, educational content is being delivered and
accessed in a whole new way. Cloud-based learning platforms make it easy for institutions to:

Scale their offerings based on demand without requiring significant physical infrastructure,
which is crucial in adapting to fluctuating enrollment numbers and evolving educational needs.
Provide a single hub to access learning resources and materials so that students and educators
can access them anytime, anywhere, breaking down geographical and socio-economic
barriers.
Facilitate remote learning and open doors for international students.
Deliver a seamless learning experience, whether students are participating in a local course or
a global education initiative.
Collaborative tools integrated into these platforms enable students and educators to interact,
work on projects, and share knowledge in real time, regardless of their physical location.

6. Adaptive learning
Adaptive learning represents a personalized approach to education, where technology is used
to tailor the learning experience to the unique needs of each individual student. This
innovative method leverages analytics and AI to create dynamic, responsive learning
pathways.

These technologies analyze a wealth of data points—from how long a student spends on a
particular topic to the types of errors they make—to continually refine and adjust the learning
path.

By analyzing student interactions and performance, adaptive learning systems adjust the
difficulty, type, and pace of content, ensuring that each student is challenged appropriately
and effectively.
The potential of adaptive learning extends far beyond personalized content delivery. It has the
power to transform the educational landscape by providing educators with insights into each
student’s learning process, identifying areas of strength and weakness, and enabling more
effective, targeted teaching strategies.

7. Experiential learning
With the advent of digital technology, experiential learning has expanded beyond traditional
boundaries. Online platforms like Riipen play a crucial role in enhancing experiential learning
by connecting students with real-world projects and employers.

These platforms facilitate project-based learning, internships, and collaborations with industry
partners, providing valuable hands-on experience that is directly relevant to students’ future
careers.

The use of such technology ensures that experiential learning is not only more accessible but
also more aligned with the needs of the modern workforce. By tackling real-world projects
and challenges, students develop critical thinking, problem-solving, and communication skills
that are highly valued by employers.

8. Datafication
Datafication in education refers to the growing trend of using data and analytics to guide
decision-making processes. This approach transforms vast amounts of educational data into
actionable insights, profoundly impacting curriculum design, student support, and institutional
policies.

This trend has raised critical issues and sparked debates within the academic community, such
as:

Challenges with optimizing data-driven processes.

Shifts in processes and paradigms that impact faculty knowledge, data responsibility, and
student benefits.
Implications about student privacy.
Ethical use of data.
Even still, educational institutions are increasingly harnessing data to gain insights into student
behavior, learning patterns, and educational outcomes. This data-driven approach allows for
more informed and effective decision-making, influencing curriculum design and shaping
institutional policies.

9. Virtual and Augmented Reality

VR and AR create immersive learning environments that go beyond traditional classroom
boundaries. VR immerses users in a fully digital environment, while AR enhances the real
world by overlaying digital information onto it.
These technologies offer various benefits, including enhanced student engagement, improved
understanding of complex concepts, and personalized learning. Here are some examples of
VR/AR applications in higher education:

3D Lectures: Institutions like Harvard University are using VR to offer 3D lectures, such as the
introductory computer science course, Computer Science 50 (cs50), providing students with an
immersive learning experience.
Medicine: In the medical field, VR and AR are used to train surgeons on challenging surgical
techniques using 3D models in a virtual environment.
Learning Scenarios: VR and AR are being integrated into learning scenarios in schools,
providing intensive and interactive educational experiences.
Custom Applications: Some universities and colleges are developing custom AR and VR
applications for specific educational content, despite the challenges of creating such content.
As VR and AR continue to evolve, their potential to enrich education and prepare students for
the challenges of the modern world grows exponentially.

Lead the change in higher education with cutting-edge tech solutions

As educational leaders navigate through an era of unprecedented technological
advancements, it’s essential to partner with platforms that are at the forefront of these
innovative trends.

Riipen is a leading platform that embodies many of the technological trends shaping higher
education, such as experiential learning, personalized learning, and the integration of cutting-
edge tech solutions.

It is designed to help educators easily connect with organizations globally, offering a wide
range of experiential learning opportunities for students.

Riipen’s platform allows colleges and universities to expand the pool of industry partners they
can engage with, making it easier to integrate experiential and work-based learning projects
into their curriculums.

The platform also has built-in feedback and assessments to identify bottlenecks and
streamline the experiential learning process.

By leveraging this data, educational institutions can enhance the efficiency and effectiveness
of their programs. This optimization leads to improved educational and employment
outcomes, offering a triple benefit: saving time and resources, boosting student engagement,
and increasing student retention and enrollment rates.

 To learn more about Riipen, schedule a free demo.

 TECHNOLOGY
Emerging technology trends can improve education

89% of consumers want to do business on chat.

Emerging technologies in education
Every year, we see emerging technology trends that are geared towards making our lives
easier, better and faster. Education is one such field that has been influenced by the
introduction of technology, with Smart Boards becoming more common and blockchain
technology allowing the possibility for educators to record information, develop new training
methods and track the cost of education using information gathered about their students.

Chatbots and machine learning will also come into play in the classroom. Universities can use
chatbots for easier enrolments and teachers can use the machine learning capabilities to
develop more personalized forms of learning by looking at the patterns from data collected
and offering insights to their students to guide them in the right direction.

Enhanced teaching
Teaching and lecturing are two of the most important aspects of education. Technological
innovations have been improving the abilities and resources available to teachers. Science
teachers can use digital simulators to show scientific processes, and assessments will become
easier with the help of technology.

With the use of emerging technology trends, testing the level of the student’s understanding
can be done in real-time, allowing teachers to use this information to help weaker learners
understand the subject better. The class can then move on to the next subject with ease,
knowing that all learners are on the same page and have the same understanding.

Global learning via video conferences

For lecturers who teach foreign languages, being able to connect with native language
speakers can enhance and improve the skills of their students. New platforms have emerged,
such as Glovico.org which allow students to set up language lessons with a native speaker, via
video conferencing.

Learning a language from a native speaker can help students to better understand the nuances
of a foreign language. Lecturers could set up language exchanges in their classrooms, and
expose their class to different cultures and perspectives by using these advanced emerging
technology trends. With the use of a Smart Board, the video conferences can be interactive,
bringing another element of learning into the class.

Emerging technology trends will vastly improve communication

Education is founded on the effectiveness of communication between teachers and students,
and emerging technology trends such as chatbots have helped to improve this. The classroom
will soon be transformed into a community where teachers quickly post assignments and
where students can instantaneously ask questions.

Admission procedures in some universities have been streamlined by the use of chatbots that
have machine learning in place. New applicants today consist of young millennials who have a
constant online presence, so using chatbots is pretty much second nature to many of them.
Using a chatbot system to help them enroll in a university will make the process easier to
understand and eliminate time wasted standing in admissions offices.

Electronic and interactive textbooks

Electronic and interactive textbooks are growing in popularity, especially with innovations like
e-readers such as the Amazon Kindle and Kobo Aura. E-books hold unimaginable potential for
education, and interactive textbooks include audio and video capabilities for enhanced
reading for younger students and those with disabilities.

Using digital textbooks also decreases the weight of a student’s backpack since they won’t be
carrying 5 to 10 textbooks around. A heavy backpack can cause back pain and other health
issues. Interactive textbooks are also more conducive to learning than paper versions, as
students are able to highlight pertinent information and set reminders to read over this
information before a test. The devices used for reading are also able to connect with other
devices over a cloud-based platform, allowing students to quickly access information on their
cell phone if they’ve forgotten their devices at home or in their dorm rooms.

 Bnefits of technology for educators

Despite technology being used more and more in classrooms, the role of a teacher will never
become obsolete. Artificial intelligence may come with new and exciting innovations, but it
will never replace the intuition and caring that a teacher or lecturer provides.

Using technology in the classroom will help to improve engagement with the students, as well
as knowledge retention. It can also help to encourage individual learning and allow learners to
grow at their own pace. Using interactive technology encourages collaboration between
students, making the classroom or lecture hall a more inclusive place.

 Higher Education Curriculum Development

For any educational institution, the curriculum is the roadmap for both teachers and learners.
Curriculum development is a crucial aspect of making a course valuable to learners. It is the
framework that provides the foundation to achieve a larger learning goal through suitable
teaching methods, learning strategies, and instructional materials.
Curriculum development is vital for the selection and organization of appropriate learning
material and other activities so that learners can acquire the core competencies of a course. It
helps teachers to choose their teaching approach and helps learners to achieve their goals and
objectives. So, it is imperative to know what is the role of technology in delivering the
curriculum.

While creating the perfect curriculum for students, instructional designers, and educators also
need to factor in the role of technology in curriculum delivery in the field of education. Digital
learning is the preferred mode of learning for today’s tech-savvy generation. Therefore, higher
education institutions are considering the role of technology in delivering curriculum and
incorporating digital technology to make their curriculum more relatable and engaging.

*Abstract
This chapter discusses the role of digital technologies from the perspectives of how students
learn and how to support their deep engagement with learning. We do this at two levels:
course or unit level and learning activity level. We first overview some recently emerged
course models of virtual technology-enabled learning in Australian universities. Then, we
suggest that innovations at the course level should be complemented with innovations at the
learning activity level. These innovations should be informed by theories and research on how
people learn, and educational design should focus on learning processes that result in deep
learning. Deep learning reflects on students thinking about or working through the materials
at a deep level of cognitive engagement. We discuss four critical roles of digital technologies in
students’ learning and give examples from current research in STEM education. These four
roles are to (1) provide students with an opportunity to visualize invisible phenomena, (2)
support students to generate ideas and construct knowledge, (3) enable students to gain new
embodied experiences, and (4) empower students and teachers to co-construct authentic
understanding. We conclude the chapter with an invitation to move toward more participatory
forms of virtual universities..

Assessment helps monitor students’ progress and contributes to enforcing the assessment
triangle, i.e., observations, interpretations of that observation, and understanding of that
observation. Any breakdown can be noted by professors when reviewing their students’
work..

Emerging technology trends, such as the metaverse, virtual reality, and artificial intelligence
(AI), have the potential to transform education. This is not disputed; but the questions we are
grappling with now is will this transform education by increasing student learning,
achievement, and positive civic and societal engagement; or will it promote cheating,
unethical behavior, and dishonest student practices? This is an attempt to frame and provide
clarity to this debate on these emerging technologies and share what their potential impact
could be in K-12 education. This discussion will also include how these technologies may
impact equity and provide some ideas on how to include them in classrooms in a way that
protects student privacy and maximizes learning potential. For this article, we will focus on the
implications of AI such as Open AI’s ChatGPT and debating their potential application for the
teacher and students.

In the interest of transparency, I must disclose that I utilized ChatGPT as a reference for this
article. Consequently, certain sections will quote the AI’s explanations and insights regarding
its potential role in education, which were generated in response to my queries. At times, the
article may resemble an interview with the AI tool, which is a deliberate choice. Reflect on
how we increasing rely on automated text generation and grammar assistance from platforms
like Google and Microsoft. Then think of ChatGPT and other similar AI tools as the most
brilliant auto-complete recommendations ever, and you will start to understand it.

To contextualize the subject of AI in education, let us examine OpenAI’s ChatGPT as an

impressively powerful text generator that responds to user prompts, questions, or statements.
By focusing on its practical applications rather than the hype generated by social media and
news outlets, we can gain a clearer understanding of its potential value in teaching and
learning environments.

Feedback and questioning play a crucial role in learning, fostering intellectual and academic
growth. Receiving feedback offers us the chance to reconsider, react, and reflect on our
understanding. By exploring the capabilities of AI tools like ChatGPT, we can better appreciate
how they might contribute to this essential aspect of the educational process..

 This study attempts to understand what is known about key theme findings in
transforming education with emerging technologies in higher education by examining
existing literature. Based on 5 selection criteria, 24 quality articles were included in the
review. Thematic analysis methods are used to analyze and identify key themes in the
data. The findings indicate that teachers who have used emerging technologies in
teaching, they point out the key factors for transforming education with emerging
technologies, including teachers’ interest, institutional perspective, teachers’ perceptions
of the benefits of emerging technologies. They also report a dichotomy between the
technologies used for teaching in higher education institutions and the technologies
owned and used by students in social life as a major challenge. Teachers believe that the
open communication and teamwork environment can be enhanced by using emerging
technologies. Pedagogical innovation, empowering educators are essential requirements
for teaching with emerging technologies. The 7 findings from this study should be used to
guide initiatives for teacher career development to improve the effectiveness of education
with emerging technologies….
  Discovering the Importance of Technology in Education

Technology has taken over our world and has dramatically changed the way we live, work, and learn.
In the education sector, technology has been a game-changer and has transformed the traditional
methods of teaching and learning. In a classroom setting, students are often given a lot of information
to process quickly. This can be overwhelming and cause confusion. Technology provides access to
numerous online resources that support independent learning and research. It also helps simplify the
learning process by making concepts easier to understand, for example through instructional videos.

Gone are the days of rote memorization and blackboard lectures. Today’s students are digital natives,
who have grown up surrounded by technology and are accustomed to a more interactive, dynamic
learning experience. Let’s take a closer look at the importance of technology in education.

 How Important is Technology in Education

Technology enhances the learning experience for students by providing them with the tools and
resources necessary to succeed. From online resources that help simplify complex concepts to
interactive learning experiences that keep students engaged, technology provides students with the
support they need to thrive in the classroom and beyond.

Here are reasons why technology is important in education. They include more engaged students,
support for multiple learning styles, better collaboration, more instant feedback for teachers, and
preparation for the future. Let’s take a closer look at the importance of technology in education:

 Enhances Creativity and Innovation

Technology has opened up a world of opportunities for students to be creative and innovative. With
access to a wealth of information and resources at their fingertips, students can experiment, explore
and bring their ideas to life.

This type of hands-on learning is much more engaging and enjoyable for students and helps to foster
critical thinking skills. For example, students can use graphic design software to create posters,
animations, or videos to present their ideas.

They can use 3D printing to design and create prototypes of their inventions. They can even use virtual
and augmented reality to bring their ideas to life and make them more interactive.
  Supports Personalized Learning

One of the biggest benefits of technology in education is personalized learning. With online resources
and educational software, students can find information that is tailored to their needs, interests, and
learning style.

They can work at their own pace, repeat lessons if they need to, and access information that is
relevant to their studies. This type of individualized learning can help students to stay motivated and
achieve better results.

 Improves Communication and Collaboration

Technology has revolutionized the way students, teachers, and administrators communicate and
collaborate. With online platforms and social media, students can share ideas, work on projects, and
stay connected no matter where they are. They can even work on projects with classmates from other
schools or countries, breaking down geographical barriers and building a sense of community in the
classroom.

Furthermore, teachers can use technology to create interactive lessons, online quizzes and tests, and
provide instant feedback to students, helping them to stay on track and improve their performance.

 Teaches Students How to be Responsible Online

With so many social media options out there, it’s no surprise that students are already digital natives.
But by bringing technology into the classroom, teachers get to help these students learn how to be
responsible and make positive impacts in the digital world. The classroom becomes a mini version of
the online world where students get to practice communicating, searching, and interacting with others
just like they would in the real digital world.

 Makes Learning More Fun

Students today are heavily reliant on technology in their daily lives outside the classroom. But
incorporating technology in the classroom can not only make learning more interesting, but also help
to reinforce the material taught. One innovative teaching method, game-based learning (GBL),
involves using interactive games and leaderboards to deliver lessons, making the learning process
much more engaging for students.
With technology, students can also create multimedia projects and share their work with classmates,
adding a creative element to the learning experience. Thanks to virtual reality (VR) and augmented
reality (AR), students can take virtual field trips and simulations that can offer hands-on experiences
that bring subjects to life.

 Prepares Students for the Future

Technology is a critical tool for preparing students for the future. The workforce is rapidly evolving and
technology is playing a significant role. Students need to be equipped with the skills they need to
succeed in the digital age.

Technology provides students with the tools and resources they need to develop a range of essential
skills such as problem-solving, critical thinking, and collaboration. It also provides them with exposure
to a variety of digital tools and platforms, helping them to become confident and proficient users.

 Role of Technology in Education :

Wondering what is the role of technology in education? The 3 important roles technology plays in
education are increased collaboration and communication, personalized learning opportunities, and
engaging content.

The future of technology in education is bright and full of possibilities. From virtual and augmented
reality to artificial intelligence and machine learning, technology is constantly evolving, and there is so
much more to come. Virtual and augmented reality will soon become an integral part of the education
experience, allowing students to immerse themselves in interactive, 3D simulations of real-life
scenarios. Some benefits of technology in education include improved adaptability, more enriched
collaboration, more enjoyable learning experiences, enhanced feedback, better connections, improved
tech skills, and reduced costs.

Artificial intelligence will also play a big role, with chatbots and AI-powered tutors providing instant
feedback and support to students. Machine learning will also help to personalize the learning
experience, making it more effective and efficient.

In conclusion, technology has transformed the way we learn, and its impact on education has been
profound. It has opened up new avenues for creativity and innovation, supported personalized
learning, improved communication and collaboration, and prepared students for the future. As
technology continues to evolve, it will be exciting to see how it will continue to shape and improve the
education sector.

 Five emerging technologies in higher education learning

Higher education technology companies are constantly looking for new and innovative ways to
enhance the learning experience for students. With the advent of technology, the way we learn and
teach constantly evolves.

 5 emerging technologies poised to significantly impact higher education learning in the

near future.

Virtual and Augmented Reality

Virtual and augmented reality (VR/AR) technology has been gaining popularity in recent years as a
tool to enhance the learning experience for students.

VR technology immerses users in a virtual environment, allowing them to interact with simulations,
models, and other visual aids in an impossible way with traditional methods. AR technology, on the
other hand, overlays digital information onto the user’s view of the real world.

One of the key benefits of VR/AR technology in higher education is that it allows students to engage in
hands-on learning, even when they are not physically in the same location.

For example, VR technology can create virtual field trips that let students explore natural landmarks,
historical sites, and other locations from the comfort of their classrooms. This technology can also
create virtual labs where students can conduct experiments and gather data in a controlled
environment.

However, it’s also important to note that VR/AR technology can be costly and require specialized
equipment, which may be a barrier for some institutions. Further, it’s important to ensure that VR/AR
technology is used effectively and meaningfully rather than just as a gimmick.

 Artificial Intelligence and Machine Learning

Higher education technology companies are increasingly using artificial intelligence and machine
learning to analyze student data and personalize the learning experience. Using data on student
performance, these technologies can predict which students may be at risk of falling behind and
provide them with additional resources and support.

AI-enabled tutoring systems can also help students improve their understanding of a topic through
personalized feedback and instruction.

AI and ML can also automate repetitive and time-consuming tasks such as grading and assessment,
freeing educators to focus on more important tasks such as providing personalized instruction and
feedback to students.

However, it is important to note that AI and ML are not a panacea, and the implementation of these
technologies in higher education learning should be done thoughtfully. It’s crucial to consider factors
such as data privacy, ethical considerations, and how to ensure that the technology is inclusive and
accessible to all students.

Overall, the incorporation of AI and ML in education can enhance students’ learning experience by
providing them with personalized instruction, predicting student performance, and improving student
outcomes.

 Adaptive Learning

Adaptive learning technology is designed to adjust the content and pace of instruction to match the
needs of individual students. This technology in higher education uses data on student performance to
identify areas where students need additional support and provide them with targeted instruction.

The goal of adaptive learning is to create a personalized learning experience for each student, helping
them to progress at their own pace and reach their full potential.

One of the main benefits of adaptive learning technology is that it can improve student outcomes by
providing targeted instruction. By identifying areas where students need additional support, adaptive
learning systems can provide targeted instruction tailored to their specific needs.

This can lead to improved student performance and retention, as students can receive instruction
tailored to their specific needs.
Adaptive learning technology can also create personalized learning pathways for students, allowing
them to progress through the material at their own pace. By providing students with the opportunity
to work at their own pace, adaptive learning systems can help to increase student engagement and
improve student outcomes.

 Learning Management Systems

Learning Management Systems (LMS) are web-based platforms that provide a central location for
students to access course materials, assignments, and other resources. These systems can also track
student progress, provide feedback, and facilitate communication between students and instructors.

With more classes being offered online, LMS technology is becoming increasingly important in higher
education.

One of the main benefits of LMS technology is that it can provide students with easy access to course
materials and resources, which can greatly enhance their learning experience. In addition, by
providing students with a centralized location to access course materials, assignments, and other
resources, LMS technology can help to increase student engagement and improve student outcomes.

The use of LMS technology in higher education is becoming increasingly popular. According to a report
by MarketsandMarkets, the global LMS market is expected to grow at a CAGR of 19.1% between 2020-
2025.

 Gamification

Gamification incorporates game elements, such as points, badges, and leaderboards, into non-game
contexts. For example, gamification can motivate and engage students in higher education, making
learning more interactive and fun.

By using game elements, educators can create a more engaging learning environment that encourages
students to take an active role in their education.

One of the main benefits of gamification in education is that it can increase student engagement and
motivation. By incorporating game elements into the learning process, educators can make learning
more interactive and fun, which can help keep students motivated and engaged in the learning
process. This can lead to improved student outcomes, as students are more likely to retain information
when they are engaged and motivated.
Another benefit of gamification in education is that it can be used to create personalized learning
experiences. By using game elements, educators can create customized learning paths that allow
students to progress at their own pace. This can help increase student engagement and improve
student outcomes.

Gamification is still a relatively new concept in education, but it is expected to grow in popularity in
the coming years. According to a report by MarketsandMarkets, the global gamification market is set
to grow at a CAGR of 27.4% between 2020-2025.

 Conclusion
 Higher education technology companies are constantly innovating and developing new
technologies to enhance the learning experience for students. From virtual and
augmented reality to adaptive learning and gamification, these emerging technologies can
potentially transform how we learn.

 As technology in higher education keeps growing, it will be important for educators and
institutions to stay informed about the latest developments and how they can be used to
improve learning outcomes.

 If you want to know more about how these technologies can enhance the learning
experience, please visit our service page or contact us for more information.

 Additionally, check out our other blogs on the benefits of Personalized Learning and how
to use gamification in your Corporate Microlearning for more in-depth information on
these topics.

 Each of these technologies plays a critical role in transforming education to be more

personalized, immersive, and globally connected. Implementing them is crucial for
preparing students for a future where these technologies are becoming ubiquitous. .
 Educational wastage exists in the following forms: (a) failure of the system to provide a
universal education; (b) failure to recruit children into the system; (c) failure to hold
children within the system; (d) failure of the system to set appropriate objectives; and €
inefficiency in the achievement of such objectives.

The most frequently suggested reason why children and adolescents in developing countries do not go
to school or leave school early is that there are no schools to go to, or that there are not enough places
in them. In addition the cost of attending school during periods of manpower shortage may be a
determining factor, particularly in agricultural areas. Marriage customs may encourage early marriage
and childbirth. Grave illness is also an important factor. Many children leave school early because they,
or their parents, do not find what is taught at school relevant to their needs in future employment.
Others leave because they are needed as helpers at home or on the farm. Finally, many parents feel
that it is more important for their children to receive traditional education and training on the job
rather than spend their time in classroom.

A major aspect of educational wasta”e occurs when students leave the educational system prior to the
termination of an educational cycle. Dropping-out in this sense is not related to the existence or
duration of compulsory schooling and therefore leaving school before the minimum age is not
regarded as dropping out. However, those who leave before the end of a cycle, but who have satisfied
the compulsory education laws by staying at school until they have reached the minimum age, would
be regarded as dropouts; and in countries which do not have compulsory education, a child who left
school before completion of the stage in which he had registered would be regarded as a dropout.

This definition conflicts to some extent with more general notions of premature leaving, interpreted as
leaving before the minimum age. The term may also be applied to students leaving at the end of the
compulsory period when a further period is considered desirable even though not required.

A major aspect of educational wastage is the repetition by a student of a year of work in the same
class or grade and doing the same work as in the previous year. This may occur at any level, from
elementary to university.

INCIDENCE:

Some countries throughout the first and second levels systematically operate repetition in all grades,
using end-of-year examinations and other information on which to base a decision on promotion, with
a limited number of years in a grade permitted. A second group of countries resembles the first,
except that the number of years in a single grade is not limited. A third group of countries promotes
without regard to examination performance, and rarely permits repetition of grades. A UNESCO
statistical study of school wastage, in selected countries, suggests that first and last elementary school
grades were the focal points for repetition in Africa, and first grade in Latin America. In both these
regions, first grade repetition was noticeably higher than in second through fifth. In selected countries
in Asia and Europe, surveys show that a high first grade repetition rate was also indicated. The first
year of high school, in these statistics, also shows a higher rate, as do the terminal grades of the two
cycles of the ‘general second level’. Clearly there are unaddressed psychological, social and economic
factors in this wastage. The problems are only partly pedagogical.
[Developing countries] In the Third World, more than half of the pupils drop out entirely after the
second year of primary school. Of primary school completers, only one in four obtains a place in a
secondary school. Only a fraction graduate.

[Industrialized countries] In the early 1980s in France, dropouts made up between 100,000 and
250,000 of the 800,000 people leaving school annually. In UK 60% of children then left school before
completing the final grade. In (then) West Germany and the USA, 10% had dropped out by the age of
16.

According to a 1996 report, about 25 per cent of Hungarian Gypsies had not finished primary
education. Gypsies represented 5 to 7 per cent of the population of the country. High Gypsy
unemployment was linked to the educational difficulties.

 Top 4 Higher Education Technology Trends to Watch in 2024

The pandemic impacted higher education technology trends more than any event in the last
decade. With the sudden shift to remote learning, universities, and colleges were forced to
adopt new technologies at an unprecedented pace. Now, as we enter a new era of higher
education, there is one question that lingers: which trends will stick, and which ones will fade
away?
Did you know that by 2025, the global ed-tech market is projected to be worth $404 billion?
With the rapid advancement of technology, the future of higher education is looking more
digital than ever.
In a rapidly evolving technological landscape, where innovation drives industry
transformation, staying abreast of the latest education technology (also known as “ed-tech”)
trends is critical to ensure the delivery of quality education. By developing a deep
understanding of these trends, educators and administrators can make data-driven decisions
about how to integrate the right technology, elevate education standards, and equip students
with the essential skills for success in tomorrow’s workforce. Staying on top of the latest ed-
tech trends can provide a strategic advantage for students, educators, and administrators
alike, enabling them to stand out in a competitive marketplace and achieve exceptional
educational outcomes.book a free demo
Elevating Education: Trends in 2024 and Beyond
Let’s explore four of the most promising innovations to embrace this year and beyond.
1. Digitally Personalized Learning
Personalized learning is an innovative teaching model that tailors the learning experience to
the unique requirements, strengths, interests, and preferences of each student. By
acknowledging that learners have diverse learning styles and abilities, personalized learning
aims to provide an educational experience that optimizes their full potential. Arizona State
University (ASU) implemented a personalized learning program that allows students to
complete courses at their own pace with the support of online learning resources and
personalized coaching. ASU’s program combines adaptive learning technology, data analytics,
and a competency-based curriculum to provide students with personalized learning
experiences that align with their individual needs and interests. As a result, ASU has seen
increased student engagement, retention, and graduation rates The overarching goal of
personalized learning is to foster student engagement, motivation, and achievement by
offering them a more relevant, immersive, and effective learning experience that aligns with
their distinctive needs and aspirations.
2. Artificial Intelligence (AI) and Machine Learning (ML)
In 2024 and beyond, AI and ML are expected to advance educational institutions with context-
based decision-making. We’ve already seen how AI and Ml transform businesses by adding
agility and efficiency to their process. In the education sector, it’ll carry over the same
efficiency to enhance teaching methodology, student engagement, and administrative tasks.
One of the best ways AI and ML can transform higher education is through the use of
intelligent tutoring systems (ITS). ITS are AI-powered systems that provide students with
personalized feedback and guidance based on their individual learning needs. These systems
can analyze students’ performance data, identify their strengths and weaknesses and provide
them with targeted recommendations on how to improve.
For example, Georgia State University (GSU) used predictive analytics to improve graduation
rates for its students.
GSU developed a predictive analytics system that analyzed students’ academic data and
identified those who were at risk of dropping out. The system provided these students with
targeted interventions, such as advising, tutoring, and financial assistance, which helped
improve their academic performances. As a result, GSU’s graduation rates increased by 22
percent over the course of six years.
3. Immersive Learning
Immersive learning as an upcoming trend creates a highly engaging and interactive learning
environment using technologies such as virtual reality, augmented reality, and mixed reality. It
differs from traditional classroom learning in that it is an active, experiential, multisensory,
and highly flexible learning experience. It engages students in the learning process, allowing
them to practice skills, solve problems and apply knowledge in the near world, which can
improve learning dynamics and prepare students for the future. By providing a more engaging
and personalized learning experience, immersive learning has the potential to revolutionize
higher education and transform the way students learn.Case Western Reserve University uses
mixed reality to teach anatomy. Students can use the Microsoft HoloLens headset to visualize
and interact with 3D anatomical models, providing a more immersive learning experience. This
immersive learning strategy offers four key styles:Active Learning: Immersive learning is an
active learning experience that allows students to participate in the learning process by
engaging with the content and exploring the environment. In contrast, traditional classroom
learning is often passive, with students sitting and listening to lectures or reading
textbooks.Experiential Learning: Immersive learning provides students with an experiential
learning experience where they can practice skills, solve problems, and apply knowledge in
actual scenarios. This allows students to develop practical skills and gain hands-on experience
that is often difficult to achieve in a traditional classroom setting.Multisensory Learning:
Immersive learning engages multiple senses, including sight, sound, and touch, to create a
highly practical and involved learning experience. This can help students retain information
better and improve their learning outcomes.Flexibility: Immersive learning is highly flexible
and can be adapted to meet the individual needs of each student. Students can progress
completely unrushed and receive personalized feedback and support.
4. Location-Based Intelligence Technology
Our list of high education technology trends for 2024 and beyond is not yet complete without
location-based intelligence technology. So why is it important? Location-based intelligence
technology can offer numerous benefits and uses on campuses, some of which are:Navigation:
Campus maps can be created using location-based intelligence, which can help students and
visitors to navigate and find their way around the campus. This technology is the secret sauce
to providing turn-by-turn directions to a particular location on the campus.Safety: Location-
based intelligence technology can be the key to providing safety and security on campus by
tracking the location of students, staff, and visitors within a meter. This can be particularly
useful during emergencies such as a fire outbreak or a natural disaster.Student engagement:
Location-based technology can be used to engage students in campus activities and events by
sending notifications and reminders based on their live location.Personalized services:
Location-based intelligence can be used to provide personalized services to students based on
their location. For example, students can receive recommendations on nearby restaurants,
study spots, or events based on where they are on campus.Resource management: Location-
based technology can help campus administrators to manage resources more efficiently. For
example, it can be used to track the location of equipment and personnel, which can help to
optimize resource utilization.Marketing: Location-based intelligence can be used by businesses
on campus to market their products and services to students and staff. For example, a café on
campus can send notifications to students when they are nearby, promoting their daily
specials.The transition to campus life can be a daunting experience, causing undue stress and
anxiety for many new students. But with Mapsted’s innovative location technology for
universities, there’s a supportive digital solution that can help students feel supported and on
track. Mapsted’s wayfinding solution is a perfect example that goes beyond traditional maps
by providing real-time location information and contextual awareness through an intuitive
smartphone interface.
The University of Windsor has implemented Mapsted’s technology and is thrilled with the
results. The university named the app CampusGo, and it has been helping students navigate
the university campus since 2021.
“Finding a classroom in a growing institution with over 40 buildings can sometimes be a
challenge,” says Jennie Atkins, who along with Emmeline Ventimiglia led the project to bring
wayfinding technology to the UWindsor campus with support and implementation from
Facility Services and Information Technology teams. “With CampusGo, you can quickly select
your desired destination and it will provide turn-by-turn directions right to the appropriate
door.”Campus accessibility is also highlighted through the CampusGo app. Accessible
entrances and parking are listed, along with general safety and convenience items such as the
location of campus emergency call stations and visitor parking.
Summing up
The COVID-19 pandemic forced universities and colleges to adopt new technologies and
turned the landscape around for educators, students, and universities. As we enter a new era
of higher education, it’s essential to understand which trends will stick and which ones will
not. By exploring four promising higher education trends: personalized learning, artificial
intelligence (AI) and machine learning (ML), immersive learning, and location-based
technology, we’ve covered present and upcoming innovations. By embracing these trends,
educators and administrators can enhance the learning experience, equip students with
essential skills for success in the workforce, and achieve exceptional educational outcomes.
These trends are expected to enhance the teaching methodology, student engagement, and
administrative tasks, and prepare students for the rapidly changing demands of the
workforce.To stay ahead of the competition and embrace campuses of the future, leverage
Mapsted location technology to prepare your university for rapid innovations in the education
sector. Our solution balances digital and physical experiences, enhancing your prestige and
value proposition for future generations of students. If you enjoyed learning about how
technology will impact campuses in the coming years, you may enjoy this short video and this
blog covering some characteristics of an ideal university.

This includes proficiency in using digital tools, platforms, and online resources. Educators need
to embrace technology as an integral part of their teaching methods, while learners must
adapt to new modes of instruction and take advantage of the resources available to them

Question No 5 Elucidate the nature and significance of continuing education. What are the
issues Related to expansion of continuing education in Pakistan?

Answer

The Purpose and Importance of Ongoing Education:

The practice of continuous learning that people follow after completing their formal education
is known as continuing education. It is distinguished by a dedication to knowledge expansion,
skill development, and lifelong learning. Continuing education has many different aspects and
is important because it fosters societal, professional, and personal development.

1.Lifelong Learning Perspective: -

The concept of lifelong learning is embodied by continuing education, which acknowledges

that learning is not limited to a particular stage of life. It entails picking up new abilities,
talents, and knowledge as one advances in their professional and personal development.

2. Professional Development: -

To progress in one’s job and remain current with market trends, one must pursue ongoing
education in the professional setting. To advance their knowledge and maintain their
competitiveness in the job, professionals participate in workshops, seminars, certifications,
and other continuing education programs.

3. Adaptation to Change: -

People can adjust to new situations with the help of continued education, especially with the
speed at which technology and society are changing. It encourages adaptability and resilience,
enabling people to successfully negotiate changing professional and personal environments.

5. Personal Enrichment: -

Continuing education helps with both personal and professional enrichment. It is not just
about professional development. People pursue educational possibilities that are in line with
their passions, interests, and hobbies in order to feel fulfilled and intellectually satisfied.

6. Addressing Skill shortages: -

Ongoing education makes sure that people stay current in their industries and fills in skill
shortages. It makes it possible to acquire the modern skills and abilities needed to meet the
shifting needs of the labor market.
7. Development of Society and Culture: -

Beyond the advantages for the individual, community social and cultural growth is facilitated
by ongoing education. Lifelong learners frequently take part in educational initiatives that
support community development, cultural understanding, and civic engagement.

Concerns Regarding Pakistan’s Continuing Education Expansion:

While the idea of continuing education is becoming more and more popular around the world,
there are a number of obstacles and problems that prevent it from spreading widely in
Pakistan.

1.Restricted Perception and Awareness: -

In Pakistan, people are not well-informed on the value of finishing their education. It’s
possible that many people don’t think it’s important or are unaware of the options for
continuing education that are out there.

2. Resource Constraints: -

Extending continuing education programs is hampered by a lack of both financial and physical
resources. Expansion efforts may be hampered by a lack of infrastructure and funds for
different learning experiences in educational programs.

3. Access and Inclusivity: -

Different geographic areas and socioeconomic classes do not all have equal access to
opportunities for continuing education. It may be difficult for residents in rural locations and
economically disadvantaged groups to enroll in high-quality continuing education programs.

4. Quality Assurance: -
The efficacy of continuing education programs depends on their quality. The credibility of
continuing education efforts may be impacted by variances in the quality of courses resulting
from the lack of standardised quality assurance systems.

5. Accreditation and Recognition:

The recognition and value of continuing education programs may be hampered by the absence
of a consistent framework for accreditation. In order to improve the credibility and
acknowledgment of continuing education initiatives, accrediting frameworks must be
established.

6. Fusion with Official Education:

Initiatives for continued education and official educational systems frequently diverge.
Creating smooth transitions and channels between continuing education and formal education
can support the development of a more comprehensive and integrated educational
ecosystem.

8. Technological Infrastructure: -

Learning platforms that are enabled by technology play a major role in the growth of
continuing education. Insufficient technology infrastructure, such as restricted internet
connection and digital device availability, may impede the extensive implementation of online
and remote learning methodologies.

9. Cultural Barriers: -

Age-related prejudices and cultural views on education can be obstacles for those looking for
possibilities for continuing education, particularly for older students. Overcoming such
obstacles requires a shift in the way society views lifelong learning.

10. Policy Framework: -

 Pakistan’s methodical development of continuing education may be hampered by the lack of a
clear policy framework. The establishment of policies that foster and facilitate continuous
learning initiatives is vital for their long-term development.

11. Workplace Engagement: -

It’s critical to support and facilitate ongoing education in the workplace. In order to invest in
the continuous growth of their personnel, employers might require incentives and rules that
support it.

Counselling of parents is required, so that they can choose a career for their child which is market
friendly.

There are two approaches to acquiring education: First, which is being followed by many in Pakistan is
to get education to earn bread and butter. The second approach is to get education for the sake of
personal development and learning. This approach is followed by affluent and economically stable
people who send their children to private schools and abroad for education. The problem arises when
non-affluent families send their children to private schools, and universities. This aspiration for
sending children for higher education is wrong, because the country does not need managers and
officers only. There are several other jobs where people are needed. Hence the mind-set of sending
one’s children to university only for becoming officers and managers needs to be changed.

Conclusion:

The reforms required in the education system of Pakistan cannot be done by the government alone,
public-private participation and a mix of formal as well as non-formal education can pull out majority
of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention
should also be paid to vocational and technical training.

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all
children between the ages of 5-16 years and enhance adult literacy. With the 18 th
constitutional amendment the concurrent list which comprised of 47 subjects was abolished
and these subjects, including education, were transferred to federating units as a move
towards provincial autonomy.
 The year 2015 is important in the context that it marks the deadline for the participants of
Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related
statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and
Pakistan’s lagging behind in achieving EFA targets and its Millennium Development
Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look
into the issues and problems it is facing so that workable solutions could be recommended.

 Education System

The system of education includes all institutions that are involved in delivering formal
education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their
faculties, students, physical infrastructure, resources and rules. In a broader definition the
system also includes the institutions that are directly involved in financing, managing,
operating or regulating such institutions (like government ministries and regulatory bodies,
central testing organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set up are also
part of the education system.

 Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating

41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public
institutions and 80,057 private institutions. Hence 31% educational institutes are run by
private sector while 69% are public institutes.

 Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by
education policies at domestic level and getting involved into international commitments on
education. In this regard national education policies are the visions which suggest strategies to
increase literacy rate, capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for the promotion
of literacy.

A review of t’e education system of Pakistan suggests that there has been little change in
Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a
fundamental human right in the constitution. Problems of access, quality, infrastructure and
inequality of opportunity, remain endemic.

Issues

A) MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in
achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015,
children everywhere, boys and girls alike, will be able to complete a full course of primary
schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of
students of the age of 3-16 year while dropout rate decreased. But the need for increasing
enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in
net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%,
in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is
aimed at eliminating gender disparity in primary and secondary education by 2005 and in all
levels of education not later than 2015. There is a stark disparity between male and female
literacy rates. The national literacy rate of male was 71% while that of female was 48% in
2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71%
and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK
male 70% and females 35%, while in Balochistan male 62% and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal
primary education and secondary education to youth, adult literacy with gender parity and
quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary
education in Pakistan is lagging behind in achieving its target of universal primary education.
Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing
it up to 100% by 2015-16 to fulfil EFA goals. Of the estimated total primary school going 21.4
million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56%
are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the
year 2013-14 literacy remained much higher in urban areas than in rural areas and higher
among males.

C) Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which
promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national
examination system under state responsibility. The strategies charted out to achieve the goal
included:

(i) Increasing public expenditure on education and skills generation from

2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two years
of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale and
quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are faced in the
development of education system and promotion of literacy. The study outlines seven major
problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA

goals. However it seems that it will not be able to achieve these
international commitments because of financial management issues and
constraints to achieve the MDGs and EFA goals.
2) Social constraints: It is important to realize that the problems which
hinder the provision of education are not just due to issues of
management by government but some of them are deeply rooted in the
social and cultural orientation of the people. Overcoming the latter is
difficult and would require a change in attitude of the people, until then
universal primary education is difficult to achieve.

3) Gender gap: Major factors that hinder enrolment rates of girls include
poverty, cultural constraints, illiteracy of parents and parental concerns
about safety and mobility of their daughters. Society’s emphasis on girl’s
modesty, protection and early marriages may limit family’s willingness to
send them to school. Enrolment of rural girls is 45% lower than that of
urban girls; while for boys the difference is 10% only, showing that
gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private
schools are better but not everywhere and government schools ensure
equitable access but do not provide quality education.

5) War on Terror: Pakistan’s engagement in war against terrorism also

affected the promotion of literacy campaign. The militants targeted
schools and students; several educational institutions were blown up,
teachers and students were killed in Balochistan, KPK and FATA. This may
have to contribute not as much as other factors, but this remains an
important factor.

6) Funds for Education: Pakistan spends 2.4% GDP on education. At

national level, 89% education expenditure comprises of current expenses
such as teachers’ salaries, while only 11% comprises of development
expenditure which is not sufficient to raise quality of education.

7) Technical Education: Sufficient attention has not been paid to the

technical and vocational education in Pakistan. The number of technical
 and vocational training institutes is not sufficient and many are deprived
of infrastructure, teachers and tools for training. The population of a
state is one of the main elements of its national power. It can become an
asset once it is skilled. Unskilled population means more jobless people
in the country, which affects the national development negatively.
Therefore, technical education needs priority handling by the
government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor
quality, equity, and governance have also contributed in less enrolments.

 An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no
mechanism which ensures the proper expenditure of those funds on education.

The existing infrastructure is not being properly utilized in several parts of the country.
There are various challenges that include expertise, institutional and capacity issues, forging
national cohesion, uniform standards for textbook development, and quality assurance.
The faculty hiring process is historically known to be politicized. It is because of this that the
quality of teaching suffers and even more so when low investments are made in teachers’
training. As a result teachers are not regular and their time at school is not as productive as it
would be with a well-trained teacher.
Inside schools there are challenges which include shortage of teachers, teacher absenteeism,
missing basic facilities and lack of friendly environment.
Out of school challenges include shortage of schools, distance – especially for females,
insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.


Solutions

There is a need for implementation of national education policy and vision 2030 education
goals. An analysis of education policy suggests that at the policy level there are several
admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education
system in the country, but a uniform curriculum can be introduced in educational institutes of
the country. This will provide equal opportunity to the students of rural areas to compete with
students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a
major problem for them, it seems feasible that a balanced approach for formal and informal
 education be adopted. Government as well as non-government sector should work together to
promote education in rural areas.

 The government should take measures to get school buildings vacated which are occupied by
feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper
education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is
important to make the already existing vocational and technical training centres more efficient
so that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be

strengthened. Special policy planning units should be established in provinces’ education
departments for implementation of educational policies and formulation of new policies
whenever needed. The provincial education departments need to work out financial resources
required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early
compliance of the constitutional obligation laid down in Article 25-A. Special grants can be
provided to the provinces where the literacy rate is low.

Pakistan is not the only country which is facing challenges regarding promotion of literacy and
meeting EFA and MDGs commitments. Education remains a subject which is paid least
attention in the whole South Asian region. UNDP report 2014 suggests that there has been an
improvement in other elements of human development such as life expectancy, per capita
income and human development index value (in past 3 years); but there has been no progress
in the number of schooling years. The expected average for years of schooling in 2010 was
10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In
the year 2013 the expected average of number of years increased to 11.2 but the actual
average of years of schooling of South Asian countries remained 4.7. Regional cooperation
mechanism can also be developed to promote literacy in South Asian region. Sharing success
stories, making country-specific modifications and their implementation can generate positive
results.

Recommendations

Technical education should be made a part of secondary education. Classes for carpentry,
electrical, and other technical education must be included in the curriculum.
Providing economic incentives to the students may encourage the parents to send their
children to school and may help in reducing the dropout ratio.
 Local government system is helpful in promoting education and literacy in the country. In local
government system the funds for education would be spent on a need basis by the locality.
Corruption in education departments is one of the factors for the poor literacy in the country.
An effective monitoring system is needed in education departments.
For any system to work it is imperative that relevant structures are developed. Legislation and
structure should be framed to plan for the promotion of education in the country. After the
18th amendment the education has become a provincial subject, therefore, the provinces
should form legislations and design educational policies which ensure quality education.
Unemployment of educated men and women is a major concern for Pakistan. There should be
career counselling of the pupils in schools so that they have an understanding of job market
and they can develop their skills accordingly.
Counselling of parents is required, so that they can choose a career for their child which is
market friendly.
There are two approaches to acquiring education: First, which is being followed by many in
Pakistan is to get education to earn bread and butter. The second approach is to get education
for the sake of personal development and learning. This approach is followed by affluent and
economically stable people who send their children to private schools and abroad for
education. The problem arises when non-affluent families send their children to private
schools, and universities. This aspiration for sending children for higher education is wrong,
because the country does not need managers and officers only. There are several other jobs
where people are needed. Hence the mind-set of sending one’s children to university only for
becoming officers and managers needs to be changed.

Conclusion:

The reforms required in the education system of Pakistan cannot be done by the government
alone, public-private participation and a mix of formal as well as non-formal education can
pull out majority of country’s population from illiteracy. Similarly, to make the youth of the
country an asset, attention should also be paid to vocational and technical training.
Lack of Infrastructure and Facilities

One of the most glaring issues in Pakistan’s education system is the lack of adequate
infrastructure and facilities in many regions. This impedes students’ access to quality
education. In rural areas, many schools lack proper buildings, electricity, and clean drinking
water…

 This is due to a number of factors, such as poverty, lack of infrastructure, and lack of qualified
teachers. Quality: The quality of higher education in Pakistan is often poor, due to a number of
factors, such as inadequate funding, lack of qualified faculty, and outdated teaching methods…