Abstract
The domain of higher education in Pakistan experienced a drastic change during the past ten years. This time frame, which coincided with two regime changes in the country, is the span where many far reaching changes were brought about in the sector. These include transformation of the erstwhile University Grants Commission (UGC) into Higher Education Commission (HEC), drastic expansion in the funding opportunities, development of infrastructure, creation of new universities, facilitation of the private sector in the realm of higher education, induction of foreign faculty on a rigorous basis, emphasis on research and scaling it through peer reviewed papers, shoring of local doctoral programmes, scholarship schemes initiation of university rankings, tenure based hiring options and many more. In general perspective, the moves and actions of the management of Higher Education Commission – the key institution responsible for these spread out tasks – were viewed with appreciation. As the challenges were daunting, the tally of tasks also continued to multiply. However, the policies and actions of HEC received criticisms on several counts.
This paper aims at outlining the social concerns that have been repeatedly cited in discussions and debates on this subject. Taking an objective approach, the paper begins by reviewing the evolution of the reform. It expands into social concerns including accessibility to various sections of the society into higher education sector, distributive justice, relationship with the elementary and higher secondary school education, geographical distribution of universities and related variables. Methodology of this work comprises review of official policy documents, personal interviews with key informants and literature references that appeared in the press. Based on the analysis, conclusions and recommendations are also presented in the paper.
Dr. Noman Ahmed. (2013) SOCIAL CONCERNS ON HIGHER EDUCATION REFORMS DURING 2002 -2012 IN PAKISTAN: A CRITICAL PERSPECTIVE, Journal of Social Sciences & Interdisciplinary Research, Volume 2, Issue 1.
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