A teacher explains the proper way of washing hands to her pupils at a school in Pakistan. The focus on personal hygiene could not get any more serious than it is right now given the strange times we are facing following the global spread of the coronavirus. As we write this, there are more than 341,337confirmed cases of people that have contracted the virus across the planet, while already the number of deaths has surpassed 14,700.The world seems to have come to a halt and governments across the globe are implementing harsh measures to keep the virus from spreading further. This includes a mass closure of schools, colleges and universities, a move that has affected more than 500 million students worldwide.
In a new report, the UNICEF says hundreds of millions of children around the world will likely face increasing threats to their safety and wellbeing – including mistreatment, gender-based violence, exploitation, social exclusion and separation from caregivers due to actions taken by governments to curb the spread of COVID-19 pandemic.
In a matter of months, COVID-19 has upended the lives of children and families across the globe. School closures and movement restrictions are disrupting children’s routines and support systems. They are also adding new stressors on caregivers who may have to forgo work.
Stigma related to COVID-19 has left some children more vulnerable to violence and psychosocial distress. At the same time, control measures that do not account for the gender-specific needs and vulnerabilities of women and girls may also increase their risk of sexual exploitation, abuse and child marriage. Recent anecdotal evidence from China, for instance, points to a significant rise in cases of domestic violence against women and girls.“In many ways, the disease is now reaching children and families far beyond those it directly infects,” said Cornelius Williams, UNICEF Chief of Child Protection. “Schools are closing. Parents are struggling to care for their children and make ends meet. The protection risks for children are mounting. This guidance provides governments and protection authorities with an outline of practical measures that can be taken to keep children safe during these uncertain times.”Increased rates of abuse and exploitation of children have occurred during previous public health emergencies. School closures during the outbreak of Ebola virus disease in West Africa from 2014 to 2016, for example, contributed to spikes in child labor, neglect, sexual abuse and teenage pregnancies. In Sierra Leone, cases of teenage pregnancy more than doubled to 14,000 from before the outbreak.
PHEC To Assist Varsities Continue Education Online
The Punjab Higher Education Commission (PHEC) has constituted a nine-member committee to enable higher education institutions to continue teaching lessons online.This comes in the wake of the coronavirus pandemic which forced the Government of Punjab to announce closure of all education institutions until May 31. The closures have been categorized as early summer holidays this year in lieu of the usual April/May – August/September window.Headed by PHEC Chairperson Dr Fazal Ahmad Khalid, the goal of the committee is to set out guidelines to ensure an efficient transition to online learning.The committee, comprising of vice chancellors of prominent public varsities, will work in tandem with higher education institutions to facilitate smart classrooms and to meet the IT needs of these institutions in order to manage as seamless a transition as possible.
Ministers Discuss Education Schedule, Exams In Face Of Corona Virus
An online video conference-based meeting between education ministers of all four provinces was held on March 26. The meeting took stock of school and examination schedule and how they have been affected by the coronavirus pandemic.Federal Minister for Education Shafqat Mehmood presided over the online conference, while provincial education ministers of all the provinces, secretaries of school and higher education departments also attended the conference.The conference was aimed at discussing the education related issues of all provinces amid coronavirus. Extending vacations in educational institutions and examination schedule of different classes were also discussed. Punjab education ministries would finalize decision regarding both issues after committee meetings.All provinces have extended vacations in schools until May 31st and termed them as summer vacations. Through an order on March 24, the Punjab government’s cabinet meeting extended vacations in schools until May 31, announcing that the vacations would be part of summer vacations.The Punjab cabinet also decided that half fee would be charged from students during the closure period, but the teachers would receive full salaries.
HEC To Fund Research To Address COVID-19 Crisis: HEC Chairman
The Higher Education Commission (HEC) has sought proposals from universities, institutes, and individual researchers on ideas to address the novel coronavirus crisis. This was decided in a special video meeting of HEC’s senior management on March 24.The bulk of HEC staff has been directed to work from home, following the directives of the Health Ministry, so all the work of the commission is conducted electronically. Applications are received online or through courier, meetings are conducted by video link, and all papers and files are handles electronically. These arrangements have been out in place in order to ensure that all major services of the commission continue to be provided without interruption during the current emergency.The research initiative has been launched with support of the World Bank, and is entitled the RAPID Research and Innovation Fund (RRIF) program. It aims to mobilize the research capacities of universities in support of national efforts to address the COVID-19 crisis.Under the initiative, a rapid assessment and review mechanism has been established to analyze research and innovation proposals urgently. Each applicant seeking funding through the RAPID Research and Innovation Fund can propose an idea based on one of the priority themes. Funding will be provided to selected research-intensive institutions for analysis of data, testing of specimens, access to facilities or equipment, or development of essential products or services.
UHS Establishes National Tele-Medicine Center For Corona Virus Control
The University of Health Sciences (UHS) established a National Tele-medicine Center for Coronavirus (COVID-19) control to help healthcare providers manage and mitigate the spread of deadly virus.“It is so important for sick people to stay at home, and if they’re not that sick they can still use tele-medicine, talk to a doctor, and get some reassurance. And if they don’t have the virus, then it’s really good too — because it keeps them home and away from other sick people,” Punjab Governor Chaudhry Muhammad Sarwar said after inaugurating the tele-medicine center at UHS.He said coronavirus could be defeated only through precautionary/safety measures for which every single person of the society would have to play his/her role.Sarwar called for getting prepared to eliminate coronavirus with determination. The governor added that the coronavirus was jeopardizing economies of even developed countries and had become the biggest challenge for the world. He said Prime Minister Imran Khan was monitoring all anti-corona measures and was issuing necessary directives and ensuring release of funds to health and other relevant departments on a daily basis.
Unapproved Statutes Impede Appointments In 15 Public Universities
Around 15 of the 28 public sector universities in Punjab are unable to appoint key officials due to unapproved statutes and service rules, the Academia Magazine has learnt.Reliable sources at the Higher Education Department (HED) told Academia Magazine that as there were no approved statutes of public sector varsities, appointments of registrars, controllers of examination and treasurers could not be done as per the directions of the Punjab Governor Chaudhry Muhammad Sarwar.According to the sources, the service rules of Government College University Lahore, Fatimah Jinnah Women University Rawalpindi, Government College University for Women Faisalabad, Government College University for Women Sialkot, University of Sargodha, University of Education and newly established universities were still in the process of approval from the chancellor.They revealed that the unapproved service rules of these public sector universities were the result of cumbersome procedure for approval of draft statutes, inattention of the Higher Education Department and the vice chancellors of the universities.
In a world where yes-man-ship tends to get you furthest in classrooms and careers, saying no might be a costly proposition. But does the desire to conform and associate justify an individual disregarding all sense of right and wrong and doing what is necessary for immediate gains? We discuss why learning to say no is an extremely important personality aspect humans need to hone.
emember the tale of the old man, his son and their donkey? They once started a journey with both atop the donkey’s back. But the townsmen objected to their pitilessness. They lambasted both the father and son for being cruel on the poor animal. The advice was taken and the son got down from the donkey’s back, resuming the journey on foot. Soon, some passersby took exception of the arrangement and lambasted the father for making his young son suffer the journey’s hardship on foot. The father, too, felt for his son. He offered to walk himself and had his son sit upon the donkey’s back.But that too was heartless, according to some travelers they met a few miles down the road. This time, it was the son who got a piece of those travelers mind for making the old man walk and enjoying the journey himself.
Fed up by now, the father and the son tied the donkey’s feet to a bamboo pole, raised the pole to their shoulder and resumed the journey.
Most people refuse to say no even when they should, because as humans, we generally want to conform. For in conformity lies belonging and association, an urge inherent in all humans.
But even that did not silence the critics, who mocked the duo’s foolishness of carrying the donkey towards the destination, instead of it carrying them to it. There was much laughter, much to the duo’s chagrin, and the donkey’s discomfort. As they passed a bridge on a river, the donkey kicked himself lose and fell head first into the raging water, never to be seen again.They tell us the moral of the story is, please all, please none. Butit could have well been just this: learn to say no.
Conflict, Conformity, Popularity
Despite having been known to almost all dwellers of this planet over centuries, the tale of the two men and their donkey does not appear to have any effect. Just like the father and son who wanted to please everyone, most people want to as well, because as humans, we generally want to conform. For in conformity lies belonging and association, an urge inherent in all humans.This sense of conforming could well be a carry forward from our ancient ancestors, who moved in large groups to survive. Moving away from the group or wanting to go your own way guaranteed certain death in face of predators and other natural threats. So this notion of staying close together might have been passed down our genetic code, and might be the reason we want to oblige all and sundry. Another reason for people not opting to say no to even unfair demands or to impossible assignments is our natural tendency to avoid conflict.
There should be a clear difference between trying to help others or do them favors and putting your own wellbeing or safety on the line just to garner approval
Over the eras, no has become quite a distressing word in human societies. This is why we neither want to hear it ourselves nor do we want to say it. It could lead to arguments, conflict, could invite displeasure of or offend teachers, parents, managers; people we would not ideally like to annoy. Most of us are raised to be polite and be agreeable. Even the average education system, generally, expects you to follow instructions, as do work environments later in life. But does being agreeable mean one says yes to everything that is thrown one’s way?Well, it should not be the case. And there should be a clear difference between trying to help others or do them favors and putting your own wellbeing or safety on the line just to garner approval.No is a powerful weapon, and can only be exercised by those who are powerful themselves. And by power we do not mean physical muscle, but the mental strength to know that one’s worth does not depend on acceptance from the world and that what is wrong will always be wrong, even if your closest friends are doing it. Take the case of cigarette smoking for example. Many who smoke initially get into the habit just because “all the cool kids” do it.
And to be part of that cool gang of kids. But how cool a chronic bronchitis really is, only a smoker can tell.Then there are other activities teenagers tend to get involved in because they are super cool. Drugs, dare-deviling of stupid proportions, dangerous liaisons and so on and so forth. All because friends think these are “fun” and he or she must do so too to remain part of the group and/or avoid mockery.As such, conformity puts young minds under constant stress and fear of losing their affinity with the group they relate to. It’s a constant battle of putting up a smile, acting involved and more importantly pretending to enjoy whatever antics are up for display.In extreme cases, such behavior leads to severe mental health issues and even depression.But to those who have been taught that self-worth is something beyond the meaningless approval of random peers, and it is okay to take a stand over what is right, mental health or stress is the least of concerns.
Why Please Peers?
Seeking approval from one’s peer group is an instinct. From infancy, humans are socialized in a manner that makes seeking approval natural. Right from the beginning, as toddlers, the “good boy”, “good girl” rhetoric subtly embeds itself in our conscience leading us to continue wanting to please others and gaining their approval.As adolescents, the need increases ten-folds, because receiving acceptance of peers boasts a young person’s sense of belonging and self-worth.Unfortunately, peer groups can sometimes exert too much pressure on individuals who are unable to say no to all the whimsical demands of their peers.
No is a powerful weapon, and can only be exercised by those who are powerful themselves. And by power we do not mean physical muscle, but the mental strength
Peer pressure is very real and can lead to a person feeling trapped, unaccepted, or helpless in the face of adverse reaction from friends.Several sociologists including Freud, have tried to explain how peer pressure is exerted through what is called the “group-mind.” According to the group-mind theory, people can become de-individualized as they internalize crowd consciousness and begin acting on the same emotional level as other members of the group.The sociologists believe that group-mindedness can give way to irrationality and recklessness. For example, as an individual may never attempt to act rowdy on campus on their own, but within a group, persons may end up acting unlike themselves.
The ‘No’ Shield
No is a term that most people are afraid of using because it is often confused with negativity and defensiveness. In fact this little word can be a mighty shield against exploitation and unfairness.Having the confidence to say no at work, family, or intimate relationships can protect one against undue emotional and physical abuse.We may say yes in many situations to appear more agreeable, but it cannot guarantee acceptance or fulfillment. People avoid refusing their superiors because it can make them appear weak, lacking ambition, or simply ungrateful.Women have a greater chance of getting exploited if they do not practice the use of no, because there are sexual predators out there who are waiting to manipulate their targets by exercising power.Therefore, it is necessary to have the agency to say no. No is a powerful term, and if used in the right context and at the right moment, it can be the difference between losing one’s integrity and self-respect, and keeping it.The use should not be limited to situations involving workplace exploitation, harassment or abuse. People must learn to be more comfortable with using the word no, as it can act as a shield whenever one’s faced with unwanted, unlikeable, and impossible circumstances.
The Unselfish No
Yes, a no can be unselfish contrary to popular belief. The negative connotation associated with word prevails because societies do not want for their decorum to be disturbed. However, ruffling some feathers at the cost of protecting one’s self from exploitation, getting over-worked, underpaid, or abused is far productive and beneficial for the social fabric.The psychological cost of saying no can be enormous though. Since childhood, we are taught not to source unpleasantness, but it is also during our earliest years that we exhibit the lowest inhibition when it comes to saying no.As soon as children start to see themselves as separate from their parents, they are often observed using the word the no. Whether it is a portion of food they dislike or a toy, they excitedly use no to indicate their displeasure. Even though toddler, adolescent, and adult behavior is not fully comparable, as humans, we do tend to carry forward habits and behaviors from childhood to adult life.
Mindless conformity puts young people under constant stress. It’s a constant battle of putting up a smile, acting involved and more importantly pretending to enjoy whatever antics are up for display
However, excessive use of no is frowned upon because it supposedly makes one appear too stubborn and unfriendly.Therefore, it is important to define priorities and to know that it is impossible to please everyone.Defining priorities is essential for focusing energy on the right tasks and maximizing productivity. The frivolous use of yes can lead to undue stress and anxiety because there will too many things to focus on when one can only tackle perhaps, two at a time.Albeit saying no is thought to be selfish, it is, in fact, unselfish because by using the word and prioritizing tasks, we can prove to be effective, productive members of classes, workplaces, and families.It is also imperative to able to utter no because it can aid in keeping true to our values, goals, and personality. Every effort exerted in the wrong direction can set us several steps back. We need to clarify our concepts of selfishness and selflessness. Anything that threatens to demean the individuality, productiveness or mental, emotional and physical wellbeing of a person, no matter how selflessly done, should not be acceptable.In case one is faced with a situation that has the potential to do any of the above-mentioned harms, it should be met with an affirmative no.
Learn To Say It
No, as discussed, is not an easy term to use, and it can take a lot of learning to become comfortable with the word itself for the one saying it and the other receiving it.However, it must be remembered that a person has the right to refuse any advances or propositions that are outside the bounds of their work requirements, are a threat to their personal space, or detrimental to their quality of work, values, beliefs, and physical and mental alertness.Being assertive and disrespectful are two completely different concepts. Saying no to a work request, for instance, is better than saying yes or not responding because it would mean dragging someone’s work and wasting their time.Particularly, learning to use the word no can prove to be an effective defense against bullying in school. Bullying is a very common issue faced by students, therefore, it is crucial for parents to teach their young ones the value of a no.
The school bullies often use the power of manipulation to torture their peers, but when a student knows how to call their bluff and not be at their service, they often back-off.Many children who grow-up in hostile households, find it easier to say yes to others’ demands because they fear reprimand and abuse. Therefore, it is equally important to provide growth-conducive living conditions to children from a tender age.Childhood traumas and dysfunctional family dynamics can make one seek approval from all sources possible, making them miserable in the long run.A simple no can be the difference between a healthy, fulfilled life or a distraught, disorganized, and depressing existence. We may not realize the importance of the word no, but teaching our children from the very beginning to be comfortable with the word and its appropriate use can truly boost their self-esteem and make them confident individuals in the long run.
The Islamabad High Court (IHC) has rejected a petition by Private Schools Association’s (PSA) that sought a stay order against the government’s decision to allow 20% discount in fees for students during the lock-down months of April and May.
The war on terror that was fought in the Tribal Areas for more than decade has cost the people of the area dearly, especially when considered the loss for education for the youth. Abdul Hadi writes about the effects and the need for a renewed focus on education in the affected areas.
he Education Policy 2009 considers education a categorical imperative for individual, social and national development, one that should enable all individuals to reach their maximum potential. The system should produce responsible, enlightened citizens that help integrate Pakistan into the global framework of human-centered economic development. However, the regions formerly part of Federally Administered Area of Pakistan (FATA) – now made part of Khyber Pakhtunkhwa – still struggle with the effects of the decade-long war on terror, with education outcomes leaving a lot, really, to be desired.In the aftermath of 9/11, terrorism emerged as a serious threat for Pakistan. The response to curb terrorism initiated a war on terror that was fought deep in the heart of FATA.
It was once a semi-autonomous region in the north west of Pakistan consisting of seven tribal agencies – Bajaur, Khyber, Mohmand, Orakzai, Kurram, South and North Waziristan – the region turned into a hotbed of militancy as the state only had a limited writ in the region, an understanding that continued from colonial era. Extremist primarily exploited residents of the area in the name of religion and tribal culture. For this purpose, they specifically targeted the uneducated faction of the society as they could be misled quite easily, hence, winning them over to their side for their vested interests. This eventually paved the way for the military to step into the area. Once the country’s armed forces moved to reinstate the state’s writ, the entire social system of the Tribal Areas saw a collapsed. In a lengthy physical and mental battle between the armed forces and extremists, millions faced internal displacement that dissolved almost all social institutions in the area, including education.
Troubled Past
Even before the war on terror was taken to the militants in FATA, limited state intervention and the intense involvement of the regions people in the Afghan Jihad did not do much for social, political and economic stability in the region. Consequently, the shambolic state of affairs in the region never made way for a focus on educational infrastructure. What little was available was run to the ground by terrorism, socio-economic disruption and ultimately the war on terror.
In a lengthy physical and mental battle between the armed forces and extremists, millions faced internal displacement that dissolved almost all social institutions in the area, including education.
As a result of these multipronged factors, including the trauma and fear of a war in your neighborhood has led to numerous psychological problems among the residents in general and the youth in particular, The post 9/11 war on terror engulfed everything the tribal youth ever looked up to – learners, educators, and educational institutions. The Human Rights Commission of Pakistan (HRCP) has revealed that schools destroyed by the extremists in the Tribal Areas “numbered 440, of which 130 were girls’ schools”. The break-up shows that five schools were destroyed in North Waziristan Agency, 24 schools in South Waziristan Agency, 85 schools in Kurram Agency and 62 schools were bombed in Mohmand Agency”. In addition to Waziristan, military operations and terrorism also brought the education sector in other tribal regions to a virtual standstill. Last but not the least, the Federal Government’s ignorance and the absence of timely reform policies for FATA have resulted in a decreased literacy rate in the Tribal Areas.
Heavy Price
Furthermore, an alternate education system for youth displaced by the war was never put in place. The decade long crisis and instability in the region has affected almost the three generations of the tribal people. Not only have children paid a heavy price, elders and women have equally suffered painstakingly the impact of terrorism. Boomers became psychological patients, millennials fell prey to Talibanization and unemployment, and school-going children were left out on the road. As a whole, the tribal society has been pushed much closer to the Stone Age than it earlier was. Undoubtedly,
it will take decades to bring FATA at par with the rest of the country.However, in the post 9/11 context, education is the only reliable cure for socio-economic development to counter the effects of terrorism. This has been realized the government and it is this very realization that has led to the initiation of several programs to uplift the education system in former FATA regions. A number of colleges, and schools are being developed across the area to improve literacy rates. Moreover, USAID has also been contributing to the development of the region, particularly in terms of education.
The decade long crisis and instability in the region has affected almost the three generations of the tribal people.
Taking into account the impact of war on terror on education in FATA, it can safely said that strengthening the education system in these former tribal regions will automatically add to the social and economic development. Being the backbone of socio-economic, socio-cultural, and socio-political progress, education must be regulated in the former tribal areas at all costs. This will consolidate the power of social institutions at the community level and the state institutions in the tribal agencies.
Abdul Hadi is a student at Centre of International Peace and Stability at NUST.
Despite having a host of examples to learn from and clear head start to plan an effective response, Pakistan’s actions to contain the spread of dangerous COVID-19 disease have raised a lot of questions. But the big question is: Does Pakistan realize the gravity of the situation the world is in and is it itself ready?
n the interest of the matter under discussion and keeping in view the enormity of this situation, we will not indulge in repeating history by reiterating where the first case of nCOVID-19 coronavirus was identified (1) and how and when it progressed to be characterized by the Word Health Organization as a global pandemic (2). Social media (particularly WhatsApp) has been a rather rich source of obfuscating information that has left some with genuine apprehension and concern but has also served as a referenced source for defiance particularly for people in the younger age group (3, 4). At the time of writing this manuscript (5), there were 328,800 confirmed cases of nCOVID-19 around the globe in 189 countries and territories and one international conveyance (6).
Data from Pakistan and its neighboring countries (7) is provided in the table below as an illustration that by the time you will read this article, these numbers would have changed drastically:
Pakistan has made a set of serious errors in judgment and overt vacillation in taking decisive decisions has amplified this crisis. First, we are not taking seriously the magnitude of this catastrophe
CONFIRMED CASES
RECOVERED
DEATHS
NEW DEATHS
GLOBALLY
340,408
97,571
14,573
1,566
PAKISTAN
776
05
05
02
COUNTRIES AROUND PAKISTAN
INDIA
332
23
05
01
CHINA
81,054
72,440
3,261
06
IRAN
21,638
7,635
1,685
129
AFGHANISTAN
34
03
01
01
In Pakistan, majority of these cases have been reported in the province of Sindh (333) followed by Punjab (225) and Balochistan (104). This table depicts the enormity of public health calamity that we are facing in Pakistan, which sits in a landmass surrounded by countries with active nCOVID-19 crisis. Of greater concern is that Pakistan has active bi-lateral economic ties with most of these countries which necessitates constant travel of people and goods across the border.
As communities, institutions and individuals, we need to switch from reacting to what has happened to instead taking bold action in anticipation of what is coming.
It was not until February 23, 2020, that Pakistan closed its borders with Iran (8) and on March 01, 2020 with Afghanistan (9).Even more disconcerting was the fact that Pakistan did not suspend incoming international flights until March 21, 2020 (10). It is confounding that against all logical arguments, Pakistan proceeded to reverse its decision and open its borders with Afghanistan on March 22, 2020 (11).
A Series Of Errors
Pakistan has made a set of serious errors in judgment and overt vacillation in taking decisive decisions has amplified this crisis. First, we are not taking seriously the magnitude of this catastrophe. Given that the spread of this virus has entered into the “community” phase of dissemination, our response to this emerging public health crisis continues to be dominated by politics rather than serious and informed strategy. We did not learn from global experience nor did we totally appreciate the potency of coronavirus and its colossal impact on our community.
The services of doctors, nurses, and support staff in healthcare facilities who are taking care of suspected cases and nCOVID-19 positive patients without adequate protective gear need our most sincere appreciation.
To this day, the responses of our political establishment are at best myopic, indiscriminate and abominable, largely reflective of our culture which is dominated by management of crisis rather than implementing a set of policies that are informed by the experience and expertise of national and international experts and could potentially result in curtailing the damaging impact of the
Do universities really matter in today’s world where almost all the information you need has become a free resource? Hussain Nadim contends why the entire system of university education has become a fallacy and needs a serious overhaul to survive the digital age.
he university system as we have known it for the past few centuries has collapsed. And it will take only a few more years before it becomes really obvious. However, by collapse, I do not mean that universities do not physically exist anymore. Instead, I believe that universities as institutions are failing to serve their purpose and are on fast route to complete irrelevance in digital society and economy. I back this claim with appropriate data to make the case. There are a 4 key patterns that we have to observe through data to understand why this is the case and what we must do to adjust to the change.
Exclusivity
First, it is important to look at the macro data on changing nature of education and learning. When they were established centuries ago, universities were the gatekeepers of knowledge, skills and human advancement. This was in part because they had exclusive libraries where books were stored, labs where experiments were conducted, and professors through which knowledge was transmitted. Universities were thus necessary institutions to impart knowledge to those lucky enough to be enrolled. All others without the opportunity or access to be at a university, were at a loss.
When they were established centuries ago, universities were the gatekeepers of knowledge, skills and human advancement. However, with Internet and digital age, that exclusivity has remained no more
However, with Internet and digital age, that exclusivity has remained no more. In terms of learning, open access to books, journal articles, libraries, and online lectures on Youtube has changed the entire idea of education and learning. Therefore, universities do not have the monopoly on education or learning anymore. In fact, beyond providing a graduation certificate that comes at a very high cost, universities, especially in Pakistan, do not provide anything that cannot be learnt online. Hence, it is fundamentally important for universities to reimagine what the institution truly represents or how it adds value to the students to be able to survive.
Aging Format
Second, there is a serious problem with the university education format. The 4-year bachelor’s degree plus 2-year master’s degree is redundant in the modern entrepreneurial world. This is because, for one, learning curves of humans have changed drastically over the decades. The abundance of information and new methods of learning that include visualization techniques have allowed an average human to be more advanced and capable in learning than previous generations. Similarly, in a world of emails, WhatsApp messages and 5G, a 4-year bachelor’s degree and a two-year master’s degree does not fit modern pace. It is slow, and out of sync with market reality making it less appealing for new generations.
The 4-year bachelor’s degree plus 2-year master’s degree is redundant in the modern entrepreneurial world. This is because, for one, learning curves of humans have changed drastically over the decades
What needs to be changed is the entire structure where education is not only limited to a 4-year specific degree in a block, but it is a lifetime process as you go. For instance, the approach should be a maximum of 2 years of block degree that teaches the required skill sets, followed by 3-6 months of certifications every few years after that. This is because professional requirements change at different stages of the career, especially given how technology is changing work dynamics so quickly. In fact, most of the people recognize that on-job experience is way more useful and important than the entire 4 years of a bachelor’s degree. The question then is, why do we still continue with the archaic system? The answer is basic economics. Universities have become too large to change and they rely on the same system for survival. A 4-year subscription to the university is more profitable than a 2-year subscription.
Employability
Third, and very important data to look at, is the employment rates out of college and graduate schools, which really present an abysmal state. For instance, data indicates that the current university cost does not have the same payback as it once used to. Individuals are spending a lot more on education only to find themselves without jobs or with such low paying salaries that it would take forever to make a return on university investment. Low job prospects after a degree – and a changing mindset that you no do not require a degree for financial success – is already becoming prevalent and would pose a threat to the university system.
It is becoming an increasingly evident reality that higher education does not necessarily mean higher learning or higher chances of getting a job.
Lastly, and most importantly, the current university education in Pakistan is so archaic that it is not preparing students for the job market, entrepreneurship or even for a higher research degree. This is because there is no university-industry linkage. We are producing graduate after graduate only to place them in a master’s degree, and then PhD degrees because there are no opportunities in the job market. Since we are not producing graduates with a mindset to create job opportunities, the entire system is on the brink of collapse. Unless our education system is not linked to our industry and research needs, it is almost entirely useless to continue to produce humanities, social sciences and technical graduates in bulk every year who are irrelevant to market needs. Put simply, we need more data scientists, animators, fintech professionals than MA’s in Islamiat and political science. It is becoming an increasingly evident reality that higher education does not necessarily mean higher learning or higher chances of getting a job. The sooner university owners, management and HEC is able to recognize this and implement corrective actions, the better they will be prepared to cater to modern needs. Without a serious rethinking, we are sitting on billions of rupees worth of infrastructure that will soon become redundant and irrelevant.
Dr Hussain Nadim is the CEO of Nerve Analytics – a data analytics firm working in the public sector. He previously worked in the Government of Pakistan. He tweets at @HNadim8
Can teachers ever be bullies? Can teachers ever cause mental trauma to a student? Can students get fed up with school all together due to bullying by teachers? The answer to these questions is, sadly, yes. Sania Nasir tells us about an issue often ignored and why it should not be.
alliullah* is a grade-8 student at a private school in Sukkur. And like millions of other students of his age around the world, he does not seem to keep well at Mathematics. In any other civilized society, Waliullah’s teachers would have considered other areas where he performs better and urged him to focus on exactly those. Alternatively, teachers would have offered him additional help to overcome his difficulties in the subject. But not here. Not Waliullah.“I try my best to learn mathematics, but I am always confused by word problems. I seek help from my elder sister and I also take help from my friends but I do not seem to get it. Would I really will not be able to clear the Math exams?” He asks plaintively. And the reason he worries so is because his teacher has told him definitively: You are never going to pass the math exam.“My teacher tells me I am no good, ” he says. “Whenever I ask a question, my teacher ignores it. He just keeps calling me uselessand my classmates have a field day over my mockery by the teacher. I hate it. I have stopped talking to my classmates and I don’t even feel like going to school.”
Nothing can be worse than a student feeling worthless and pressurized because of being bullied by his or her teacher, a person a student looks up to for guidance and sincerest of advices. However, this is indeed a very common practice in educational institutes across Pakistan, especially in public and middle-tier private schools.But do our teachers who practice routine belittling of children, quashing their curiosity and calling them names realize that they are nothing else than bullies casting a negative shadow on the personalities of hundreds of children they teach each year.
Bullying
The most widely accepted definition of bullying has been offered by Olweus in 1983 after he initiated an empirical investigation of the phenomenon. In 1983, after three adolescents in Norway committed suicide, most likely as a consequence of severe bullying by peers, the Norwegian Ministry of Education initiated a nationwide campaign against bullying in schools, which later become known as the Olweus Bullying Prevention Program (OBPP). The main aim of the OBPP is to reduce existing bullying issues among students at schools.
Do teachers who are in the habit of belittling children, quashing their curiosity and calling them names realize that they are nothing else than bullies casting a negative shadow on students’ personalities
Olweus describes bullying as an intentional, recurring exposure to negative actions, performed by an individual or a group, perceived to be more powerful and stronger than the victim. According to research, bullying behavior primarily revolves around oppression and intimidation by using a range of both direct and indirect forms of aggression. The direct form of aggression is physical that includes slapping, shoving, pushing, beating, snatching, and damaging victim’s property. The other form is verbal and involves name-calling, shouting, abusing and insulting acts of violence.There is also an indirect form involving gossiping, rumor spreading and socially rejecting the targeted individual. Having said that, bullying can cause serious trauma and harm to students, including mental illnesses and drug abuse.
Teachers Playing Bully
It has been a common practice in Pakistani schools that whenever students complain about teachers’ indecent behavior, specifically bullying, to school administrations or parents, they are completely ignored for two reasons. First, bullying or issues like these are the least discussed social issues in Pakistani society. There is a scarcity of research studies on teachers bullying students and so very little attention is paid to this sensitive issue. Second, a cherished belief runs deep in our psyches that teachers are the ones whose heroic efforts transform the lives of students. It is not to say that there is no truth in the narrative. There is truth in the narrative that support this view, but parents and management need to understand that there is also a darker side.
Bullying by teachers is ignored due to two reasons: one, the issue itself is hardly taken seriously, and two, the social belief that teachers are heroes who transform the lives of students
Teachers are human beings too, and therefore, their personalities can be expected to range from the best example of the species to the worst. In Pakistan and other developing countries where education is mostly a physical drill rather than a sustained exercise to instill learning, a considerable number of teachers act only as merciless task masters, rather than compassionate role models. An ugly undercurrent of mean-spirited and disdainful conduct towards students is a common sight in schools spread across the country. This conduct not only constitutes corruption in a role referred to as the prophetic profession, but also does enormous damage to students.
My personal interest in the phenomenon of teachers who bully students has its roots in childhood experiences. During my teaching experience, peer teachers revealed demoralizing experiences of a certain colleague’s cruel behavior toward students. One of my peers related the tale of her experience. “When I joined this school, there was a student who was darker skinned than others. Almost all teachers use to mock him for that. I even heard one asking the poor kid: Do you even bathe? After some time, the child stopped coming to school. I was told that the boy started working with his father and stopped studying.” If we look around, we’ll find ample of similar stories and the common pattern in these stories is a sense of powerlessness on part of the victim and the conclusion that little or nothing was being done to ease the suffering.
Why Is It There?
Bullying by teachers is a pattern of conduct rooted in power dynamics. It threatens, harms, humiliates, induces fear in or causes real emotional stress t subjects, who in this case are students. To address the phenomenon of teachers who bully students, we need to come face to face with several troublesome truths. Teachers who bully are rationalized by offenders, normalized by students and minimized and ignored by peer teachers who largely remain silent. It is fact that bullying by teachers is conditioned by the inaction of school systems, and hence remains undetected by outsiders. All things considered, teachers are in fact provided the opportunities to bully. There are no school policies and procedures written to handle allegations of abusive conduct on part of teachers and there has been no discussion or methodologies on how to proceed once bullying by teachers is established.
Schools have a responsibility to protect and take care of their students. Despite the complaints, their failure to act enhances liability
More often, teachers do the bullying in classrooms, where students witness the behavior, but other teachers don’t. When students are targeted by teachers, they feel powerless and helpless. In most of the cases, students become unable to even establish positive relationship with the other teachers and students. According to research, bullying by a teacher can also be contagious, as it would encourage students to think that bullying in general and that of a certain student particularly is acceptable.But the most befuddling aspect of bullying by teachers is how easily it remains. Perhaps, it does so because our schools simply lack the expertise and capacity to offer a solution to students or parents who register complaints against a teacher who has been perceived as a bully.Also to blame are peer teachers, who may know about the behavior, but they do nothing. School officials may have a reason to believe that bullying is underway, yet fail to act decisively. One of the reasons for administrations looking the other way could be the fact that teachers justify they bullying behavior as a necessary means to achieve the ultimate end of ‘discipline’.
What Can Be Done?
Several research studies recommend that the right to redress (a process by which grievances are heard and settled) is a basic civil right of students and is effective in the cases of bullying. Schools have a responsibility to protect and take care of their students. Despite the complaints, their failure to act enhances liability. Schools should reduce bullying by teachers and staff members, with the first step being accepting the truth and be willing to take action against such conduct. Furthermore, there should be written policies against bullying to explicitly address teachers’, staff and students’ conduct. It is so important to identify teachers’ conduct in every schools’ code of ethics. Apart from that, school officials should use the in-service time to discuss appropriate and inappropriate teacher behavior, especially in the context of disciplining students.
Likewise, there must be a means to address complaints about alleged bullying by a teacher. For every teacher who engages in this abuse of power, there are many more teachers who care deeply and try to reduce the enormous damage this behavior inflicts upon our students. Bullying by teachers is a clear and present danger in our education system that we have ignored for far too long. Without a change in the way teachers conduct themselves, we cannot expect the pupils to be builders of a brighter tomorrow. For bullying by teachers will leave them too dark inside.
Sania Nasir is a student of MPhil Education at Sukkur IBA University. She has been involved in various education research projects and can be reached at sania.mphil18@iba-suk.edu.pk
Teleschool to help locked-down students minimize loss of learning amid coronavirus pandemic
Prime Minister Imran Khan will inaugurate the first ever teleschool in the country that has been developed to impart education to students in the wake of the coronavirus pandemic.
Rising above the mountains of Balochistan, the Princess of Hope is finally beginning to see in the province what she was once named for: hope. From new schools, art academies, and universities in Lasbela and Turbat, education is offering hope to the people of the province, especially in places where education once was a distant dream. Aisha Saeed tells a tale of how education is helping students in Balochistan integrate into the national discourse.
hen we first discovered that a university in Lasbela would be part of our itinerary, we prepared to expect some rundown buildings, a few faculty members and some students without a clue of where they were. But when I recall how we swayed to the tune of Attan – a traditional Pushto dance – under a starry night with hundreds of radiant young faces, I realize how perceptions can be so very misplaced.The Lasbela University of Agriculture, Water and Marine Sciences lies a short distance outside the main town and is one of the few Pakistani universities offering a degree program in marine sciences. With an enrolment of over 3,000 and purpose built campus with state-of-the-art facilities, the university is truly an educational oasis appearing out of nowhere.
After years of militancy, the state of education in Balochistan is finally seeing a turnaround, especially in the higher education domain. And we were lucky enough to be part of a delegation that was provided a chance to witness the change firsthand. he initiative we were a part of began a few years ago, aimed at mobilizing and integrating the youth of Balochistan and providing them exposure to the people and educational infrastructure in other parts of the country. Similarly, the organizers arrange visits of students from other parts of the country to Balochistan, where they can interact with students of the province and see how they are progressing.
From Radicalization To Education
Gwadar was almost unheard of in Pakistan until the China-Pakistan Economic Corridor gave it a celebrity status in when it was initiated in 2013. Back then, militancy was at its height in Balochistan, affecting all sections of the social setup, especially education. But with return to normalcy, education has again become a normal for the people of the province. In Gwadar, the delegation had the opportunity to meet Commander Southern Command Lt Gen Muhammad Waseem Ashraf. In his discussion with the group, Lt Gen Ashraf said education was the key to eradicating radicalism in any area. He said the military and the government of Balochistan along with Chinese assistance had set up schools and vocational centers for uplifting the people and challenging radical elements. “If someone wanted to take revenge from someone, they should build a school in that area,” he suggested. The commander added that schools as well and military and cadet colleges that granted access to education to the province’s youth were a silent weapon against insurgents.
For a relatively smaller population of Gwadar, the number of schools currently in running is an encouraging sign. On a higher level, National Security Workshop Balochistan has been launched that provides access to teachers and other professionals from Balochistan to various events, workshops and seminars, giving them a chance to understand the complexities that hold back the development of the province. Besides, the Balochistan Education Endowment Fund (BEEF) has swelled to Rs 8 billion, with 45,000 students granted scholarships at their doorstep. The only merit needed to secure a BEEF Scholarship is to be a good student. The merit required to get into a medical college in Balochistan has been lowered to 59% – in an effort to encourage students to go for higher education.
Balochistan Education Endowment Fund (BEEF) has swelled to Rs 8 billion, with 45,000 students granted scholarships at their doorstep
Girls are getting opportunities too, as the Pak-China Girls School on the outskirts of Gwadar is committed to providing education to girls of the area up to middle level. Pak-China Technical and Vocational Institute at Gwadar, established under the objectives of CPEC, is to shape and enhance skills of Baloch youth so that they are prepared to grow as the port city grows itself.While education is at the top of priorities for every stakeholder in the province, a lack of teachers willing to work in such far-off places, and the unavailability of software to deliver modern day education remains a challenge. According to the Economic Survey of Pakistan 2018-2019, Balochistan remains one of the most neglected provinces in terms of education. It currently stands at a 41% in terms of literacy rate; the lowest among all provinces. The government of Balochistan had allocated Rs 12.45 billion in 2018-19 for 205 ongoing and 449 new development projects for education.
After years of militancy, the state of education in Balochistan is finally seeing a turnaround, especially in the higher education domain
Out of the total allocation, an amount of Rs 1.77 billion had been allocated for primary education, Rs 4.15 billon for middle education, Rs 3.03 billion for secondary education, Rs 2.11 billion for college education, Rs 0.57 billion for university education, Rs 0.74 billion for general education and 0.069 billion for technical education, the statistics showed. But such huge gaps in education that have developed over the years due to consistent neglect and by insurgency cannot be expected to get corrected all at once. More efforts are underway to change the mindset of the younger population through exposure via student interactions and exchange – to make the locals feel less alienated from the rest of their fellow countrymen.
Getting To Know
Sensing the general disenchantment of the youth of Balochistan with the state and countrymen in other parts of Pakistan, a group of concerned citizens established an organization with the sole objective of rebuilding the lost trust of Baloch youth with the rest of Pakistanis. The team worked under the supervision of Senator Anwarul Haq Kakar, and took up the challenge to change the perception of the Baloch people through fostering people-to-people connections.Working as partners with the Government of Balochistan, they initiated the Youth Mobilization Campaign.
With Chinese assistance, the military and the government of Balochistan has set up schools and vocational centers for uplifting the people and challenging radical elements
It began at the district level and then moved on to the provincial level, working round-the-clock by mobilizing the general public, especially victims of terrorism. In the first phase, families of victims of terrorism in Balochistan were mobilized and sent to various parts of the country for interactive programs. Having received positive feedback from stakeholders across the society and educational institutes, the scope of the mobilization campaign expanded from Balochistan to the rest of the country.At present, higher education departments (HED) of all four provinces and the Higher Education Commission (HEC) of Pakistan are jointly facilitating student exchanges to forge a greater sense of national cohesion.Umer Duabia, a student from GCU Lahore, told Academia Magazine, “The visit to Gwadar and getting to know of its geographical importance was indeed an eye opener. I realized that if we avail this opportunity with full zeal, our next generations will lead in all industrial and economic zones.”
National Unity
Senator Kakar told Academia Magazine that the aim behind the recent visits (youth mobilization campaign) was to connect the student community from all provinces.“The impact has been tremendous, and many people who had never had the chance to visit other parts of the country were given an opportunity by the government to exploit this opportunity. Since its start, the project has helped students’ outlook towards nation building and they feel a part of the larger part of the Pakistani family,” Kakar added.
A student-to-student interaction initiative aims at mobilizing and integrating the youth of Balochistan and providing them exposure to people and educational infrastructure in other parts of the country
The change in and around Balochistan is not the commercial fodder you would find being repeated on mainstream media day in and day out, but those who have seen the progress made over the past few years can vouch that things are on the right track. Balochistan has suffered a lot in the past few decades, and it would require herculean efforts to bring all sectors of the province at par with the rest of the country. But initiatives such as this are a promise that the powers that be do want things to change for the better and are taking effective measures to make the youth of Balochistan as empowered and privileged as their peers in Punjab, Sindh and Khyber Pakhtunkhwa.
emember the tale of the old man, his son and their donkey? They once started a journey with both atop the donkey’s back. But the townsmen objected to their pitilessness. They lambasted both the father and son for being cruel on the poor animal. The advice was taken and the son got down from the donkey’s back, resuming the journey on foot. Soon, some passersby took exception of the arrangement and lambasted the father for making his young son suffer the journey’s hardship on foot. The father, too, felt for his son. He offered to walk himself and had his son sit upon the donkey’s back.
he Education Policy 2009 considers education a categorical imperative for individual, social and national development, one that should enable all individuals to reach their maximum potential. The system should produce responsible, enlightened citizens that help integrate Pakistan into the global framework of human-centered economic development. 
n the interest of the matter under discussion and keeping in view the enormity of this situation, we will not indulge in repeating history by reiterating where the first case of nCOVID-19 coronavirus was identified (1) and how and when it progressed to be characterized by the 
he university system as we have known it for the past few centuries has collapsed. And it will take only a few more years before it becomes really obvious. However, by collapse, I do not mean that universities do not physically exist anymore. Instead, I believe that universities as institutions are failing to serve their purpose and are on fast route to complete irrelevance in digital society and economy. 
alliullah* is a grade-8 student at a private school in Sukkur. And like millions of other students of his age around the world, he does not seem to keep well at Mathematics. In any other civilized society, Waliullah’s teachers would have considered other areas where he performs better and urged him to focus on exactly those. Alternatively, teachers would have offered him additional help to overcome his difficulties in the subject. But not here. Not Waliullah.
