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The Effects of Rapid Growth of Universities on Human Resource Development in Pakistan

Thesis Info

Author

Kamran Jahangir

Department

Department of Management Sciences

Program

Mphil

Institute

National University of Modern Languages

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Subject

Management Sciences

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728807786

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At the time of inception Pakistan had a very weak infrastructure of higher education but successive Governments did not do much to establish and strengthen tertiary education. Good policies with lack of political will and financial commitments proved unrealistic. Privatization in the early 70s followed by a mushroom growth of private institutions on a commercial basis and lack of commitment and absence of quality standards in public universities proved to be evils beyond UGC's control. Hence a large number of institutions admitting even larger number of students turned out to be a nightmare in terms of quality of human resource being produced by many institutions because they lacked human, financial and infrastructure resources required for the job. Taking stock of the situation the present Government established the Higher Education Commission with the primary task to enable universities and degree awarding institutions to develop effective human resource (faculty development) to create a synergy effect by imparting quality education to the able youth. To supplement and complement this, adequate financial resources for infrastructure are being provided and quality standards and procedures are being set in place. The researcher is of the view that the present interventions are a welcome effort and are likely to convert the ill effects of the recent mushroom growth of institutions of higher learning into positive ones in terms of producing effective human resource. However it is recommended that this effort should not be made in isolation and should be made as a national effort synchronizing school, college and university education into a solid blend so that quality and quantity complement and support each other.
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سید اسد اﷲ کاظمی

سید اسد اﷲ صاحب کاظمی
افسوس ہے کہ مشہور ماہر تعلیم سید اسد اﷲ صاحب کاظمی نے کراچی میں انتقال کیا وہ مسلم یونیورسٹی کے نامور فرزند تھے حصول تعلیم کے بعد کچھ دنوں یونیورسٹی ہی میں انگریزی کے استاد رہے، پھر صوبہ متحدہ کے محکمہ تعلیمات سے وابستہ ہوگئے، اور ڈپٹی ڈائرکٹر کے عہدہ تک پہنچے، اسی زمانہ میں ریاست کشمیر کے ڈائرکٹر تعلیمات ہوگئے ملازمت سے ریٹائر ہونے کے بعد یونیسکو کی طرف سے کئی سال تک حکومت بغداد کے مشیر تعلیم رہے اس طرح ان کی پوری عمر تعلیمی تجربات میں گذری مسلمانوں میں وہ ماہر تعلیم مانے جاتے تھے، ان کو مسلمانوں کے تعلیمی مسائل سے بڑی دلچسپی تھی، اور اُن کی تعلیمی تنظیموں کو اپنے تجربات اور مفید مشوروں سے فائدہ پہنچاتے تھے، علمی و ادب کا بلند اور (ستھرا مذاق رکھتے تھے) مذہبی مطالعہ بھی وسیع تھا، راسخ العقیدہ پابند مذہب مسلمان تھے، کلام مجید کے مطالعہ کا خاص ذوق تھا، بغداد کے قیام کے زمانہ میں کچھ عربی بھی سیکھ لی تھی۔ اﷲ تعالیٰ نے اُن کو دین و دنیا دونوں سے نوازا تھا، عالم آخرت کی نعمتوں سے بھی سرفراز فرمائے۔ (شاہ معین الدین ندوی، نومبر ۱۹۷۱ء)

 

تعلیمات قرآن کریم اور زبور کی تطبیق و تفریق

There have been many prophets in human history to guide  people on the right path. Some of them were revealed the Holy Scriptures. Muslims believe in all the heavenly books, as they were meant for the guidance of their respective Ummah (Nation). In the end Allah Almighty sent the Holy Quran which is complete and last message and a source of guidance for the whole mankind till the Day of Judgment. It is the only heavenly book which is found in its original form, because Allah Almighty has taken the responsibility to guard it. None of the other Holy Scriptures is found in its original shape. This protection has made it distinguished from all the other heavenly scriptures. However some teachings of the other Holy Scriptures have no contradiction to those of the Holy Quran; which terms this portion to be original and safe from human amalgamation. In the given article coordination (similarity) and contradiction of the teachings of the Holy Quran and those of Zaboor (Book of Psalm) have been compared and analyzed. First co ordinations and then contradictions have been discussed.

An Investigation of Evaluation Methods of Teaching Practice of Formal and Non-Formal Teacher Education Institutions

Teaching practice is a major and joint responsibility of teacher education institutions, schools, prospective teachers, supervisors, head of the school and cooperating teachers. This study was aimed to investigate evaluation methods of teaching practice of formal and non-formal teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in formal and non formal teacher education institutions; to compare the evaluation methods of teaching practice implemented in formal and non formal teacher education institutions; to analyze the effectiveness of teaching practice at formal and non formal teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in both formal and non formal teacher education institutions. The population of this research study was (1) all the 2000 teaching practice supervisors both from formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed (Hons) and Masters in Education and (2) All the 4000 prospective teachers have been experienced the teaching practice of both formal and non formal teacher education institutions of Punjab offering teacher education programmes i.e. B.Ed and Masters in Education. University of the Punjab, University of Education and Fatima Jinnah Women University were selected through conveniently random sampling as formal teacher education institutions for the sample of study. AIOU (Allama Iqbal Open University) Islamabad in Pakistan is a non formal institution providing the education to masses through correspondence material. Lahore, Rawalpindi, Multan, Attock regional centers of (Allama Iqbal Open University)were selected as non formal teacher education institutions. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data was collected by administering the validated questionnaires. Four hundred prospective teachers were selected randomly in which 200 prospective teachers from formal universities and 200 were selected xvii from non formal universities. Two hundred supervisors were randomly selected from the sample universities. The problems and weaknesses of evaluation of teaching practice were found out by open ended items in the questionnaires. The data collected was analyzed and interpreted by using percentages and two-way chi-square square techniques to compare the responses of formal and non-formal prospective teachers and teaching practice supervisors. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of both formal and non formal teacher education institutions are not very satisfied with the duration of teaching practice. According to the opinion of majority of respondents it should be more than two months. It was revealed that the Head of the practicing school and cooperating teachers had no role in the evaluation of teaching practice. The respondents of both the systems revealed that rules and regulations regarding teaching practice and evaluation criteria were provided to them before the commencement of teaching practice. Majority of the prospective teachers said that they were being evaluated by the supervisors once or twice in entire teaching practice. Some of the recommendations were (1) there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for both formal and non-formal teacher education institutions. (2) There must be role of cooperating teacher and head of the practicing schools in evaluation of teaching practice. (3) The time period of teaching practice may be increased. (4) The evaluation of teaching practice may be done both by internal and external evaluators. (5) Self evaluation of prospective teachers may be included in the evaluation of teaching practice