Growing Population of College Graduates in Pakistan

[Riaz Haq]

A 12-year-old Pakistani girl is taking advance online classes offered by Stanford University. The youngest Microsoft certified professional is a Pakistani. Young Pakistanis are setting records with straight A's on O level and A level Cambridge courses. These frequent reports offer anecdotal evidence of Pakistan's growing human capital. Such evidence is also supported by data reported by various researchers and organizations.

With nearly 16% of its population in 25-34 years age group having college degrees, Pakistan is well ahead of India and Indonesia, according to Global Education Digest 2009 published by UNESCO Institute of Statistics. UNESCO data also shows that Pakistan's lead is growing with younger age groups.

Source: Global Education Digest

By comparison, a little over 12% of Indians and 9% of Indonesians in 25-34 years age group have completed tertiary education. In 35-44 years age group, 11% of Pakistanis, 9% of Indians and 8% of Indonesians have completed college education. The report shows that 3% of Pakistanis and 1% of Indians have completed tertiary education abroad.

Harvard University researchers Robert Barro and Jhong-wa Lee offer similar insights into educational attainment in Asia and the rest of the world.    As of 2010, there are 380 (vs 327 Indians) out of every 1000 Pakistanis
age 15 and above
who have never had any formal schooling. Of the remaining 620 (vs 673
Indians) who
enrolled in school, 22 (vs 20 Indians) dropped out before finishing
primary school, and
the remaining 598 (vs 653 Indians) completed it. There are 401 (vs 465
Indians) out of every 1000
Pakistanis who made it to secondary school. 290 (vs 69 Indians)
completed secondary school  while 111 (vs. 394 Indians) dropped out.
Only 55 (vs 58 Indians)  made it to college out of which 39 (vs 31
Indians) graduated with a degree.


 Another important point to note in Barro-Lee dataset
is that Pakistan has been increasing enrollment of students in schools at a faster
rate since 1990 than India. In 1990, there were 66.2% of Pakistanis vs
51.6% of Indians who had no schooling. In 2000, there were 60.2%
Pakistanis vs 43% Indians with no schooling. In 2010, Pakistan reduced
it to 38% vs India's 32.7%.

Pakistan's human capital development has been driven over the years starting with the Green Revolution technologies in 1960s to nuclear development program in 1980s and information and telecom revolution in 2000s.  More recently, there has been growing interest in biotechnology and robotics. Completion of  the first human genome project has spawned more than 200 life sciences departments at Pakistani universities.  US drones have angered and fascinated many in Pakistan to go into robotics at 60 engineering colleges and universities in Pakistan. These revolutions have inspired large numbesr of young Pakistanis to study courses in business and STEM (Science, Technology, Engineering and Math) fields and swell the ranks of scientists and professionals.

Graduation Day at NEDUET For 1300 Graduates in 2013

Clearly, both India and Pakistan have made significant progress on the education front in the last few decades.
However, the Barro-Lee dataset confirms that the two South Asian
nations still have a long way to go to catch up with the rapidly developing nations of East
Asia and the industrialized world. Huge investments made in higher education during Musharraf years helped hundreds of thousands of students to benefit from the doubling of the number of universities from 71 in 2002 to 137 now. It's now the responsibility of Pakistan's civilian leadership to sustain that momentum.

Faster economic growth requires BOTH skilled manpower and investment of dollars as Pakistanis saw during Musharraf years. Regardless, the growth of human capital is a good thing to build a
foundation for Pakistan's future. It'll contribute to economic growth
when the security situation improves and FDI returns to Pakistan. The
country's large diaspora too will be helpful in accelerating Pakistan's growth and development with money and skills. 

Related Links:

Haq's Musings

Upwardly Mobile Pakistan

Biotech and Genomics in Pakistan

India & Pakistan Comparison Update 2011

India and Pakistan Contrasted in 2010
 
Eating Grass-The Making of Pakistani Bomb
 
Educational Attainment Dataset By Robert Barro and Jong-Wha Lee

Quality of Higher Education in India and Pakistan

Developing Pakistan's Intellectual Capital

Intellectual Wealth of Nations

Pakistan's Story After 64 Years of Independence

Pakistan Ahead of India on Key Human Development Indices
 

[Riaz Haq]

Top four online outsourcing sites Elance.com, oDesk.com, reelancer.com, and Guru.com report that Pakistan ranks number 3, after US (#1)and India (#2), in terms of freelancers doing outsourced IT work on contract. Bangladesh ranks fourth.

It also shows US, Australia and the UK as the top hiring countries.

All of the above-mentioned websites work in a similar fashion: companies post job requirements on these sites. Next, freelancers or IT-companies offer their skills and price for the project listed on the website. Finally, the company chooses the best type of bid for its job requirements.

http://swproposal.com/Blog/Topic/How_to_work_with_Elance_oDesk_Free...

[Riaz Haq]

Here's a Daily Times report on academia promoting entrepreneurship among students:

LAHORE: Government College University Lahore’s Economics Department, in collaboration with Entrepreneurial Development and Advisory Services (EDAS), Pakistan, organised a one-day seminar, on the “Role of educational institutions in entrepreneurship ecosystems”.

The seminar was attended by academia, entrepreneurs, public sector representatives and students. Speakers included renowned academics, notable business personalities and organic entrepreneurs of Pakistan. SPEL Group CEO Almas Hyder, a founding member of EDAS, introduced the topic of the seminar and spoke succinctly about the need to bridge the gap between industry and academia to foster entrepreneurship and innovation in Pakistan. He stressed the role of government as a facilitator of knowledge-based interaction between the university and business so that research and ideas could flow seamlessly and become economic value by means of the market. He highlighted the role EDAS had played in collaboration with GC University’s Economics Department in the introduction of the Master’s programme in Entrepreneurship and SME Management. The purpose of the course of study, he shared with the audience, was to inculcate entrepreneurial spirit in students and underscore the role played by SMEs in fostering innovation in Pakistan. Fifteen percent course graduates went on to become entrepreneurs, he said, and the goal was to turn ten percent of Ravians into entrepreneurs every year.

Amer Hashmi, himself a successful entrepreneur with global experience in business creation and management and currently the Adviser to Rector National University of Sciences and Technology (NUST) and President, NUST Global Think Tank Network (GTTN), delivered the keynote address. His address presented a comprehensive kaleidoscope of various successful initiatives taken by NUST to promote entrepreneurship and innovation in Pakistan. NUST’s Corporate Advisory Council (CAC), he informed the audience, was the key body in the university for consolidating the triple helix interaction and collaboration between university, business and academia.

CAC had played a key part in bridging different NUST schools with relevant industries through a unique organisational structure that ensured two-way flow of feedback and information between NUST and industry centred on industry-commissioned R&D at NUST. CAC partners included top domestic and international business and corporate entities like Indus Motors, Millat Group, Huawei Technologies, Oracle, Microsoft, Allied Bank, Interactive Group, etc.

Hashmi explained GTTN was a key initiative of NUST aimed at establishing policy research and knowledge partnerships with renowned academic and non-academic think tanks in China, US, Russia, Asia-Pacific and Middle East. The first of the planned series of think tank collaborations with Tsinghua University, Beijing, had been successfully functioning since early 2012. The vision of GTTN was to create a pool of viable policy options in critical sectors of national socio-economic development which were also regionally and globally applicable with the potential to create peace, prosperity and harmony in the region.

NUST Centre for Innovation and Entrepreneurship (CIE) was actively helping commercialise technology produced from university research and had established an advanced business incubation centre that housed companies involved in cutting edge technology business market globally. NUST had recently completed the pre-feasibility for its National Science and Technology Park (NSTP), the first proper university-hosted science park in Pakistan ...

http://www.dailytimes.com.pk/default.asp?page=2013\03\13\story_13-3-2013_pg13_6

[Riaz Haq]

Here's a APP report on a traveling science expo:

Travelling expo on ‘Energy for a Sustainable World’ continues

ISLAMABAD: A two-month travelling exhibition titled ‘Energy for a Sustainable World’ is currently touring Pakistan after its launch on March 7.

French Ambassador to Pakistan Philippe Thiebaud, the Secretary Ministry of Science and Technology Akhlaq Ahmad Tahar and the Chairman of the Pakistan Science foundation Prof Dr Manzoor Soomro launched the expo.

The expo is intended to raise awareness among the Pakistani population, especially the young generation, about the importance of access to energy for emerging countries like Pakistan, a statement of the French embassy said.

It explained crucial ideas such as energy efficiency, the science of maximising benefits from energy sources and renewable energy at the local, regional and international levels.

The exhibition consists of 13 free standing panels and 12 interactive experiments dedicated to various themes such as energy and development, climate change and the diversity of energy sources.

The travelling expo is the result of a tripartite partnership, which started five years ago between the French Embassy in Islamabad, the Centre Sciences of Orleans and the Pakistan Science Foundation (PSF).

It started in 2008 with the first expo dedicated to ‘Mathematics’, different themes have since then been explored by the partners such as ‘The Environment’ in 2009, ‘Biodiversity’ in 2010 and ‘Chemistry’ in 2012.

This year the exhibition on ‘Energy’ will be presented in six different cities in Pakistan (Islamabad, Muzzafarabad, Peshawar, Gujrat, Larkana and Quetta).

http://www.dailytimes.com.pk/default.asp?page=2013\03\24\story_24-3-2013_pg5_10

[Riaz Haq]

Measuring human capital: a systematic analysis of 195 countries and territories, 1990–2016
Prof Stephen S Lim, PhD
Rachel L Updike, BA
Alexander S Kaldjian, MSc
Ryan M Barber, BS
Krycia Cowling, PhD
Hunter York, BA
et al

https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)31941-X/fulltext

In 2016, Finland had the highest level of expected human capital of 28·4 health, education, and learning-adjusted expected years lived between age 20 and 64 years (95% uncertainty interval 27·5–29·2); Niger had the lowest expected human capital of less than 1·6 years (0·98–2·6). In 2016, 44 countries had already achieved more than 20 years of expected human capital; 68 countries had expected human capital of less than 10 years. Of 195 countries, the ten most populous countries in 2016 for expected human capital were ranked: China at 44, India at 158, USA at 27, Indonesia at 131, Brazil at 71, Pakistan at 164, Nigeria at 171, Bangladesh at 161, Russia at 49, and Mexico at 104. Assessment of change in expected human capital from 1990 to 2016 shows marked variation from less than 2 years of progress in 18 countries to more than 5 years of progress in 35 countries. Larger improvements in expected human capital appear to be associated with faster economic growth. The top quartile of countries in terms of absolute change in human capital from 1990 to 2016 had a median annualised growth in gross domestic product of 2·60% (IQR 1·85–3·69) compared with 1·45% (0·18–2·19) for countries in the bottom quartile.

Despite 25 years of progress in many dimensions of human capital, in 2016 these levels were not universally high (Figure 2, Figure 3). The top five countries were unchanged from 1990 except for the replacement of Canada with Taiwan (province of China). In 2016, all countries in western Europe, and many in central and eastern Europe, had more than 20 years of expected human capital, as did South Korea, Japan, China, Singapore, Taiwan (province of China), Turkey, Brunei, Australia, New Zealand, USA, and Canada. Despite improvements, 24 countries in 2016 continued to have expected human capital below 5 years, with the five lowest-ranked countries being Niger (1·6 years; 95% UI 0·98–2·6), South Sudan (2·0 years; 1·2–3·0), Chad (2·7 years; 1·7–3·2), Burkina Faso (2·8 years; 1·8–4·2), and Mali (2·8 years; 2·0–3·8).
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Human capital refers to the attributes of a population that, along with physical capital such as buildings, equipment, and other tangible assets, contribute to economic productivity.1 Human capital is characterised as the aggregate levels of education, training, skills, and health in a population,2 affecting the rate at which technologies can be developed, adopted, and employed to increase productivity.3 The World Bank has brought new attention to this topic through its recently introduced Human Capital Project,4 which aims to “understand the link between investing in people and economic growth, and to accelerate financing for human capital investments.” A basic input needed for this aim to be fulfilled is an internationally comparable index of human capital, which currently does not exist. This study seeks to fill this global measurement gap.3
Although evidence supports human capital as a driver of growth, the World Bank has argued that investments in human capital are too low in low-income and middle-income countries.5 Much of the World Bank's investments focus on physical rather than human capital.5 Only 1·5% of the World Bank International Development Association concessional grants are for health and 1·9% are for education.6 As countries graduate to borrowing from the non-concessional International Bank for Reconstruction and Development framework, the shares for health increase to 4·2% and to 5·2% for education.6 A focus on building physical assets might also be driven by time horizons; such projects can yield returns sooner than investing in children's health and education, and the political process in many nations might reward short-run returns.6

[Riaz Haq]

Javed Hassan
@javedhassan
“We design courses in collaboration with industry and play a very important role in terms of international linkages and accreditation in the skills area. Traditionally, these skills would include plumbing, electrical, welding, carpentry, etc; today they encompass high-tech areas”

“such as AI, coding and web design. To summarise, NAVTTC designs policy for the government, allocates resources and ensures that the standards meet the local market requirements and are internationally accepted as well.”

https://twitter.com/javedhassan/status/1450857983966130179?s=20

-------------------------------

https://aurora.dawn.com/news/1144225


MAB: How receptive is the industry to this idea?
SJH: People in the industry always maintain that training is the critical need of the country and we should be investing much more in that direction. The reality is that they look to the government to provide all the training and the facilities; they don’t want to invest time and energy in a more involved collaboration. We have tried to work with the Chambers of Commerce, but so far, we have not seen the kind of enthusiasm that is needed. However, things are changing. For example, we are working closely with the Hashoo Group to train young people in the hospitality sector. We are also working with a few manufacturing companies that are providing training on the factory floor. Pakistan’s main problem is productivity and productivity is dependent on the capability of the labour force; unless industry is prepared to invest in them, it will not have a capable labour force.

MAB: From which educational stream do most trainees come from?
SJH: When we were just offering traditional skills, we were attracting young people from the Matric or FSC level from government schools; young people who probably were unable to get into a university. As a result, there was a stigma attached to vocational training, an unfair one in my view – and people preferred not to opt for vocational training, even though there are good jobs out there and with good earning potential. Under Hunarmand Pakistan’s Kamyab Jawan Scheme, we have introduced high-end technical skills that offer entrepreneurial or digital facing opportunities, and since then we have seen a very different kind of student body coming in. Many are graduates who have not found jobs because they lack industry experience (it makes you wonder what kind of graduates we are producing that the industry is unwilling to hire them) and have taken advantage of the courses we offer and almost immediately found jobs. In the first phase, we trained about 40% of our intake in traditional skills, and according to an internal survey, almost 65% found a job. In terms of the high-end technical skills, about 80 to 85% have either started their own companies, are freelancing or are in jobs. We are now seeing young people from different social stratas taking up the trainings we offer. We cannot know everything about the market and one of the best proxies to understand the market requirements is to find out what the young themselves want to learn; they better than anyone else know what kind of jobs are out there and we have persuaded the institutes to talk to industry as well as to the young people and design the courses accordingly. As a result, applications have been much higher compared to the previous ones, when NAVTTC as well as the vocational institutes had to run after people to persuade them to enrol; in fact, this time, the courses have been oversubscribed. We should not underestimate the wisdom of young people. Most of them want to find jobs and stand on their own feet; do not force them on to a certain path; instead, ask them what path they want to follow and enable it.

[Riaz Haq]

Quality higher education
By Atta-ur-Rahman December 08, 2021


https://www.thenews.com.pk/print/915013-quality-higher-education


The landscape of higher education changed dramatically between 2002 and 2008 so much so that Pakistan not only caught up with India but also overtook it in the year 2018. This is no small achievement as India had been investing in higher education since its very birth – this includes the visionary policies of Nehru who established the IITs and other good quality higher education institutions in the 1950s and 60s.

The single most important element that determines the quality of higher education is the quality of faculty. For this reason, when the HEC was set up in 2002 under my chairmanship, the highest priority was given to the training and recruitment of high-quality faculty in our universities.

After a rigorous screening process, some 11,000 students were sent to the world’s leading universities, and to attract them back on completion of their doctorate degrees, several important initiatives were introduced. First, a new contractual salary structure was introduced with the salaries of professors several times higher than that of federal ministers in the government. Second, students completing their PhD degrees could apply for research grants of up to $100,000 – one year before completion of their work.

Third, graduates would have jobs on arrival with the HEC paying the salary. Fourth, an excellent digital library was set up that provided free access to 65,000 journals and 25,000 textbooks through the Pakistan Educational Research Network (PERN) that connected all universities with high-speed internet. Fifth, free access to sophisticated instruments was provided. Sixth, grants were made available through a liberal research grants scheme – National Research Projects for Universities (NRPU) – to help young academics to win sizeable research funding. These and other such measures led to a 97.5 percent return rate of scholars.

To control plagiarism, specialised software was introduced, which controlled this problem to a great extent. However, this issue persists – to a small extent – both in India and Pakistan and other countries. According to an article published in 2019 in ‘Nature India’, 980 papers published by top Indian institutions, including those from the IITs, between 2000 and 2017, were fraudulent or plagiarised and had to be retracted. Between 2005 and 2021, 254 publications were also retracted from Pakistan. This is an average of 15 papers per year (about 0.1 percent to 0.3 percent retractions annually).

To promote blended education, a mirror website of the MIT Open Courseware was set up in 2005 when I was the HEC chairman, and many undergraduate computer science courses were downloaded, copied on CDs, and distributed to all universities. An exciting scheme for live distance education was also introduced by us with top professors delivering daily lectures which were listened to live and interactively across Pakistan. A major programme was initiated to attract our highly qualified Pakistan diaspora back to the country.

Some 600 eminent academicians returned and played a valuable role in uplifting the quality of higher education in the country. Split PhD programmes were introduced so that PhD students in Pakistan could do a split PhD with a part of their time being spent in good foreign universities under the supervision of eminent foreign scholars. Pakistan was soon recognised internationally for these efforts, and glowing tributes were paid in numerous articles written by the world’s leading educational authorities as well as by neutral experts of the British Council, World Bank, USAID, and UN. I was conferred the highest prize for institution-building by the World Academy of Sciences (Italy) and by the Austrian and Chinese governments.

[Riaz Haq]

By Atta-ur-Rahman December 08, 2021


https://www.thenews.com.pk/print/915013-quality-higher-education



Unfortunately, there was a sharp decline in the quality of higher education due to the actions of the former chairman HEC in the last three years which were condemned by 178 out of the 180 vice chancellors of different public and private universities, who participated in a recent event organised in Bhurban.

Prime Minister Imran Khan is interested in the development of science and higher education in Pakistan. This is reflected in several actions of his government to support the efforts of the PM Task Force of Knowledge Economy: First, after years of stagnation, the present government has announced a sizeable increase in the operational budget of universities by a grant of an additional Rs15 billion on top of the Rs66 billion previously allocated – this is an increase of about 23 percent.

Second, after a decade of neglect, the salary structures of the tenure track faculty have been increased by 35 percent for all and by 100 percent for the best faculty members. Third, the Pakistan-Austrian University of Applied Science and Engineering has been established which is the only university in the country (and possibly in the Subcontinent) with 100 percent PhD-level faculty. This university has been developed in collaboration with three Austrian and five Chinese universities – its academic session has already started. Two other such universities are now being set up in Sialkot and Islamabad.

Fourth, a huge scholarship programme of Rs13 billion has again been launched. Fifth, the research grants NRPU initiative that had been dropped by the previous chairman has been given a new life and some 1,200 research grants will be given to young faculty members across Pakistan this year. Sixth, centres of excellence in new and emerging technologies such as artificial intelligence, nanotechnology, materials engineering etc are being set up across Pakistan, and 26 projects worth over Rs67 billion have already been approved.

Seventh, the development budget of the Ministry of Science and Technology has now been increased by about 600 percent by the Knowledge Economy Task Force projects after years of stagnation. Eight, IT education is being prioritised. The visionary new policies proposed by the IT/Telecom task force of which I happen to be co-chairman have resulted in a 50 percent growth of IT exports from $1.3 billion to $2.1 billion during the last one year, and a huge revival of the IT industry is underway.

A silent revolution is now finally underway in Pakistan. The credit for this goes to Prime Minister Imran Khan and his whole-hearted support to three important task forces – the Science and Technology Task Force, the IT/Telecom Task Force and the Knowledge Economy Task Force – that are being steered by us.

[Riaz Haq]

Bilal I Gilani
@bilalgilani
Close to 350k engineers in Pakistan ( registered with engineering council)

Largest number is electrical , followed by civil engineers

https://twitter.com/bilalgilani/status/1577366163700465664?s=20&...