COUNTRY REPORT : PAKISTAN

Passed by: 

Eng. Pervez Iqbal
Deputy Educational Adviser
Ministry of Education
Government of Pakistan

Mr. Mohammad Javed Khan
Director General
(Accreditation & Attestation)
Higher Education Commission
Government of Pakistan

 

                                
INTRODUCTION

PAKISTAN:  Pakistan emerged on the world map as a Sovereign Islamic State on 14th August 1947.  It lies between 23 and 47 degrees North latitude and 61 and 76 degrees East latitude, spread over an area of 796,095 square Kilometers. Its territorial Jurisdiction is divided into four Provinces (Punjab, Sindh, North West Frontier Province and Balochistan). In addition there are certain Federally Administered Areas like Islamabad, Tribal and Northern areas.

 

EDUCATION

In Pakistan, Federal Ministry of Education is basically responsible for policy planning, development of standard curricula and text books, promotion and co-ordination of educational research .The provincial Education Departments, on the other hand, are responsible for implementing the national polices and projects formulated by the Federal Ministry of Education. Education Departments in all the provinces have separate directorates of school and college education beside technical and vocational education. The present literacy rate in Pakistan is 52%. Gross enrolment rate at primary level is 89% and dropout is around 40%. Some of the pass-outs of primary school join work force after developing skill proficiency in vocational trade through internal informal apprenticeship (Ustad-shagird system). Some pass outs of the middle school (8 years schooling) join vocational training institutes and, after one or two years training, qualify as semi-skilled and skilled workers respectively.

 

TVET SYSTEM IN PAKISTAN

It is now an admitted fact that development and utilization of human resources is paramount to maximize economic growth. Improvements in human resource development are seen as essential to continued economic growth. Besides providing training and support to prospective entrepreneurs, there is a need to target other groups i.e. school levers / dropouts etc. Thus, the need for expansion of technical and vocational education is imperative. Youth unemployment is very high and great emphasis has been laid down in the Education Policy (1998-2010) on TVET. In Pakistan, TVET system is exposed to several problems such as low participation rate, resource constraints, low pass out rates and lack of linkages with industry. Setting up of vocational institutes and polytechnics are capital-intensive but the allocations of funds to TVET are far lower than general education. An effective VTET should be responsive to the changing socio-economic demands of the country. In the process of change, new ideas are conceptualized and tried out and outcomes of the ideas formed into projects are evaluated in terms of their contributions towards achievement of national goals.

Current Status of TVET System

Technical and Vocational Education and Training (TVET) is widely accepted as one of the ingredients for socio-economic development of a country. Rapid economic growth demands a mixture of skilled workers / tradesmen, technicians, technologists, engineers and researchers trained in line with the requirements of the industry. In Pakistan, technical and vocational education started as a separate stream in mid 50s and can be divided in three tiers namely ; Pre-vocational Education, Vocational Training and Technical Education.

• Pre-vocational education aims at exposing students to the world of work by fostering dignity of labor and positive attitude towards it .It is generally a part of school education and provides only limited skill to stimulate vocational interest. 
  
  
• Vocational Education imparts lower level training for the preparation of semi-skilled workers in various trades. Technical Education is imparted through the post-secondary courses of study cum practical training and aims at preparing the middle-level engineering technicians to work as supervisory staff to bridge the gap between semi-skilled workers and the engineers.  
  
  
• Introduction of Technical Stream at Secondary Level: In order to cater for middle level manpower and to make Secondary school drop-outs useful citizens by imparting entrepreneurship skills to students of Classes IX & X, a separate stream of vocational subjects has been introduced, parallel to science and Arts streams. This will result in better input for TVE institutions on one hand and provide livelihood to school leavers/dropouts on the other hand.
  
  

TECHNICAL EDUCATION

Government has accorded high priority to the setting up of mono / polytechnic institutes to increase access of the rural youth and especially the women to technical education and vocational training  to improve their job skills , means of livelihood and to cater the contemporary and future needs of the country. Three years course leading to Diploma of Associate Engineer (DAE) is the main program of polytechnic institutes in Pakistan. The core objective of the DAE program is to prepare technicians to perform broad range of functions at middle supervisory level to bridge the gap between semi-skilled workers and the Engineers. For the extension of facilities to higher education in the field of technology government has introduced in late seventies Baccalaureate Degree in Technology (B-Tech.) having uniform patterns throughout the country .For offering B-Tech program a number of polytechnic institutes were upgraded as College of Technology. This program is offered only by Colleges of Technology through affiliation with recognized university in the province for the award of the degree.

Number of Technical and Vocational Institutions in public Sector in Pakistan is as under:

Province	GCT	GPIB	GPIW	Monotechnic	Total
Federal Area	-	01	01	-	02
Punjab	07	13	04	-	24
Sindh	04	12	04	18	38
Blochistan	01	-	01	-	02
NWFP	01	11	-	-	12
Total	13	36	11	18	78

Challenges to Technology Education in Pakistan 21st century presents a constantly shifting kaleidoscope of challenges such as globalization, a break through in information and communication technology and Internationalization of labor markets etc. These challenges call for a holistic approach to integrate the technology and human assets, which would lead towards ultimate goal of Knowledge, based society. New Economy characterized by ICT and increasing dependence on knowledge, technical education has become a decisive factor for the progress of society and the sustainable growth of economy. It determines how much and how fast an economy can benefit from globalization. New economy in essence is knowledge-based economy with technical education as its very foundation. New/ Emerging Challenges such as Perception / Image building of TVET, globalization and revolution in Information and Communication Technology (ICT) demand a new human-centered development program. Technical & Vocational Education and Training calls for new focus on needs and potential of individuals in the society and new skills of TVET should be able to address:

• Image building / Perception of TVET
  
  
• Implications of changing labor markets
  
  
• Retraining the employed, unemployed and the marginalized Youth
  
  
• Training for retainability.
  
  

ACCREDITATION AND CERTIFICATION

Accreditation and Certification are necessary for Improvement and Recognition respectively.

Asia and the Paciffic Region are enriched by the diversity in its   priorities. Best practices in professional training are handled differently in one part than in another. Educational Management and systems differ largely in developing countries as compared to developed ones. We need to ‘ Plan Prosperity together ‘ for the development of Asia and the Pacific Region. Recognition of TVET qualifications across borders is  a dire need of the Region to meet the development and challenges in TVET.

The internationalization of labor markets and increasing trend of outsourcing calls for all HRD institutes in Pakistan  to be accredited and certified by any Accreditation and Certification Body at national level. The concept of Accreditation and Certification of HRD is evolving gradually in Pakistan and it is the main agenda item of National Council for Technical Education and Vocational Training (NCTEVT) recently formulated to:-

• Modernize industrial and commercial production processes, 
  
  
• Exploit new technologies and to formulate standards for TVET. 
  
  
• Develop accreditation and certification of TVET Institutions. 
  
  
• Enhance Industry – Institution linkages.
  
  
• Establishment of Polytechnic Institutes at district level. 
  
  
• Preparation of video text books on science and technical education to support the teaching   and learning process.
  
  
• Step towards establishment of virtual laboratories and cyber training system.
  

At National level, establishment of a  Technical  Education and Vocational Training Authority (NTEVTA) is also being established for the purpose. There is a dire need for the formulation of an Accreditation and Certification Body for Asia and the Pacific region to open a new chapter of regional cooperation, which shall trigger the standardization of labor and would be conducive in the development of Labor Market Information System among the member countries.

 

TECHNOLOGY EDUCATION STANDARDS AND BENCHMARK INDICATORS

The challenges facing the learners and teachers of the present / 21st century demand a multi-dimensional innovative approach to Technology Education and requires standardization, accreditation and   certification of various technology education programs besides reducing the gap between high and low HDI nations of the world.

For each Standard developed, sets of Benchmark Indicators (B.M) are also determined. B.M Indicators are the developmental representations of the Standards at the end to make judgments about the rate of growth  toward accomplishment of a Standard. Benchmark Indicators are the mile markers on the pathway to Standards accomplishment. The existence of Standards and Benchmark Indicators permits the more challenging process to occur.

 

ESTABLISHMENT OF TEVTA IN PUNJAB PROVINCE

Technical Education & Vocational Training Authority (TEVTA) has been established under the Punjab Technical Education and Vocational Ordinance 1999 to regulate and administer Technical, Commerce  & Vocational Training Institutes in the Province of Punjab. It is an autonomous corporate body managed by a Board having 13 members ten from private sector and 3 ex-officio Govt. Officers. It is a special institution of the Govt. of the Punjab according to the rules of business of the Government. The mission of  TEVTA is to enhance global competitiveness in Punjab, through a quality and  productive workforce by developing a demand driven, standardized ,dynamic and integrated technical education and vocational training system. TEVTA is responsible for the management and operation of 402  technical, vocational and commerce institutes with a capacity to train 0 .75 million youth .

Four Streams under TEVTA

Modular Courses and re- training	DBA DCS D. Com DV CV TTV OM	DAE	M.Com B. Com B. Tech B. Tech (Hons.)
Less than 1 Year duration	1-2 Years	3 Years	Graduate
Proficiency Certificate	Trade Certificate	Diploma	Degree

The Academics Department in TEVTA designs and develops programs for academic activities of Research & Development, Curriculum, Teachers Training & Academic Performance Audit for its 402 technical, vocational and commercial institutes.

• The Department has developed an Academic Model of TEVTA to strengthen Quality of Academics through strong linkage of industry and aims to design
  
  
• Develop program to produce high quality professionals of TEVTA institutions 
  
  
• Ensure their placement in industrial, agriculture and service sector thus contributing towards national economy.
  
  

AN OVERVIEW OF THE ACCREDITATION OF UNIVERSITY LEVEL IN PAKISTAN 

Introduction

The concept of the accreditation is very well known and recognized in Pakistan since early 1960. The overall development in the domain of the accreditation maybe viewed in three phases. During first phase, the pioneer body for dealing with the accreditation of first medical professional degree namely Bachelor of Medicine and Bachelor of Surgery (MBBS) was known as Pakistan Medical and Dental Council (PM&DC). The standards and procedures introduced by the PM&DC were compatible with those of international standards and practiced in the developed countries.  The council also monitors and certifies the professional growth of medical practitioners and faculty of medical schools.  The Council provides very rigorous standards for the accreditation of the medical degree programs.  Moreover, it has considerably contributed to the quality assurance of the medical assurance. It is apparent from the fact that Pakistan has first rate medical specialists and faculty recognized globally.

During the second phase, Pakistan Engineering Council (PEC) was established as a statutory body via an Act of Parliament in 1976 as regulatory body for the engineering education in Pakistan.  The statutory functions of PEC involves recognition of engineering qualifications for the purpose of registration of professional engineers and consulting engineers and promotion of engineering education, safeguarding the interests of its members and fostering of high professional standards in the country.
PEC interacts with the Government, both at the Federal and Provincial level by participation in Commissions, Committees and Advisory Bodies. All issues needing engineering inputs and views are promptly addressed. PEC is fully representative body of the engineering community in the country and works transparently. PEC’s interest is in line with national interest. PEC has successfully accredited and evolved an effective system for assessing quality of engineering programs.

During the third phase, the Government of Pakistan has established Higher Education Commission (HEC) in 2002 as a controlling and regulatory body covering wide spectrum of higher and university level educational infrastructure. Higher Education Commission has been authorized to set up national or regional evaluation councils or authorize any existing council or similar body to carry out accreditation of Institutions including their departments, faculties and disciplines by giving them appropriate ratings. The Commission shall help build capacity of existing councils or bodies in order to enhance the reliability of the evaluation carried out by them.

To this end, HEC has launched in February 2005 first council namely Computing Education Accreditation Council (NCEAC). NCEAC has been established for the smooth and the efficient working of the affairs of the Higher Education Commission regarding the accreditation of institutions and their departments, faculties and disciplines by giving them appropriate ratings in the domain of computing programs.

Regarding the future plans, HEC is planning to various accreditation councils covering many disciplines in sciences and agriculture.
8.2  HEC-Strategy for the Implementation of Accreditation Program
To readdress concerns over the low quality professional education in general and in
Particular  engineering education, the Higher Education Commission under its
Ordinance of September 11, 2002 has been given authority to Accredit all the
University faculty and programs.

As per section 10 (1) of the HEC Ordinance:
 
For the evaluation, improvement and promotion of higher education, research and development, the Commission may:

Set up national or regional evaluation councils or authorize any existing council or similar body to carry out accreditation of institutions including their departments, faculties and disciplines by giving them appropriate ratings. The Commission shall help build capacity of existing council or bodies in order to enhance the reliability of evaluation carried out by them.
 
Accreditations is a process by which private, non-governmental body evaluates an institution or its programmes of study and formally recognizes it at having met certain pre-determine requirements/criteria or performance. Accreditation implies, demonstrated, progressed towards improvement of quality, beyond the minimum specified standards set by accrediting body. The accreditation is generally of two types:

Institutional Accreditation

It is granted under charter by the government, federal or provincial for the whole entity. Under this entire institution is evaluated under the approved criteria in relation to its governance and administration, financial viability, admission requirement, mode of evaluation and assessment, faculty, library and laboratories etc.
Programme Accreditation
Under this specified programme of a university/college is evaluated through external review, monitoring and evaluation of quality of education. The deciding factors, therefore, include:

• Appropriateness of curriculum
  
   
• Quality of learning process
  
  
• Strength of institutions in the form of library and laboratories.
  
  
• On time graduation
  
  
• Strength of the faculty 
  
  
• Job prospects and opportunities of higher education

Under the legal protection and strength from the above clause, the Commission has developed close working relationship with:

• Pakistan Engineering Council & Pakistan Medical & Dental Council
  
  which are regulatory bodies established under law. The Commission as first step towards greater cooperation has undertook refurbishing of curricula for all Engineering and Medical subjects taught at Bachelor’s, Master and Ph.D. levels. Formal agreement with Pakistan Engineering Council has been reached, whereby accreditation parameters would be developed by HEC, while actual monitoring and registration of professionals will be made by PEC.
  
• The Commission is in process of evolving strategy to develop joint action plan aimed at enhancing quality of education with following professional bodies:
  
  
  • Pakistan Pharmacy Council 
    
    
  • Pakistan Veterinary Medical Council 
    
    
  • Pakistan Bar Council 
    
    
  • Pakistan Council of Architects and Town Planners
    
    
• The Commission has recently established first ever Pakistan  Computing Education Accreditation Council whose preliminary meeting was held on August 3, 2005. This Council is headed by a Dean, Faculty of Computer Sciences at private university and comprise representative of public universities, industry and software houses.
  
  
• Similar accreditation councils for accrediting the education indisciplines like Business Administration, Commerce, Finance, Basic and Natural Sciences are proposed to be established. 
  

Additional Functions and Scope of HEC

• It develops curriculum for all the disciplines of studies offered in Pakistani  universities from Engineering & Technology to Veterinary Sciences. 
  
  
• In addition, the charter of Commission empowers it for:
  
  
  • Equivalence of degree/diploma held from local and foreign universities
    
    
  • Prescribing the condition for operation of public and private universities/educational institutions.
    
    
  • Evaluation of Equivalence

Basic information on entrance requirements to a particular degree, curriculum, scheme of studies, mode of evaluation and assessment and the legal status of universities/institutions are key factors. Major role here rests with the accrediting body allowed in its home country to accredit a particular programme of education in a chartered university/institution.

• In Pakistan, the HEC prescribed qualification and service experience for appointment of faculty in universities. Minimum qualifications for post of Assistant Professor in a university/degree awarding institution being upgraded as Ph.D. and for vertical movement to the level of Associate Professor and Professor, however, Ph.D with certain years of teaching and research experience is required.
  
  
• The Commission is providing substantial funds for research in universities. 
  
  
• Faculty Development Programmes aimed at producing indigenously qualified Ph.D. degree holders have already been launched. The locally produced Ph.Ds are being send to universities & R&D institutions abroad to provide them first hand information on more innovative and practical aspect of the area of their studies. |Simultaneously, large number of scholars are being sent to universities in Austria, Australia, China, Thailand, Germany, France etc for pursuing studies leading to Ph.D degree.
  
  
• For easy access to latest literature in the field of Science & Technology, Digital Library Project has also been launched.  Most of the  universities/institutions of higher education and research have been  provided connections.
  8.4   Methodology and Key Activities

The processes and methodologies of PEC have been well defined and established. However, National Computing Education Accreditation Council (NCEAC) has been launched recently. According, the Council developed details regarding processes development and schedule of activities. It is expected that accreditation of computing programs shall commence with effect from November 2005. 

The following is an overview of methodologies regarding PEC and NCEAC:

Pakistan Engineering Council

Statutory Functions

Recognition of engineering qualifications for the purpose of registration of professional engineers and consulting engineers and promotion of engineering education, safeguarding the interests of its members and fostering of high professional standards in the country.

Interaction

Interacts with the Government, both at the Federal and Provincial level by participation in Commissions, Committees and Advisory Bodies. All issues needing engineering inputs and views are promptly addressed. PEC is fully representative body of the engineering community in the country and works transparently. PEC’s interest is in line with national interest.
Functions of the Council

The main functions of the Pakistan Engineering Council are given below:

• Promotion of engineering education and review of courses of studies in consultation with the Universities. 
  
  
• Maintenance of a Register of persons qualified to practice as professional engineers and consulting engineers. 
  
  
• Recognition of engineering qualifications for the purpose of registration of professional engineers and consulting engineers. 
  
  
• Removal of names from the Register and restoration to the Register of names, which have been removed 
  
  
• Levy and Collection of Fees from applicants for registration or temporary licenses and members. 
  
  
• Laying down of standards of Conduct for the members. 
  
  
• Safeguarding the interests of the members. 
  
  
• Promotion of Reforms in the engineering profession. 
  
  
• Management of the funds and properties of the Council. 
  
  
• Exercise of such disciplinary powers over the members and servants of the council as may be prescribed. 
  
  
• Formation of such committees as may be prescribed; and 
  
  
• Performance of all other functions connected with, or ancillary or incidental to, the aforesaid functions.

Regulations for Engineering Education

The Council, under the PEC Act, has notified regulations for engineering education in Pakistan to ensure improvement in the engineering education. These regulations cover the following aspects:

• Minimum standard of courses of study and practical training for obtaining graduate and post graduate engineering qualifications to be included in the First and Second Schedules. 
  
  
• Minimum requirement for the content and duration of courses of study as aforesaid 
  
  
• Minimum qualification for admission to engineering institutions offering course of study and laying down minimum standard for holding admission examinations. 
  
  
• Qualifications and experience required of teachers for appointment in engineering universities, college, and institutions. 
  
  
• Minimum standards of examinations and duration and standard of practical training, for securing recognition of engineering qualifications under PEC Act, and 
  
  
• Qualifications and experience required of examiners for professional examinations of recognized engineering qualifications.
  
  

The council has introduced annual system of examinations in all engineering universities/ colleges. However, some universities are following semester system. The regulations have defined the conducting of examination by panel of external examiners; the duration of courses and the annual marks have been proposed so that the merit is fixed on four years examinations. A minimum period of 4 academic years of studies has been fixed for a candidate to obtain Bachelors degree in any recognized branch of engineering university. The qualifications of engineering teachers have also been specified.

 

ABOUT ACCREDITATION

Accreditation Department is responsible to co-ordinate & look after the secretariat work related to the accreditation of Engineering Programs in the country & its relevant tasks.

National Computing Education Accreditation Council (NCEAC)

In the emerging age of information and knowledge, it is imperative to ensure quality and purposefulness of our educational programs. Computing professions, although young, are undoubtedly playing pivotal role in the development of nations. The computing education in Pakistan being a recent phenomenon needs direction, guidance, and mechanisms to achieve quality standards. Accreditation processes are considered an effective instrument to achieve these goals.

Accreditation protects and promotes the interest of all stake holders, namely parents, students, faculty, academic administrators, employers, and taxpayers.  It serves to notify: Parents and prospective students that a program has met minimum standards; Faculty, deans and administrators of a program’s strengths and weaknesses and of ways to improve the program; Employers that graduates are prepared to begin professional practice; Taxpayers that their funds are spent well; and The public that graduates are aware of public health and safety considerations.

Realizing the benefits and need of accreditation, the National Curriculum Computing has emerged as a major academic discipline and a professional field in Pakistan in the recent past. A large number of educational institutions offer degree programs in computing related areas both in public and private sectors.  It has therefore become essential that an internationally acceptable and industrially viable set of criteria maybe evolved for various degree programs in computing related degree awarding institutions. For this purpose, it is proposed that an accreditation authority be setup which would periodically evaluate, scrutinize, and monitor the standards followed in different degree awarding institutions and their affiliated colleges. This authority shall be termed as the National Computing Education Accreditation Council (NCEAC).

Composition and Constitution of the Council:

The Council shall consist of following members, to be nominated by the Controlling Authority in the first and subsequent instances namely:-

• The Chairperson
  
  
• The Vice-Chairperson
  
  
• A Representative of Higher Education Commission
  
  
• A Representative of Ministry of  Science and Technology
  
  
• A Representative of Ministry of Information Technology and Telecommunication
  
  
• One Representative each from Provincial Education/Information Technology Departments 
  
  
• Four members from leading software industry in the following manner: 
  
  
• Chairman Pakistan Software Export Board
  
  
  • President Pakistan Association of Software Houses
    
    
  • Two representatives from the software industry preferably with a strong academic background
    
    
  • Six members, being computing professionals with PhD in Computing domain and having at least five years of university level teaching and research experience in the same domain.
    
    
• One member shall be designated by the Chairperson as the Secretary of the Council who shall be incumbent with additional responsibilities.
  
  
• The Chairperson and the members shall hold office for a period of four years and shall be eligible for re-appointment.
  
  
• The Chairperson and the members may not be removed from office before the expiry of their term save on proven charges of corruption, inefficiency, permanent disability or failure to attend three consecutive meetings without intimation in advance. 
  
  Principles and Objectives:
  
  
  
  • The proposed accreditation is to be used to assure quality in computing degree programs in educational institutions. It would require an educational institution or program to meet certain defined standards or criteria. The accreditation will be for specific degree programs and not institutions. Moreover, accreditation is not to be confused with certification. In general, institutions and programs are accredited, and individuals are certified.
    
    
• Accreditation shall be a mandatory process for all relevant academic programs offered by public and private sector institutions. The incentive for obtaining such accreditation shall be enhanced recognition in the computing community and prospective students. 
  
  
• Accreditation will be carried under the umbrella of HEC and via the proposed National Computing Education Accreditation Council, a body to be established along the lines of Accreditation Board of Engineering and Technology, Inc. (ABET) of USA. 
  
  
• Systematize and execute a comprehensive process of accreditation of the computing degree programs; and assist and advise institutions in planning their academic programs.
  
  
• Support the intellectual development of students interested in pursuing computing profession, and provide professional assistance to organisations.
  
  
• The proposed authority shall take into consideration the following aspects for accreditation of degree programs in the computing related subjects:
  
  
  • Overall scope and structure of the program
    
    
  • ii) Curricula/syllabi
    
    
  • The requisite infrastructure
    
    
  • The faculty
    
    
  • Level of compatibility with international standards and trends
    
    
  • Level of Skill Development by the program
    
    
  •  Level of integration of science and technology
    
    
  • The student support
    
    
  • The laboratory facilities
    
    
  • Facilities for student activities and other amenities
    
    
  • Financial aid/assistance
    
    
  • Level of job placement of graduates
    
    

Scope


The degree programs of the following disciplines of Computing shall fall in the purview of the proposed accreditation:

• Computer Science
  
  
• Information Systems
  
  
• Software Engineering
  
  
• Information Technology
  
  
• Bioinformatics
  
  
• Additional emerging disciplines and degree programs pertaining to the Computing shall be added to this list in the future.