Higher Education and Development.pptx

Higher Education and
Development

Concept of Development
The concept of development is
multifaceted and can be
approached from various
perspectives, including economic,
social, political, and human
development. Different scholars and
theorists have contributed to the
understanding of development over
the years. Here, is a brief overview of
the concept.

1. Economic Development
Rostow (1960) proposed a linear model of economic development with
distinct stages, from traditional society to the age of high mass
consumption.
2.Human Development
A noble laureate in economics Sen (1999) has significantly influenced the
concept of development from a human perspective. His capability
approach emphasizes the importance of enhancing people's
capabilities and freedoms.

3. Social Development
In the field of social development, Erikson (1963) theory of psychosocial
development is noteworthy. While primarily focused on individual
development, its principles can be extended to understanding social
development.
4. Sustainable Development
The concept of sustainable development gained prominence with the
Brundtland Report, titled "Our Common Future," published by the World
Commission on Environment and Development (WCED).
5. Political Development
Almond and Sidney Verba (1963) work on political development explores
the relationship between political systems and socio-economic
development.

Higher education and the process of development
Higher education is crucial for transforming a
knowledge-based economy, achieving social
goals, and building good human beings. It
contributes to nation development, enlightening
individuals with cultural values and national
interests, and serving humanity, benefiting not only
the individual but society as a whole. This
standpoint about higher education has been a
dominant school of thought regarding functions
and role of higher education as a public good, and
it was considered a basic human right in United
Nations Universal Declaration of Human Rights.
(1948).

The primary role of HEC in Pakistan:
To work for the evaluation, improvement and
promotion of higher education, by articulating the
culture of research and development among the
higher education institutions. Moreover, HEC also
formulates rules, policies, principles and priorities for
higher education institutions in Pakistan for
promotion of socio-economic development (HEC
Ordinance, 2002).
Despite HEC regulations, private higher education
institutions in Pakistan are trading education at
various prices, compromising its quality and
transforming into profit-seeking organizations.

The primary Role of HEC in Pakistan:...
This has led to concerns about the disappearance of
higher education as a public good and the
emergence of individualism, selfishness, greed, and
superiority in society. (Ball, 2004; Tilak, 2006).
Khan (2015) highlights how education has been
transformed into a profit-driven commodity, altering
society's perception of knowledge's role in human life
and its acquisition.

Functions of Higher Education
Higher education drives a knowledge-based
economy, contributes to social goals, and builds good
human beings. It provides skilled labor, creates
knowledge, and serves society, promoting sustainable
economic development and social organization (NEP,
2009).
Traditionally education also serves to generate the
moral, ethical, and economic foundation of any
society. From this perspective, Jandhyala, (2008)
demonstrated the following functions of higher
education which were also endorsed by other
mentioned scholars.

Functions of Higher Education...
Basic and crucial objective
of higher education is to
build the builders of the
nation, by giving awareness,
providing contemporary
intellectual thought, and
serve as think tanks to
public and private sector
(NEP, 2009).
Most important function of
higher education is to create,
and disseminate new
knowledge through quality
research, as higher education
institutes are considered to be
scientific, and social labs of
knowledge creation
(Marginson, 2004).
From economy perspective,
higher education should
meet the demands of
industry by providing better
quality human resources
having professional and
technical skills.
By and large, higher education
institutes are supposed to build
moral character, by inculcating
ethical and moral values,
attitudinal traits for
socializations of individuals for
the protection and
development of societal values
01 02
03 04

Functions of Higher Education...
Another important function
of higher education is to
cope with global challenges
(Ali & Tahir, 2009), by
proving viable and
pragmatic solutions to
national and international
issues and problems.
In nutshell, according to
Jandhyala, (2008), higher
education should serve the
public interest from all
perspectives-socially,
economically, culturally, and
politically
05 06

Problems and issues of development and higher
education
The numbers of new entrants is now
more than the total number of
students in higher education prior to
independence” (Iqbal, 1981). “The
demand of higher education has
thus increased by leaps and bonds.
In spite of quality control as well as
consolidation, it will continue to
grow constantly for a long time to
come” (Adeeb, 1996).
Quantity
The philosophy of social justice is
very much akin to the principle of
equity. It is a welcome
development over the concept
of inherent inequality which was
sought to be explained by
biological differences among
individuals (Bayli, 1987).
Equity Development of society not
only depends upon quantity of
goods and services produced,
but also on their quality. “It
again leads to quality of life of
the people and the quality of
the society in genera (Hayes,
1987). It is rightly said that the
philosophical basis of quality is
the innate characteristics of a
human being to attain a higher
standard and the need of
excellence for attaining a
higher stage in the
development (Quddus, 1990).
Quality
The major challenges in higher education include:

education.....
Among the challenges of higher education is the vital role of
addressing students’ unrest.
Bayli (1987) studied that “The condition of higher education in
universities and colleges is not satisfactory in the eyes of
students. Lack of physical and educational facilities is
bringing much hindrance in the way of development.
Students with arts, humanities, and management
backgrounds often engage in political activities, indicating
that their social or academic background significantly
influences their attitudes towards social, economic, and
political issues. (Allen, 1988).
Student Unrest
Students should be educated in
democracy, its values, and
ideals to foster justice and
national integration, particularly
in developing countries striving
to establish democratic living
structures. (Rao, 2003).
Emotional Integration

education....
Social and cultural factors, which
are often ignored, are as significant
as any of the purely technical
factors in the formulation and
implementation of administration
policy. Barnet (1990) states that “The
linkages between the policy and
these factors are neither casual nor
limited to the contemporary period
so the university administration
clearly demonstrates that the
success or failure of university.
.
Administrative Reform
Many faculty members in most of
universities are just master degree
holders with little or no practical
knowledge and higher education
experiences” (Iqbal, 1981).
Faculty The faculty should be
responsible for determining the
institution's educational
policies, which should be
outlined in the governing
board's legislation, covering
fundamental matters like
subject matter, instruction
methods, research facilities,
and student admission
standards (Aeth, 1975).
Educational Policies

Rao (2003) found that “These
two functions are the essence of
the progress and development
of the higher education and
administrative endeavors.”
Quddus (1990) studied that “The
basic function of a college or
university is to preserve,
augment, criticize, and transmit
knowledge and to foster creative
capacities.These functions are
performed by a community of
scholars who must be free to
exercise independent judgment
in the planning and execution of
their educational
responsibilities” (Varghese,
1980).
Academic Freedom
M The courses and curricula are not
designed in accordance with the
standard of higher education of the
present day. Iqbal (1981) observed
that “There is no continuity of some
of the important courses: there is
also no relationship between the
related courses of common or
similar knowledge
.
Courses and
Curricula
Higher-level budgeting is
crucial for academic planning
and university goals. It ensures
financial solvency, places
responsibility where it can be
most exercised, and prevents
periodic crises. Realistic
planning and decisive action
are essential for continuous
renewal.
Budgeting and
Financing

References:
• Aeth, R. (1975). Education & development in
Third World. Hants, UK: Saxon House Lamington.
• Ali, S., & Tahir, M. S. (2009). Reforming education
in Pakistan-tracing global links. Journal of
Research and Reflections in Education, 3(1), 1-16
• Almond, G. A., & Verba, S. (1963). "The Civic
Culture: Political Attitudes and Democracy in
Five Nations." Princeton University Press.
• Barnet, R. (1990). The idea of higher education.
Philadelphia, USA: The Society for Research into
Higher Education.
• Erikson, E. H. (1963). "Childhood and Society."
Norton & Company.
• Jandhyala, B. T. (2008). Higher education; A
public good or a commodity for Trade?
Commitment to higher education or
commitment of higher education to trade.
Prospects - Springer, 38, 449-466.

References:
• Marginson, S. (2004). Competition and markets in higher
education: A 'glonacal' analysis. Policy Futuress in
Education, 2(2), 175-244
• NEP. (2009). National education policy, Pakistan. Retrieved
July 2, 2015,
fromhttp://moent.gov.pk/gop/index.php?q=aHR0cDovLzE
5Mi4xNjguNzAuMT
M2L21vcHR0bS9mcm1EZXRhaWxzLmFzcHg%2FaWQ9MiZhb
XA7b3B0PXB vbGljaWVz
• Quddus, N. J. (1990). Problems of education in Pakistan.
Karachi, Pakistan: Royal Book Company.
• Rao, V. K. (2003). Higher education. New Delhi, India: A. P. H.
Public Corporation.
• Rostow, W. W. (1960). "The Stages of Economic Growth: A
Non-Communist Manifesto." Cambridge
• Sen, A. (1999). "Development as Freedom." Oxford
University Press.
• Varghese, A. V. (1980). Higher education and
management. New Delhi, India: S. B. Nangia.
• World Commission on Environment and Development.
(1987). "Our Common Future." Oxford University Press.

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