Higher Education Policy Note Pakistan An Assessment of the Medium-Term Development Framework Report No. 37247 Higher Education Policy Note Pakistan: An Assessment of the Medium-Term Development Framework June 28

12 In reality, the growth in real development spending was more on the order of 100 percent given that much of the increase between 2001/02 and 2002/03 involved reallocations from other budget line items, rather than new spending.

13 The policies include minimum credit hours for admission to a PhD program, GRE test results or equivalent, 30 credit hours of course work after the bachelor’s degree, minimum grade points, external evaluation of PhD dissertations by at least two specialists, one published article, and other requirements. HEC Minimum Quality Criteria for M.Phil/PhD Level Studies in Pakistani Universities/Degree Awarding Institutions, circa August 2005.

14 Institutional accreditation is the term used in most of Asia with thirteen of fifteen national accreditors carrying out accreditation

including India, China, Indonesia, Japan, Korea, Malaysia, Mongolia, the Philippines, Thailand, and Vietnam. Only Australia

and New Zealand use audits (Lenn, p. 17).

15 In the United States most universities carry out program reviews on a rotating basis every five to eight years and have found them a very effective mechanism to focus on quality improvement and create an institutional culture of quality improvement.

16 One potential model for the implementation of a benchmarking program would be the US-based Consortium for Higher Education Benchmarking Analysis (CHEBA). CHEBA provides a network for the exchange of performance measurements and benchmarking data for all levels of higher education around the world (see www.cheba.com).

17 A paper (Salmi and Hauptman, 2006) presented at the Dijon Conference on Economics of Education proposes a comprehensive typology of the mechanisms used to finance higher education. Worldwide examples are provided –and the conditions for their successful implementation evaluated-- in this paper.

18 Raja, Selman Aram, Chapter 4 “Reform of University Legislations.” Steering Committee Report, (2004), p. 1.

19 Higher Education Commission Ordinance, 2002, chapter 2, section 10 a-c.

20 Ibid. Ordinance, section 10.

21 HEC Ordinance, Ibid. chapter 2.

22 Raja, Ibid. p. 2.

23 Steering Committee, p. 8.

24 Including the Higher Education Task Force (2002).

25 See Proposed Statutes Regarding Promotion to Meritorious Professor (BPS-21), nd, circa 2005 and The Eligibility Conditions for appointment in all disciplines (excluding Engineering, Information Technology, Computing Science, Medical Sciences Disciplines) in all Universities and Degree Awarding Institutions, nd. (Circa 2006).

26 At present, the Board consists of 18 members distributed as follows: HEC chairman and executive secretary, Federal government (3), provincial governments (1), public universities and research institutes (5), private universities (1), Parliament (1), Industry (1), retired VCs (2), community at large (2).

27 Procedures for the appointment of the Vice Chancellors of Federal Public Sector Universities, Presidential action, January 26, 2005.

^{28 The Education Simulation Model is a module of the Manpower Allocation Model, developed in the Middle East and North Africa Region of the World Bank. (the architecture of the model is presented in Annex 8).}

29 All assumptions, basic data, and detailed results of the projections were reviewed and discussed with HEC staff between December and March 2005. Details of the projections are presented in Annexes11.

30 Distance education in Pakistan is delivered primarily by the Allama Iqbal Open University (AIOU) and to a lesser degree by the Virtual University.

31 Current transition rates are as follows: 67 percent from primary to middle secondary, 79 percent from middle secondary to high secondary, but only 11 percent from grade 10 to grade 11.

32 Indeed, China has demonstrated that such challenges can be met: total enrollments in higher education grew from 5 million in 1993 to 23 million in 2005, pushing the GER from 5 to 21 percent. Viewed from the intake angle, annual admissions of new students in Chinese universities jumped from 2.2 million in 2000 to 5.1 million in 2005.

33 The costs of increasing relevance are a function of the distribution of enrollments by fields of study, via the different unit costs of these fields.

34 In 2004 the average STR was 19.2. The highest level was found in general universities (23), followed by agriculture universities (16.4), and engineering (12.6), and medical schools (8).

35 The 18 percent rise decided in June 2006 is factored in the projections

36 Even though the tenure track initiative is clearly a measure to increase quality, for the purpose of projections its costs deal with those associated with access.

37 The growth pattern of recurrent expenditures among the universities reflects the distribution of current enrollment by type of universities.

38 The average OECD ratio in 2002 was 1.1

39 The highest levels reported (for recurrent expenditures) in 1998 were for Malaysia (32.0%), Canada (30.4%), New Zealand (29.1%), and Ireland (26.1%). In the latter three countries, however, universal primary (and secondary) education is a reality, and in Malaysia, primary gross enrollment rates and completion rates already reach 95 percent.

40 The OECD average STR in 2003 was 14.9/1, with minimum at 9.0/1 (Iceland and Switzerland) and maximum at 29/6 (Greece). In Asia, Malaysia registers 1/18, the Philippines, 22.1/1, and Thailand 35.0/1.

41 Department of the Parliamentary Library (2002) Public Private Partnerships: An Introduction, Commonwealth of Australia, Canberra, p. i.

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