Mapping the Future in Higher Education

Mapping the Future in Higher Education

Dawood Mamoon

Published by Dawood Mamoon, 2024.

While every precaution has been taken in the preparation of this book, the publisher assumes no responsibility for errors or omissions, or for damages resulting from the use of the information contained herein.

MAPPING THE FUTURE IN HIGHER EDUCATION

First edition. February 27, 2024.

Copyright © 2024 Dawood Mamoon.

ISBN: 979-8224170579

Written by Dawood Mamoon.

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Table of Contents

Title Page

Copyright Page

Also By Dawood Mamoon

Mapping the Future | in | Higher Education

Further Reading: Easy to Understand Amateurs Guide to Physics of Multiverse

Also By Dawood Mamoon

About the Author

About the Publisher

Mapping the Future

in

Higher Education

(Erasmus University, GIK, Superior University and UMT)

Dawood Mamoon

The book provides a detailed discussion on different aspects of University Education and University Research. The author had various administrative positions at GIK, Superior University and UMT and thereby role of Director Research and Director Office of Research, Innovation and Commercialization (ORIC) in development of research culture at University level is in-detailed covered to provide understanding of performance of private sector universities in Pakistan and their overtime evolution to become higher education institutions of excellence. The book further provides the discussion on the importance of international education by providing his personal account towards international enrollment at Erasmus university for a PhD program and its academic and policy aspects that contribute towards economic development of nation states. 

1. Why Education is Important

1.1. Benefits of Formal Education

Formal education is the key determinant of globalization and uniting the Nations for the common good of humanity and its future leaps towards science and innovation (Barro, 1991). Formal education is the first step to embrace social harmony and the first real step towards a united world where one is exposed to our common global quest and struggle of centuries which has lead us to very 21st century which is known as the century of technology and innovation. We, who are academicians in the South are trying to make an effort of our own to be part of the positive change and progress of humanity while analyzing many a challenges our global village face from extremism to environmental degradation, are actually among the lucky ones to be able to also receive formal education. We are more aware not only of the human success story to date but we are also concerned with the issues, which needs to be addressed. Because we are formally educated, we speak the same language of awareness and optimism but we are also ready to lead to make a positive difference in our global society. In other words we share the same values. In the West, there are many more like us but we also know that the larger part of the world is quite different to the select group of lucky one’s whom we represent. Many and millions more, in underdeveloped regions of Africa and Asia live without education and most of them are the ones who are also still struggling to only earn enough to be able to survive a day after another. Their world is quite different than ours. For them, globalization is an unfair process, where only richer among them can benefit and would continue benefiting because only the more affluent are destined to educate their next generations. The poor may never be able to break the shackles of poverty, if they are not given the opportunity to empower themselves by being more skilled and aware. And education is a pre#requisite for social and economic empowerment of such individuals. Education for all is the key factor to benefit from a scientific society at a global level and it is indeed one of the most important step to achieve a United World from it being an unfair, less aligned and less united body.

Formal education is the first step towards our awareness regarding the history of globalisation and its marvels. When we undertake subjects like Physics, Chemistry and Biology, we understand how a global quest to embrace a scientific society has been mapped throughout human history where knowledge was equally shared and utilised by all nations, irrespective of their culture and religion. Similarly, through the methodologies of formal education, we also come to know that art and literature has always been appreciated, promoted and preserved irrespective of its diversified cultural underpinnings. Thus, more equal societies are the one’s which are also more educated. Awareness, logic and reasoning, the key ingredients of a vibrant society, derive the same parallels. In the following lines, I would discuss some of the key social and economic issues to substantiate my argument further.

It is agreed that only education does not feed the bellies of the hungry. Formal education is rather a long term strategy than a short term remedy to a problem. In the short term, the ones, who are skeptical about globalization and its fairness, need to be reached out. This may mean that many in the West have to go an extra mile to appease the skeptics and activists working against globalization, by understanding their psychological apprehensions. Recently we have seen many conflicts erupting inside many developing peripheries in the world which have also engulfed the larger globe. For example, some extremist elements are exploiting the sentiments of some ethnic and religious groups and many of the aware ones among us have drawn conclusions of haste upon our exposure to popular gossip thrown to us by media. This is how I see the problem of Islamic extremism, of which the West is quite worried about these days. I believe Islamic societies are far from being extremist, but they indeed are underdeveloped where formal education is not available to most of the people. Many fail to identify with the contemporary success stories of social freedom and economic empowerment, we cherish so much. They feel left out, marginalized and even exploited. And such sentiments make the breeding grounds for conflict. Most live in historic bitterness and easily form opinions of dis-accord and thus they are prone to the manipulations by certain interest groups which indeed may have an extremist agenda. Since in the West, more are educated and more are aware, it has the responsibility to positively understand such societies and refrain from stigmatizing them.

Education has been key to the economic development of countries (Barro & Lee, 1993a; 1993b). Countries which have invested more in equal opportunities for education for all are more developed today. In other words, education gives the fair chance to every one to benefit from economic and scientific progress. For example, let us compare East Asian and South Asian economies. The differences in human capital and differences in the convergence level seem to move together in both regions. For instance, East Asian Developing countries witnessed unprecedented increases in GNP per capita over the last three decades, e.g. 10 times for Malaysia, 65 times for Republic of Korea and 13 times for Thailand. While during the same period for Asian least developed countries (Bhutan, Cambodia and Lao People’s democratic Republic) and South Asian developing countries (Bangladesh, India and Pakistan) only a meager increase of 2 to a little over 5 times took place. It is intriguing to note that in 1960s when most of these countries were at similar stages of economic development, East Asian developing countries were far ahead of both Asian least developed countries and South Asian developing countries in human capital. In fact, the total literacy rates for East Asian developing countries in the 1960s were as high as 71 percent for the Republic of Korea, 68 percent for Thailand and even Malaysia had a rate of over 50 percent. On the other hand, in case of all Asian least developed countries and South Asian developing countries, the total literacy rates were as low as only 9 percent for Nepal and 15 percent for Pakistan with Cambodia having 38 percent literacy (Barro & Lee, 2001). After three decades, while Asian least developed countries and South Asian developing countries have some what augmented their human capital stocks, the total literacy rates are still far below 50 percent in the cases of Bangladesh, Nepal and Pakistan. During the same period, however, East Asian developing countries have more or less achieved the formidable task of educating most of their people. As a result, in the late 1990s, the total literacy rate of the Republic of Korea has reached 98 percent, and Malaysia managed to achieve a rate of about 90 percent. In short, economic progress in East Asia during the 1980s occurred because of their well developed human capital endowment which gathered momentum in the 1960s or earlier (Barro, 1999).

Education for all is also a first step towards the social and economic empowerment of women. (Barro & Lee, 1996) Illiteracy among women is one of a key determinant of their exploitation in developing countries. For example, women are generally exploited because of their low skills in national job allocation profiles. They are exposed to the brutes of industrialization in countries like China and India, as more labour demand leads to more female labour enrollment into the industrial activity at wages far less than men. For women, though it is a significant move from informal labour activity where they are paid nothing or less than the formal activity, they are still