Seeking new Pastures in Education

The state of education in Pakistan is depressing. Today we cannot compete even with third-rate countries in standard indicators of academic achievement. Weak curricula and discipline have guaranteed educational failure for tens of millions of our children. The nation should therefore look to itself and conclude that something must be done.

We are perhaps after increasing the number of educational institutions and ignoring the future of education, which is about the demise of the classroom-based teacher, and an information technology lead revolution in schools, colleges and universities.

For meeting our future economic needs, we must not lose sight of the fact that education is a process, not a commodity. It benefits the individual, and society as a whole, in all sorts of ways that are not necessarily quantifiable in terms of our national balance sheet.

Developed societies use teachers not as objects, but engines of education reform. Contrarily, our policymakers use them not as engines but tail cabins. Thus teachers are not involved in policy process for education. We need to see teachers as custodians of intellectual and cultural tradition, not servants of a government mission.

The report of the Pakistan Task Force on Improvement of Higher Education estimates that 18 million people are in the age between 17 to 23 years, eligible for tertiary education. Out of them, only 475,000 (or about 2.6%) are actually enrolled in higher education institutions. This proportion is among the lowest in the world: India (in 1990) had a tertiary enrolment ratio of 6.2%, while Iran (in 1994) had 12.7%. This is pathetic. It asks for direction and relevancy of higher education research.

Higher education in Turkey is worth talking about. The average annual growth rate of students in higher education in Turkey during the period 1980-85 was one of the highest in the world: 14.1% as compared to 7.8%in Canada, 5.0% in the UK, 1.4% in Italy, 0.2% in the US, -0.2% in Hungary, and -5.3% in Poland. The number of students enrolled in engineering is high: 18.33 %of the total enrollment as compared to 8.20 %in Italy, 7.90 %in Austria, and 3.29 %in France. In the area of higher education, can we seek some route from Turkey’s experience?

People need more education than ever before, and distance learning—connecting cable and classroom—offers a way to meet that need. Internet delivers course material to homes or offices. Discussions, assignments and exams are being done online. Some of these are courses offered by traditional universities, of which the University of Phoenix is the largest, some by accredited virtual universities with no on-campus instruction and some by unaccredited institutions. For many students, however, especially those with full-time jobs or those far from campuses, the savings in commuting and the flexibility to make their own schedules make the total cost less than that of alternatives.

The concept of virtual university is not a bad idea, which Pakistan must adopt at a large scale. It can distribute cheap Internet access and classroom content to modular learning kiosks in several thousand villages. Distributing several thousand simple, mass-produced kiosks might be less expensive than creating even one old-style university campus.

Pakistan has recently allocated resources greater than ever before. Nonetheless, it didn’t fully utilize even what paltry had been allocated earlier. Owing to intricate bureaucratic labyrinth drawing money is like pulling teeth. Consequently, the trend of spending in Pakistan is far less than the allocated money in all eight plans. There are around twenty-two steps to draw the allocated money. For survival in the new world, Pakistan has got to adopt new ways of governance.

South Korea offers an interesting paradigm in modern history. Most observers agree that it's spectacular progress in modernization and economic growth since the Korean War is largely attributed to the willingness of individuals to invest a large amount of resources in education.

Korea's liberation from Japan marked a turning point in the history of education. As the country underwent a transition from totalitarian rule to democracy, a primary concern was to provide everybody with equal educational opportunities. The period from 1945 to 1970 witnessed a dramatic expansion of education. In spite of the widespread destruction and economic suffering brought about by the Korean War (1950-1953), Korea succeeded in virtually eliminating illiteracy. Such a rapid expansion was naturally accompanied by problems, the most serious being deterioration in the quality of education. As the 1960s drew to a close, Korea's educators turned their attention to these problems and several projects were launched to improve the curricula and the methods of instruction

Although only primary school was compulsory in Korea, proportion of age-groups of children and young people enrolled in primary, secondary, and tertiary level schools were equivalent to those found in industrialized countries, including Japan. The percentage of students going on to optional middle school the same year was more than 99 percent. Approximately 34 percent, one of the world's highest rates of secondary-school graduates attended institutions of higher education in 1987, a rate similar to Japan's (about 30 percent) and exceeding Britain's (20 percent). The number of students in higher education had risen from 100,000 in 1960 to 1.3 million in 1987, and the proportion of college-age students in higher education institutions was second only to the United States.

Can Pakistan learn from the South Korean experience that explains the important role of education in its evolution from one of the world's poorest countries 50 years ago eating dogs to fuel the stomach, into a major economic success today?

A serious look at the state of the world raises a question regarding the thought process of Pakistan’s decision makers. Years of traditional education are no guarantee of a mature intellect. Entrenched mentalities need to change or institutions will continue to play the same old games and repeat the same old tunes. Schools of the future have an opportunity and responsibility to change the tune. Asif J. Mir Organizational Transformation

Consumption

Compulsive worship at the altar of consumption has brought humanity to the edge of an environmental abyss—depleting resources, spreading dangerous pollutants, undermining ecosystems, and threatening to unhinge the planet’s climate balance.

Endless economic growth driven by unbridled consumption has been elevated to the status of a modern philosophy. Contemporary economies are capable of producing huge quantities of goods at very low cost. This leads both producers and consumers to regard more and more products as little more than commodities that can be discarded relatively quickly rather than items that embody valuable energy and materials and that should be well maintained and designed for long life spans.

From the standpoint of global justice and equality, the solution cannot be a system of consumer apartheid that upholds western binge habits but denies the poor a decent standard of living. Instead, the rich need to curb their outsized material appetites.

To support the move toward a less consumptive economy, consumers and producers need to pay close attention to the full lifecycle of products. This means they need to concern themselves not just with the characteristics of the product itself, such as how much energy its use may require, but also with the materials and production methods used to manufacture the product and the kinds and types of wastes generated in the process. In addition, both consumers and producers need to consider how effectively goods actually deliver wanted services and comforts, how long products last, and what happens to them once they reach the end of their useful life.

A range of tools is at the disposal of governments, companies, and individual consumers to make progress toward the overall goal of a less consumptive economy. To make a difference, however, these efforts need to be scaled up considerably, and political and structural barriers to change must be struck down.

Most material flows in industrial economies—including waste materials from industry, carbon dioxide and other emissions, and soil loss from farmlands—serve no useful purpose whatsoever and never actually pass through the hands of any consumer. Dealing with these hidden flows will require downsimaterial, zing some of the most destructive activities, such as mining, smelting, and logging. Improving energy and materials efficiency, boosting recycling and reuse, and lengthening the lifetime of products can accomplish this, so that there is far less needs to extract virgin raw materials. But there is also ample space for reducing the environmental impact of the goods and services delivered to consumers—including through dematerialization, clean production, and zero-waste closed-loop systems.

It is much more likely that resource consumption will be minimized and the generation of wastes and emissions avoided if manufacturers factor environmental considerations in from the very beginning when they design products, develop production technologies, and select materials.

Around the world, a growing number of governments are adopting extended producer responsibility (EPR) laws that require companies to take back products at the end of their useful life. These typically ban the landfilling and incineration of most products, establish minimum reuse and recycling requirements, specify whether producers are to be individually or collectively responsible for returned products, and stipulate whether producers may charge a fee when they take back products.

The goal of EPR is to induce manufacturers to assess the full lifecycle impacts of their products. Ideally, they will then eliminate unnecessary parts, forgo unneeded packaging, and design products that can easily be disassembled, recycled, remanufactured, or reused. The EPR approach has spread beyond packaging to encompass a growing range of products and industries, including consumer electronics and electric appliances, office machinery, cars, tires, furniture, paper goods, batteries, and construction materials.

Durability, repairability, and upgradability are essential to lessen the environmental impact of consumption. For easy refurbishing and upgrading, a “modular” approach permits access to individual parts and components, which allows them to be replaced easily. By working to extend and deepen useful product life, companies can squeeze vastly better performance out of the resources embodied in products rather than selling the largest possible quantity. Although fewer goods will be produced, there will be greater opportunity and incentive for companies to maintain, repair, upgrade, recycle, reuse, and remanufacture products, and thus greater business and job potential throughout the life of a product.

Governments and communities can strike a better balance between private and public forms of consumption by expanding organized sharing of facilities and amenities. Government action is also indispensable in overcoming the immense structural impediments to lower consumption levels and to more public forms of consumption. Nowhere is this more pronounced than in transportation: low-density, sprawling settlement patterns translate into large distances separating homes, workplaces, schools, and stores—rendering public transit, biking, and walking difficult or impossible. Improved land use planning, environment-oriented norms and standards, and the creation of a reinvigorated public infrastructure that allows for greater social provision of certain goods and services will help ensure that consumers are not overly compelled to make consumption-intensive “choices.”

Another key area where government action is needed is consumer credit. The savings rate in most countries is falling, while household debt is on the rise. Credit card spending is also expanding rapidly among emerging middle-class consumers. Governments could help consumers by offering advantageous credit terms for certain efficient, high-quality, durable, and environment-friendly purchases. Governments can also design policies that offer tax rebates for the best-performing products, while taxing those that fall short of standards.

An important tool that governments can wield is procurement. By buying environmentally preferable products, government authorities can exert a powerful influence on how products are designed, how efficiently they function, how long they last, and whether they are handled responsibly at the end of their useful lives. Well-designed purchasing rules can drive technological innovation and help establish green markets.

Prominent among the measures governments can take are recalibrating tax and subsidy policies that encourage greater consumption, pursuing pro-environment procurement rules, and establishing appropriate product standards and labeling programs. (www.asifjmir.com)