Nothing for it but . . .

Ever since independence technology has sneaked in tardily. Paradoxically, these years have produced equally strident laments concerning the state to which Pakistan’s education has sunk. The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people.

When information technology was approaching in the sixties the US changed the school curricula for preparing students for the future. Contrarily we continue to turn our eye from the need to adopt new technologies and consequently our students are not being prepared (IT students included) to live in a competitive world.

We have managed to survive without adoption of IT for forty years. It will be impossible to continue to exist even for a day if we failed to adopt the approaching technologies. For instance Nanotechnology—examining the world at a millionth of meter and utilizing the ability to manipulate our universe at a molecular or atomic perspective—has united scientists across developed world in the belief that the worlds of medicine, computers, biotechnologies and eventually all manufacturing will never be approached in the same way again. We can’t afford to respond as laggards and follow the same doom which ancient civilizations faced. They perished for resistance to new technologies.

In ancient Greece then, all of the energy sources in use today, with the exception of nuclear power and hydroelectric power (both used exclusively to produce electricity) were known, available, and in limited use. Why then did it take so many centuries for energy sources and technology to come together to produce the Industrial Revolution?

From ancient Greece into the early Renaissance technological development was not only frowned upon, it was downright discouraged. People with money did not invest in it. It was socially unacceptable for the elite to involve themselves in what they considered a degrading activity.

The Greek philosophers, for all of their delving into how the world was made up and how things worked, had a strong aversion to the development of technology. They called it banausikon, meaning, fit for mechanics. It was considered a filthy business beneath the dignity of any intelligent, thinking person. Aristotle held that industries that earned wages degraded the mind and were unworthy of the free man. He would not stoop so low as to attempt to verify by measured observation his reasoning concerning physics or dynamics. As a result, some bad science went unchallenged for almost 2,000 years.

The Museum and Library at Alexandria, established in 290 BC by the rulers of Egypt, was a research facility that attracted scientists from around the known world. Researchers would use valves, expanding gases, solar thermal power, cams, screws, pulleys, levers, springs, siphons, and cogs—the basics for an industrial revolution. They developed double-action pumps and a compressed air cannon. It was there that Hero demonstrated a steam reaction turbine in 60 AD. The Library at Alexandria could have been an ancient model for Silicon Valley, but the research did not lead to improved manufacturing processes, better machines for industry or agriculture, or even for increasing wealth. Rather it was used to amuse royalty or to amaze worshipers in temples.

A valid argument can be made that metallurgy, manufacturing processes, and transportation facilities were too primitive to allow for exploitation of energy and technology at that time. But, absent the social barrier to technological development that existed, it is likely that the great minds, the available wealth, and the power concentrated in the likes of Alexander the Great, and the Roman Emperors could have laid the groundwork for a much earlier development and diffusion of technology.

We are accustomed to resist technological change with full force. We not only refuse to recognize it; we close our eyes to evade it. The attitude that we demonstrate confirms our nasty characterization as a nation of laggards.

Embracing technology is a laudable objective for which our society must aspire. It should provide a classic demonstration of the principles of the Technology Adoption Lifecycle and attempt to explain the pros and cons of investing in new technology. It must transform itself as innovators, early adopters, and not as laggards on a technology adoption timeline.

We should inculcate education of technology at every level of learning. If we claim to know more about how people learn, if we have better tools for facilitating learning, why do so many studies of technology in education show no significant difference from traditional methods? Why are we producing graduates less able to cope with the issues facing them?

Making matters worse, the criteria for success have changed. Our institutions were designed not for an industrial society. Now we've entered the Information Age. Increasingly, even blue-collar jobs require critical thinking, rather than monotonous task performance. To meet these demands, our graduates need different competencies than we typically provide. Intuitively, one would expect technology to be a powerful tool for meeting these new requirements.

We are entering a world in which jobs are requiring technological competency--a world in which they must continue to update their occupational and technological skills in order to be successful. We must enable them to become technologically competent. We must take advantage of the capacity of technology to enhance our traditional classroom presentations and to engage our students in active learning.

Pakistan’s decision-makers must focus on new challenges and issues instead of waiting for emergencies to react. They need to focus more on policy than management issues. They need to be knowledgeable about what rest of the world is doing to achieve change. They should know that change and implementing technology often go hand in hand. The key to success in both is a thorough, inclusive planning process. The disregard of new technologies by ancient civilizations offers us a choice: to embrace new technologies or perish.(www.asifjmir.com)

Technical Education

In Pakistan technical education and vocational training systematization focuses on the development of human resource in terms of skill up-gradation, which is demand-driven, meeting the current needs and hence unapt, obsolete and not futuristic.

Although the market and its needs ought to be taken into account, they cannot be the sole guideline for vocational training systems and policies. Markets have short-term views and reasons which if followed unconditionally, may lead to decisions apparently correct for immediate purposes but counterproductive in the long term. The necessary matching of training supply and demand at micro level must not be taken as a substitute for serious long-term policies and preparation our youth for up and coming technological changes.

Pakistan’s technical institutions should contribute to the strengthening of industry and to the full and sustainable development; promote technical education for industries of today and tomorrow; and impart vocational training in line with modern technologies.

In the coming decade we will see body amplifiers that expand human endurance and strength. We will see novel devices that do not rely on wheels, where our own limbs are augmented, where we can traverse very rough terrains with a very high metabolic economy or efficiency. The forecast is that people for certain situations will not want to use wheels anymore, because their legs, augmented by technology, far outperform wheeled vehicles. The technologies—from carbon nano-tube microprocessors and self-driving cars to biosensors and quantum cryptography—are works in progress. Each development holds the promise. The question that can be asked: Are we preparing our workforce for such changes?

A great revolution is coming next—Nanotechnology is a revolution more radical than the industrial revolution is probably occurring. All scientists unanimously agree that this is going to be the largest breakthrough of 21st century.

The present economies are largely based on the scarcity of (materialistic) products. This kind of economy will therefore quite likely disappear almost completely. Within ten years nano-products will dominate a multi-trillion dollar market. All conventional industries will be turned to obsolete chunk.

India prepared its workforce in IT. Pakistan focused on supplying unskilled labor to Gulf and did not adopt IT in management and production functions. It is once again ignoring the upcoming technologies.

Demographic factor is another catalyst for strategic change. Today, national and global demographic changes are a potential catalyst for a long-term systemic imbalance.

According to the Employment Policy Foundation of the USA, a systemic labor shortage is expected to transform the workplace over the next 25 to 30 years as the gap between aging population and entrants of college-educated workers widens due to the senior population’s mass retirements. If the US economy continues to grow at three percent per year—the economy’s consistent average since 1948 — the workforce will have to increase by 58 million employees over the next three decades if the same rate of productivity is maintained. Yet, if the current population trend continues, the number of workers will only increase by 23 million. This trend would create an overall US labor shortage of 35 million workers. Most of these projected shortages are expected to involve workers having specific skills. To counter this systematic shortage the US will import skilled labor force from Asia and Africa.

Europe’s total fertility rate is about 1.4—well below the 2.1 replacement level. Over the next 15 years, West European economies will need to find several million workers to fill positions vacated by retiring workers. European countries will thus accommodate growing immigrant populations (chiefly from Muslim countries). Otherwise they will face a period of protracted economic stasis that could threaten the huge successes made in creating a more United Europe.

The aging of Japan’s work force will reinforce dependence on migrated workers from South East Asia.

The demographic structures in the West and Japan over the next decade produce considerable challenges to education planning and vocational training in Pakistan. Herein lies a potential training challenge for preparing the workforce meeting the technological needs of those countries.

Migration has the potential to help solve the problem of a declining work force in the USA, Europe and, to a lesser degree, Japan and probably will become a more important feature of the world of 2020, even if many of the migrants do not have legal status.

The likely emergence of Pakistan as a new major Asian player—similar to the rise of Germany in the 19th century and the United States in the early 20th century—can transform the geopolitical landscape, with impacts potentially as dramatic as those of the previous two centuries.

Is Pakistan ready to prepare its workforce for meeting the needs of USA, Europe and Japan? How Pakistan exercises its growing power and whether it relates competitively in the international system depends largely on the way it plans (or plans not in the slightest)?

Pakistan must prepare workers for offshore employment. It needs to develop a workforce at par with the workforce of industrialized countries; respond to the industry demands of today and of the future; prepare workforce to meet the demographic gap of the West; push a program to modernize the system of technical education and vocational training; increase the supply and productivity of skilled labor in key sectors of the economy; increase, relevance, internal efficiency and quality of existing technical education and vocational training; and least but not the last, improve the opportunities for gainful employment in the formal and informal sectors of the economy.

According to Neil Edmunds, former president of the American Vocational Association, those who will lead vocational education into the 21st century must be shareholders in a unifying vision; these leaders must understand the broad scope of vocational education. They must be skilled communicators; they must be as comfortable outside the educational setting as within it, moving easily among people from government, education, and business. The question: does Pakistan offer this leadership? (www.asifjmir.com)