District universities
WHEREAS many teachers have rejected the recently floated idea of district universities, it does have some appealing aspects. Opponents of the Higher Education Commission’s proposition have made two major arguments against it.
Firstly, it is being asked where these new universities will find the teachers and infrastructure from. Also, does the HEC’s proposition promise the money to build a university and then equip it with the necessary facilities before hiring the appropriate faculty and staff members?
This will take so much time that possibly the present government or the present administration of the HEC will change. As a supporter of the idea, I believe that the numerous degree-level colleges all over the country are capable enough to bear the status of a university; this is also a quick way of having readily available university campuses. However, since the existing faculty and staff may not be well-versed with the affairs of how to run a full-fledged university, the HEC can promote the degree-level colleges into sub-campuses of larger universities.
These sub-campuses can then be governed as per the rules of the parent university. The existing staff can also then be considered university staff. Taking Karachi’s example, some of the colleges that can quickly be turned into university sub-campuses are D.J. Sindh Government Science College, Adamjee Government Science College, Islamia Science College and Government National College. These sub-campuses should be able to gradually advertise the different degree programmes themselves, thus gaining autonomy and more independence in making decisions. This will not only make education more accessible, it will also have an effect on college-level teachers.
District universities could make colleges more useful.
The perception amongst college teachers is that there is no need to pursue a higher research degree as promotions are not granted on the basis of the degree, but on the basis of seniority. Being the son of an assistant professor who has served in a college for over 25 years and being an assistant professor with over 13 years of university-level teaching experience, I can say on the basis of my personal experience that I was more motivated to pursue a research degree — which I did — as compared to my father.
I have observed that many younger college teachers are willing to pursue a research degree such as an MPhil or PhD. A move to make degree-level colleges sub-campuses of universities will not only make pursuing a higher research degree more attractive, it should also motivate senior teachers, with mere 16 years of education, into taking up a doable research degree. I believe that the colleges are largely neglected and can see an opportunity in district universities to make these colleges more useful and more research oriented.
The second major argument against the HEC’s proposition is the quality of education. Indeed, most graduates end up in clerical positions. Whereas some may argue that this is because of the lack of quality of education imparted to the students, I believe this is because of the lack of alternatives available to those who want to get education without having to commit for a major degree such as Bachelor of Science or Master of Science programmes.
All over the world, there are many vocational training institutes available to students; those who are not willing to do a BS or MS degree get vocational training in some specific area at these institutes and enter the job market as skilled labour. Vocational training should be emphasised at the intermediate college level and should not be presented to the students as an option for those who are academically weak. Instead, it should be presented to students as a means to enter the job market and then, if willing, a student may earn and support his higher degree ambitions. All over the world only those who can commit to full-time BS or MS degree programmes are the ones who seek admission in universities in either morning or evening programmes.
The district university proposition is akin to having more liveable structures and making them ornate later. There is no harm in this as long as the planners stand by their commitment.
Investment in existing universities is also a genuine appeal. Most universities do lack funds, infrastructure and teachers. However, existing HEC programmes such as overseas and indigenous scholarships are playing their role effectively. Over the years, many PhD faculty members have joined these universities. Similarly, having a Pakistani university in international rankings lists should not be made a matter of national honour. We should not forget that we spend a lot less on education as compared to many of the countries whose universities are highly ranked. Moreover, moderate to highly ranked universities dominantly come from developed nations and we are a developing nation with our own set of issues to resolve.
The writer is an assistant professor at the Federal Urdu University Karachi.The views do not reflect the opinion of the university.
Published in Dawn, August 18th, 2015
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