Which way higher education?
By Dushka H. Saiyid
A DISCERNING commentator on the imperial overreach of America had this to say about the changing balance of power in the world: “The world is in the midst of a monumental process of change that, within the next 10 years or so, could leave the US as only the second largest economy in the world after China, and commanding with the rise of China and India, a steadily contracting share of global output”.
China’s GDP is tipped to overtake that of the US by 2045. It has already overtaken Britain and France as the worlds fourth largest economy. It has experienced 9.5 per cent economic growth for the last 25 years, and its GDP has quadrupled from 1980 to 2000. The US deficit with China is currently running at $200 billion, a quarter of the total US trade deficit.
China has re-invested hundreds of billions of dollars in US securities and stocks, which means that China could influence US monetary policy in a crisis situation. Reflecting the changing balance of power, the British Foreign and Commonwealth Office has increased the number of its diplomats to China (up by seven per cent over the last two years) and India (up by 16 per cent).
The Bush visit to India and Pakistan in March was a much-needed lesson in realpolitik for our policymakers. In the whole discussion about the Bush visit to South Asia, and the comparison of the treatment meted out to India and Pakistan, what was missing was a realisation not of the economic strides that India has made, but of the educational revolution that underlies all its progress. It is an understanding of this elemental source of strength and depth of both India and China, which is missing in the Pakistani media.
In the US-India joint statement there was great emphasis on joint research and capacity-building projects including biotechnology, the FutureGen power project, international marine research, the establishment of a bi-national science and technology commission, space programmes and medical research. In the joint statement with Pakistan the whole emphasis is on strategic dialogue. There is some mention of encouraging educational programmes and strengthening research collaboration, but this in no way compares favourably with that offered to India, because Indian research and education has reached a level where the US can be its partner and also benefit from it.
A recent news item mentioned the global rate of salaries that Indian companies are now able to offer to talented Indian graduates, reversing the brain-drain that had been taking place over the last few decades. An Indian company offered a graduate of the Indian School of Business (ISB) $223,800. In the 1960s, the Indian government set up six Indian institutes of management, (IIMs) and seven Indian institutes of technology (IITs), which have been providing quality education to students.
The graduates of Indian business schools are getting international salaries, and Indian companies are able to compete with the salaries offered by multinationals. At one IIM, for 1,300 seats there were 158,000 applicants in 2005. But it is not just the IITs and IIMs which are imparting quality education, their universities are no less behind. The Jawaharlal Nehru University is a case in point.
Chinese policy planners are aware that no sustained growth is possible unless China modernises its educational system, especially its higher education system. Their education minister, Zhou Ji, who has a Ph.D from the US, has just published a book on “Higher Education in China”. In this book he discusses not only the transformation that higher education is undergoing, but also the vision behind this change.
There is realisation that if China were to sustain its social development and economic growth at the present level, the 1.3 billion Chinese population would have to be further educated in order to become a dynamic pool of human resource. At present, 94 per cent of the population has received an average education of eight years. By 2020, every child will have completed compulsory education of nine years. Enrolment in higher education institutes increased from 9.8 percent to 19 percent of the relevant age group, during 1998-2004. The Chinese have opted for a decentralised structure and heterogeneity within higher education. In this the Chinese system is like the US educational system, where different educational standards coexist.
Since sound teaching standards lie at the heart of any improvement in education, incentives for teachers have been combined with regular assessment of the quality of their teaching and research. Teachers traditionally have had a high status in Chinese society, but now with the drive for a better education system in full gear, the average salary of teachers is amongst the highest of all professions. The result is that students strive to get into the best universities, and there is stiff competition to become a university teacher.
China is trying to achieve its objectives by sending some of its top students abroad for studies. About 120,000 students go abroad each year to 100 different countries. More importantly, they are not state-funded, for about 93 per cent pay their own fees. There is also a drive to form alliances with universities abroad. Beijing University has formal collaboration with 200 universities in 49 countries. Interestingly, the largest numbers of foreign students at Cambridge University are from the US, but China is a close second.
So what about higher education in Pakistan? Currently, 2.9 per cent are enrolled in higher education institutions, and this percentage will be raised to five in an equal number of years, and 10 per cent in 10 years. But as one authority on higher education pointed out, in order to strive for international standards the per student recurring cost should be at least $10,000 per annum.
The projected enrolment of 500,000 students by 2010 will require $5 billion per year of recurring expenditure. At current rates of exchange this will work out to Rs 300 billion per year. Compare this with about Rs 200 billion as the total development expenditure of Pakistan in the current year. It is obvious that such large inputs will just not be possible.
The plan is to increase the number of PhDs in the public sector universities from 1,700 to 15,000-20,000 in five years. But our public sector universities are dinosaurs, and what is desperately needed is their restructuring. The creation of nine new engineering universities along the lines of the Indian IITs is welcome, but what about the existing universities?
The thousands of students being sent for PhD degrees abroad have signed bonds to serve their country for three years, but at the end of the period are they likely to stay on given the obsolescent state of our universities? When awarding PhD scholarships is there some vision as to which disciplines need to be developed for the country? If there is, where is the document?
The teachers have a new payscale, called the Tenure Track System or TTS, which has been adopted by some universities. All this sounds impressive, but what is relevant is how many faculty members have been awarded the TTS, not how many universities have accepted the TTS system three years after this scheme was launched.
I met a young lecturer from one of our engineering universities who had just graduated from Cambridge University with a degree in one of the sciences. I tried to persuade him to return to his parent university but he was not interested, because while his university had adopted the TTS, hardly anyone on the faculty was being paid according to the new payscale. There is an obvious failure to attract young Pakistanis graduating with doctorates from the world’s top universities.
The high priority that President Musharraf has given to education, and higher education in particular, has led to an inflow of unprecedented funds into this sector. However, what is of concern to the observers of higher education in Pakistan is that many programmes that have been launched are not only badly conceived, but also poorly executed. The idea is not to negate the many initiatives that have been taken, but there must be more openness and discussion as to which way we are headed. So far this is missing. As the discussion about the impressive strides India and China are making in higher education shows, we have a lot of catching up to do.

