In 2005, the Higher Education Commission (HEC) of Pakistan imposed the requirement of clearing the GRE Subject Test prior to admission in the PhD programs. Students who were enrolled in the PhD programs at the time were required to clear the GRE Subject Test before submission of their theses. This article discusses the interpretation of the word “clear” used by the HEC , the fairness of this criteria, and the deficiencies in policies regarding the GRE Subject Test. We conclude that by imposing this requirement, HEC has created problems for students living far from big cities, those who do not have access to credit or debit cards, and those who cannot afford the hefty (approximately, Rs. 14,000) registration fee. In addition, the HEC team seemed unaware of the true mechanism of the GRE Subject Test, and as a result significant confusion exists as to what “clearing” the test really means.

Much of the text is taken from the HEC official letters and the GRE guides and the letters published by ETS.

When Did the HEC Decide?

The 7th meeting of Quality Assurance Committee was held on 19th April, 2005 in the regional office of the Higher Education Commission (HEC), Lahore (see [1]). The meeting started with the approval of minutes of the last meeting of the Committee. The minutes were approved and the explanation of “international” with the Subject GRE Test used in the draft. It was explained to the members of the committee that word “international” is placed with the GRE Subject Test to draw a distinction between the GRE Type Test which is locally designed and already in practice, and the  standard GRE Test which is universally available for certain disciplines. The majority of the members and the chairman of the committee did not agree with the word “international” with Subject GRE as it does not exist in international nomenclature of the test. At last the members of the committee decided;

The word “international” will be removed from the Subject GRE-Test as Quality criteria of PhD level studies and it will be written as Subject GRE-Test, where available* with clarification at the bottom that local test will be designed for those subjects in which Subject GRE-Test is not available.

What should be a qualifying criterion?

First of all, it is useful to know a bit about the grading terminologies used by Education Testing Service (ETS), USA for GRE Subject Test. Later, we will discuss them in detail:

• Score (or scaled score)
• % Below (or percentile rank)
• Formula score (or raw score)

On May 30^th, 2006, Chairman HEC, Prof. Dr. Ata-ur-Rahman issued a letter no. 1-15/Adv(QA&LI) /2006/1394, in which he mentioned;

For admission of new students to Ph.D. as well as for upgradation/conversion of students already admitted in M.Phil to Ph.D., an International GRE (Subject) Test must be qualified (at least 50% score presently which will be increased to 60% after 3 years)

Please note that neither has the ETS yet released any document/method to find a percentage score of GRE test nor does the result card give any information about it. The GRE result card gives information about the score, percentage below (we call it percentile) and formula score.

In 2007, Chairman HEC, Dr. Ata-ur-Rahman wrote a letter [3] to the Vice Chancellors in which he asked:

Could you kindly ensure that no students currently enrolled in the disciplines of Biochemistry, Cell and Molecular Biology, Biology, English Literature, Chemistry, Mathematics, Computer Science, Physics, Psychology and allied disciplines are allowed to submit Ph.D theses in your university unless they have obtained at least a 50 percentile score in the respective international subject GRE examination. This is a rather low score presently and it will be increased to 60 percentile score in a couple of years.

In the letter mentioned above (in [3]), Dr. Ata-ur-Rahman used the term percentile score. As mentioned earlier, please again note that this terminology does not exist in the documents of ETS.

In July 2008, Prof. Dr. S. Sohail H. Naqvi, the Executive Director of HEC issued a letter [4], in which he mentioned the following criteria:

To “clear” the international GRE subject test the candidates will have to get Percentile Score equal or greater than the minimum Percentile Score which will be as follows:
i. 40% Percentile Score: Valid Until December 31, 2009
ii. 45% Percentile Score: Valid Until December 31, 2010
iii. 50% Percentile Score: Valid thereafter

So, what is a 40% Percentile Score?

If it is to be considered that Percentile Score means ‘percentile rank’ then 40% percentile rank means the 40% of 99 because the maximum percentile rank one can get is 99. Also this letter failed to clear the meaning of the word “Valid Until …”

In October 2009, Mr. Muneer Ahmed, Deputy Director (Quality Assurance), HEC issued a letter [5], to clarify the following:

I am directed to clarify that the qualifying score for the PhD Scholars who appeared in the International GRE Subject Test before 31st July 2008 is 40% (percentile) or 50%(percent) and after 31st July, 2008, percentile formula as conveyed earlier through the letter quoted above ([2] and [4]) will be applicable.

There was no need to say anything about such non-clarification. From the series of letters it is obvious that HEC was and still is facing dilemma about the criteria of clearing GRE.

In January 2010, HEC commission approved that [6]

GRE (International) Subject Test will be necessary at the time of admission to M.Phil/MS Programme leading to Ph.D.
The minimum acceptable scores are as follows:
i. 40% Percentile Score: Valid for Admissions until December 31, 2009
ii. 45% Percentile Score: Valid for Admissions until December 31, 2010
iii. 50% Percentile Score: Valid for Admissions until December 31, 2011.
iv. 60% Percentile Score: Valid for Admissions thereafter.
For presently continuing students (Admissions before January 11, 2010), the candidates must pass the GRE (International) Subject Test before submission of Ph.D. Dissertation. In disciplines where this test is not available, the test will be made available locally by National Testing Service (NTS), and if the Test is not available in NTS subject list, then a University Committee consisting of at least 3 Ph.D. faculty members in the subject area and approved by the HEC will conduct the Test at par with GRE (International) Subject Test.

Please note that the term “Percentile Score” doesn’t exist, it might be % below or percentile rank. Also clause (i) of above para has already been expired with respect to this letter [6] because it has now been imposed as a criterion to get admission in MS/M.Phil. Moreover subjects for which GRE test is not available, parallel to GRE Subject Test; the university commission of at least three PhDs will form their own test. This creates an injustice in many ways like fee, quality of test, checking criteria, and scoring method.

The text of the letter mentioned in [6] is available on the HEC website and it has been modified by the HEC without any intimation (it can be accessed here and old one is included in references). In the new letter, this test is only mandatory to get admission in PhD and also the word “international” with GRE Subject has been removed.

In March 2010, on answering a query from NUST, Rawalpindi, Mr. Muneer Ahmed wrote as follows [7]:

I am directed to inform you that all students enrolled/converted into PhD programme after May 31, 2005 and before July 31, 2008 are required to qualify International GRE Subject Test with 50% (percent) score and students enrolled/converted after July 31, 2008 have to qualify International GRE Subject Test with percentile score as mentioned in letter no. 1-10/(ED)/HEC/2008/961(copy attached)

It is not possible to find the percentage score of GRE Subject Test (see [8, p. 14]) and other thing is that why Mr. Muneer Ahmad didn’t refer to a latest letter[6] issued in January 2010.

In the following table we give the 50 percent score of each subject defined by the HEC as the 50 percent of the total scaled score. Please note that the HEC defined the score at 99 percentile rank in [10, page 14] as a total scaled score.

To get the 50 percent score in Chemistry and Computer Science, one has to just appear in GRE Subject Test without answering to any question.

How should we use the GRE, according to ETS, USA?

The “GRE Guide to the Use of Scores 2008-09” gives comprehensive information about the GRE test and is the best booklet to learn about the GRE grading terminologies. It is published by the GRE board. This guide is available on the ETS website; the following sentences/paragraphs are taken from this guide.

• Primary limitations of GRE test

Any GRE test, however, has two primary limitations: (1) it does not and cannot measure all the qualities that are important in predicting success in graduate study or in confirming undergraduate achievement and (2) it is an inexact measure; that is, only score differences that exceed the standard error of measurement of a given score can serve as reliable indications of real differences in academic knowledge and developed abilities [8, p. 5].

• Encouragement of appropriate use.

All users of GRE scores have an obligation to use the scores in accordance with published GRE Board policies and guidelines. Institutions have a responsibility to ensure that all individuals using GRE scores are aware of the GRE Board score-use policies and guidelines and to monitor the use of the scores, correcting instances of misuse when they are identified. The GRE Program staff is available to assist institutions in resolving score-misuse issues. [8, p. 6]

• Use Multiple Criteria

Regardless of the decision to be made, multiple sources of information should be used to ensure fairness and balance the limitations of any single measure of knowledge, skills, or abilities. These sources may include undergraduate grade point average, letters of recommendation, personal statement, samples of academic work, and professional experience related to proposed graduate study. GRE scores should not be used exclusively. [8, p. 6]

• Accept Only Official GRE Score Reports

The only official reports of GRE scores are those issued by Educational Testing Service and sent directly to approved institutions and organizations designated by the test takers. Scores obtained from other sources should not be accepted. [2, p. 6]

To ensure the authenticity of scores, the GRE Board urges that institutions accept only official reports of GRE scores received directly from ETS. [8, p. 9]

• Avoid Decisions Based on Small Score Differences

Small differences in GRE scores (as defined by the standard error of measurement) should not be used to make distinctions among examinees. Standard errors of measurement (SEMs) vary by test and are available in this publication. [8, p. 7]

• Minority Examinees (Students outside of USA)

GRE scores, like those on similar standardized tests, cannot completely represent the potential of any person, nor can they alone reflect an individual’s chances of long-term success in an academic environment. It should be remembered that the GRE tests provide measures of certain types of developed abilities and achievement, reflecting educational and cultural experience over a long period. Special care is required in interpreting the GRE scores of students who may have had educational and cultural experiences somewhat different from those of the traditional majority. [8, p. 8]

• Confidentiality and Authenticity of GRE Scores

GRE scores are confidential and are not to be released by an institutional recipient without the explicit permission of the examinee. GRE scores are not to be included in academic transcripts. Dissemination of score records should be kept at a minimum, and all staff who have access to them should be explicitly advised of the confidential nature of the scores. [8, p. 9]

Different types of scores

It is also useful to reiterate that there are three types of grading system in GRE subject.

• Score (or scaled score)
• % Below (or percentile rank)
• Formula score (or raw score)

[ Cutout: Report of Scores ]

The range of scaled scores is from 200 to 990, in 10-points increments, although the score range for any particular Subject Test is usually smaller [2, page 11]. Scaled score is a basic analogy to compare two examinees.

Scaled scores on the same Subject Tests generally are directly comparable across years. A Chemistry Test score of 650 in 2007, for example, should be considered equivalent to a Chemistry Test score of 650 earned in 2006. [8, p. 11]

Percentile rank means the percentage of examinees in a group who obtained scores lower than specified score [9]. Percentile ranks of two examinees cannot be comparable for two different tests on same subject, while score is comparable for same subject test but not for different.

Subject Test scores should be compared only with other scores on the same Subject Tests (for example, a 680 on the Physics Test is not equivalent to a 680 on the Chemistry Test). Percentile ranks should be compared only if they are based on the same reference population. [8, p.7]

ETS writes the following about Score and Percentile rank.

Note that although a score represents the same level of ability regardless of when the score was earned, its percentile rank may vary, depending on the scores of the group with which it is compared [9].

Percentile ranks shown on score reports are based on the performance of the current reference group for each test regardless of when the scores were earned. The percentile rank for any score may vary over the years depending on the scores of the group with which the score is compared. Thus, when two or more applicants are being compared, the comparison should be made on the basis of their respective scores.[8, p. 9]

At the score of 700 in Computer Science there is a 42 percentile rank for the performance of the all examinees who were tested between July 1, 2004 – June 30, 2007 (see [8, p. 14]) and 40 percentile for the performance of all examinees who tested between July 1, 2003 – June 30, 2006 (See [10, p. 14])

One can find the following about percentile rank by flipping the “Report of Scores*”.

The percentile ranks in this report indicate the percentage of examinees who scored below your score. Note that these percentile ranks may be different from those that applied when the score were originally reported to you if the scores were earned prior to July 2009. This reflects annual updating of these data to permit admission officers to compare scores, whenever earned, with those for a recent reference group.

Formula score is the number of correct responses* minus one-fourth the number of incorrect responses rounded to the nearest whole number. The maximum formula score depends upon the total numbers of MCQs in the test.

* Result card sent by ETS, USA to the examinee or score recipient.
** Here “responses” mean questions which are usually multiple choices.

Is it an international test?

It should be remembered that the GRE tests provide measures of certain types of developed abilities and achievement, reflecting educational and cultural experience over a long period. Special care is required in interpreting the GRE scores of students who may have had educational and cultural experiences somewhat different from those of the traditional majority. [8, p. 8]

HEC officials are saying it an “international” test but the facts are against it. In the following table the number of examinees, all over the world, are given who took test between July 1, 2004, and June 30, 2007 [8, p.14].

Please note that computer science is one of the biggest fields of study and only 1870 examinees took the GRE Subject Test in a year.

General Rules for PhD Scholars

If someone gets the admission in PhD, then generally he/she has to fulfill the following requirements to get the PhD degree (no doubt, these are major requirements).

• Approval of Research Proposal or Synopsis (before or after the admission)
• Course work (not compulsory all over the world)
• Research paper (not compulsory in some countries but compulsory in Pakistan.)
• Thesis writing
• Defense of the thesis

If the thesis of some Pakistani PhD scholar is ready for submission then he cannot submit his thesis because of the extra imposed condition of GRE Subject Test, which is usually used as a recommended test (but not required) to get admission in the few universities of USA (see number of examinees per year as a proof). Also this shows that research paper(s) and thesis of the PhD scholar have no worth and no quality without this test.

It is also strange that if the PhD scholar has qualified GRE Subject Test then all the work (research) done under the supervision of such person (supervisor), who is usually non-qualified in GRE Subject Test, attains HEC quality standard.

Taking the GRE Subject test and other information

If someone decides to take GRE Subject Test, then the only way is online registration through ETS website by using online payment mode (by Credit or Debit card).

• Test Fee: 160 US Dollars (Rs. 14000 approx.)
• Duration: 2 hours and 50 minutes
• Conducted thrice a year (in April, October, November)
• Centers (Pakistan): Islamabad, Karachi and Lahore
• Limited number of seats in every center.
• Result announcement after 40 days of the test date.

Conclusions

1. The GRE Subject Test spans 2 hours and 50 minutes, at the price of US$ 160 (approximately Rs. 14,000). It is not affordable for a majority of the students and this heavy cost puts real extra burden on these students. In fact, many good students, who would easily pass it, hesitate to take the GRE Subject Test because of its huge fee.
2. Percentile rank is best to compare the students of same subject in the same test (in which they appeared) but it is not recommended to be used as a tool for making merit.
3. ETS recommends the use of “Scaled Score” for comparing the ability of students as they appear in the test at different schedule (three times in a year).
4. This test is not generally meant to be used for the students and institutions outside the United States.
5. Most public sector universities in Pakistan are not score recipients of ETS and it is very easy to use fake result cards to get admission, and the ETS never confirms the result to institutions if they are not score recipients.
6. It is very difficult to register for the test because many students don’t have Credit or Debit cards for payment through the internet.
7. Pakistan is a very big country and this test is conducted only in three cities, with limited number of seats at each location. This is really creating a big problem for the students living far from these cities.
8. The number of examinees per year clearly indicates the popularity of the test. For example, 1870 students in the subject of Computer Science and 2797 students in the subject of Chemistry appeared in a year all over the world.
9. Percentile rank actually is a comparison of the students of certain group taking GRE Subject Test in a period of last three years with respect to the test date. In eight subjects, Pakistani students are compared against a small community of students from all over the world, and for the remaining subjects the criteria is totally different.
10. The HEC team was unaware of the true mechanism of the GRE Subject Test. Yet, they decided that a PhD scholar must appear in this test, just to meet international standards no matter what he/she will score.
11. There are a lot of deficiencies in the HEC letters regarding GRE Subject Test. Against the decision of 7^th meeting of Quality Assurance Committee of HEC, the HEC officials are still communicating it as an international test.
12. All the grading terminologies used by the HEC don’t match with the ETS standard terminologies.This clearly shows that HEC officials are unaware of the objective and mechanism of the GRE Subject Test.

References

[1] Minutes of the 7th meeting of Quality Assurance Committee dated 19th April, 2005
[2] No 1-15/Adv(QA&LI) /2006/1394 dated May 30, 2006
[3] No. 4-7/CHR/HEC/07/807 dated April 3, 2007
[4] No. 1-10/(ED)/HEC/2008/96/ dated July 14, 2008
[5] No. 1-G/DD-QA/HEC/2009/45 dated October 23, 2009
[6] No. 4-7/CHR/HEC/2010/06 dated January 11, 2010
[7] DD/QA/HEC/NUST/2010/224 dated March 05, 2010
[8] GRE Guide to the Use of Scores 2008-09
[9] Interpreting Your GRE® Scores (2008-09)
[10] GRE Guide to the Use of Scores 2007-08

All the references can be downloaded from here.

Atiq-ur-Rehman is a PhD scholar at the Abdus Salam School of Mathematical Sciences in Lahore, Pakistan. His areas of research are difference and functional equations, real functions, inequalities in monotonic, and convex functions and he has 8 research papers. The views expressed in this article are solely those of the author and do not necessarily reflect the views of STEP.

Throughout my life I have hated mathematics with a passion. I hated its rules and notations. I hated the fact that I had absolutely no say in whatever was going on in the class. I just had to sit there and listen to my math teacher go on and on about formulas, notations needed to write these formulas, practice questions which would help us memorize these formulas and eventually “practical problems” which were supposed to exhibit the relevance of these formulas in everyday life although even the eight year-old me could tell that these were merely the same practice questions loosely disguised in the most unlikely of social situations known to man. And frankly, I didn’t care. I didn’t care where x was, or how much older Mary was than her brother Mark or when train A would reach London. As far as I was concerned math was an obsolete science to which I didn’t want to contribute to and which, for the most part, didn’t really want me to contribute to it anyway.

Therefore it comes as a surprise to many people that I am currently a Computer Science major focusing on theoretical computer science, which is basically a branch of mathematics. I, who had once famously given a speech to my seventh-grade math class about the pointlessness of mathematics, am now the one trying to explain to other people the beauty of Erdos’ brilliant proofs. And it all started with the following beautiful proof of the infinity of prime numbers:

For any finite set  {p_1,p₂…p_r} of primes consider the number n= p_1..p_2..p₃…p_r +1. This n has a prime divisor p but this is not one of the {p_1,p₂…p_r}, otherwise p would be a divisor of n and the product  p_1..p_2..p₃…p_{r ,} and thus also of the difference n-( p_1..p_2..p₃…p_r) =1, which is impossible.  So a finite set {p_1,p₂…p_r} cannot be the collection of all prime numbers.

I first heard of this proof in the first lecture of a discrete mathematics course I took during my sophomore year at university. The instructor didn’t even write the proof down, with all its messy set notation. He just told us about the idea of putting the prime numbers together in a group and showed us what goes wrong if we assume the group to be finite. At first I thought this was one of those introductory shenanigans professors deploy in the first class to get students interested. How could something so simple be counted as math? Where were the fancy symbols and the list of variables with their definitions? Where was the list of steps used to reach the conclusion? Where were the ten similar questions I needed to solve at home for practice? This was simply a clever idea used to solve a problem. Surely, this couldn’t be math! But, as I have learnt in the past year, this is basically what math is: a set of simple ideas used to solve problems. Sometimes the problems can be simplified to older problems for which people have already come up with solutions. Sometimes ideas which have been used to solve a certain problem can be used to solve an unrelated problem. But the simplicity of the process remains intact. It is the ‘idea’ which is at the heart of all mathematics, and to come up with ideas you just need creativity (and maybe a pencil and a notebook).

If a course can change the path of a person’s life, then this discrete math course changed mine. In the course of nine weeks, I was introduced to the kind of math I hadn’t even known existed. For the first time in my life I didn’t feel like a robot while doing math. I actually had to think about the problems and figure out strategies for solving them. While I was introduced to techniques like induction and graph theory, for the most part my assignments and exams required me to come up with my own strategies based on these techniques and my own logical arguments and common sense. Math was like an elaborate game and finally I felt like it actually wanted me to take part.

So, this brings us to the central question: why did I, and countless other students, hate elementary and high school math? What needs to be done to make mathematics more interesting to students? Although I do not have any experience teaching mathematics, I do remember the reasons why I hated it so much and know exactly what eventually made me realize that I wanted to study a branch of mathematics as my major. For the sake of this article, I am going to ignore factors which affect all subjects alike and focus on why math has become such a hated subject.

Looking back at my years of struggling with high school math the first word that comes to mind is boredom. And this was not caused by a lack of interest in school because I was generally a very enthusiastic kid. I loved studying languages, history, and science. It was just math that I dreaded. And looking back at the way math is taught it comes as no surprise. While all other subjects are taught as an amalgamation of the history, foundations, rules and applications of the subject, math is mainly limited to the rules of the subject. Take a typical sixth grade science class. I remember learning about the effect of different factors on the rate of evaporation by placing different shaped beakers filled with water all over the school campus. What followed was a memorable class in which we all had mock “evaporation races” as we timed the beakers to see which one would lose its water first.It was only once we had made our own conclusions about which factors affected evaporation, that our teacher explained Brownian motion to us. She also mentioned factors such as surface area and wind-speed, which most of us had been able  to conclude for ourselves based on the observations we had made.

Now compare this to a typical sixth grade math class. Looking back, sixth grade was when some of the most wonderful mathematical concepts were introduced to us. It was in the sixth grade that we first encountered the idea of a variable and started to really analyze shapes. Statistics was introduced, and we started manipulating probabilities to get results which even now give me the feeling of being able to predict the future. But in the midst of all these amazing ideas, this is how a typical math class would go:

Teacher: An isosceles triangle is a triangle which has two sides of equal length. Okay?

Students: YES!

Teacher: So what is an isosceles triangle?

Students: A TRIANGLE WHICH HAS TWO SIDES OF EQUAL LENGTH !

And you can bet one of the questions on the progress test would be: “What is an isosceles triangle?”. In such a situation who would be interested in math? And these are not just two extreme examples I have mentioned to prove my point. Science that year continued to keep us hooked: we grew plants in inky water, caught insects in jars, experimented with mirrors and discovered the material we were supposed to learn, while in math we moved on to triangles which had no sides of equal length (I honestly don’t remember what they were called, though I think it begins with an s) and other lexical atrocities.

You may argue that science is an extreme example and that math just doesn’t have the exciting material needed to keep students hooked. While science teachers can use models, take their students outside or perform simple experiments to demonstrate their material, math teachers have nothing to interest a group of thirty kids. Not only do I disagree with this, I actually claim that it is the other way round and that it is the math teachers that have it good. While science teachers need extensive (and often non-available) funding to buy lab equipment and take their students out on field trips, all a math teacher needs are thirty pencils and notebooks. And how does he keep them interested? Well, he actually asks them to do some math. Do you remember the puzzle we probably all tried as kids in which we had to draw a house without lifting our pencils. That is just a simple example of a Eulerian path. And those complicated strategies for winning card games that our older siblings tried to explain to us were mostly simple applications of probability. The tower of rings of increasingly small diameters which we had to shift to another peg is the most common example given for recursive algorithms. The list of interesting mathematical problems which we solved willingly as kids is endless. Nim, Hex, magic tricks, and riddles in which we had to find loopholes in logical arguments are all example of the math we enjoyed as children and it is these problems which should be bought to the classroom to make math classes more interesting.

Another issue which I find with the way mathematics is taught, which is closely related to the first, is the extreme and almost exclusive emphasis on the utterly mundane aspects of mathematics. Take the isosceles triangle example above. Would it really have mattered if we had called the triangles, “triangles with two equal sides”? Maybe shortened to TWTES (pronounced tevtes). What’s important are the properties of these triangles. Instead of asking a child to spend time trying to memorize the pronunciation and spelling of this weird word, she should be asked to think about how they are made, and how the angles inside this triangle are related to each other. I am pretty sure if a child made a dozen different TWTES’ she would figure out most of their  properties for herself and she would actually enjoy the mental excursion of discovering these properties instead of hastily be given a list of them in the last fifteen minutes of class.

Admittedly, there are some terms and jargon that a student of mathematics must learn in order for the classes to be held smoothly and for the students to eventually take part in the wider mathematical discourse. But no other subject puts even half of the emphasis that math places on its lexicon. Take the example of chemistry. If a subject has the right to focus on terminology it is chemistry, with it’s multitude of  symbols, chemical formulas and specific reactions. But not once do I remember a chemistry teacher reciting the names of the elements along with their atomic symbols. Instead, we focused on the elements and their reactions and any time we needed help deciphering a symbol we could simply look it up on the huge periodic table taped to the classroom wall. Maybe that is what mathematics needs: a periodic table of shapes and functions which would be taped to the wall of every classroom. Then, children all over the world could forget about mathematical terminology and actually do some math.

And by ‘doing math’ I don’t mean the mindless repetition, or solving exercise problems at the end of every chapter. As a result of school mathematics, most people end up believing math is the application of known rules to problems that we know the rules can solve. That is the job of an accountant or a cashier or an insurance planner. A mathematicians  job is much simpler. He must come up with the rules that other people are to use. When faced with a problem, he is not told that it can be solved using the second trigonometric identity; that is what he must figure out. And while this is harder than simply applying a set of rules, the result of coming up with a solution is infinitely more rewarding. You can compare the two as the difference between the joy a child feels in having an adult place him on a bike and push him along, and the joy he feels when he races through the park himself. It is hard to teach him how to ride and it might take him ages to learn but all parents understand that the end result is worth it. Math teachers should definitely do the same with their students.

And if difficulty was such a major barrier, why doesn’t it stop teachers of other subjects from trying to get their students to appreciate the beauty of their fields? By the end of high school most of us have faced the toughest aspects of most of the other subjects. We have read Iqbal’s poetry and critiqued it with our peers. We have a deep understanding of how the major systems of the body work. We have built electrical devices and have made original pieces of art in a range of different mediums. Then, why is it that most of us only experience the joy of coming up with a true mathematical proof well into our undergraduate programs? Surely there is something wrong going on here.

STEP: Moving on to the topic of higher education. Do you think that the level of financial support that higher education, in general, and the Higher Education Commission, in particular, is getting from the government can be sustained?

Asad Abidi: It is not getting (a lot of support) or it might be getting it for a moment but, you know, Pakistan is bankrupt and all this investment is from borrowed funds from the future. The typical elected government is just running scared, trying to keep its head above water. And, unfortunately, this is not going to change (anytime soon). So, the question is how do you take a country with so many needs and keep higher education running? The only way I can see it happening is if a substantial allocation, such as from the military budget, is diverted toward higher education. The military has never deprived itself of money. In the worst of times, their budgets have gone untouched, their privileges have gone untouched. But, it will take a political leader with guts to do this.

Honestly, I think the only way it could happen is if the United States, which effectively supports the Pakistan military, were to say that ‘we don’t really believe that it is valuable to add more men to your forces or add to your existing perks and privileges; this is actually only going to lead to more disenchantment from civil society and unrest in the region. So, you must cut your budget by, let’s say, 10% or 15% and that this money must go into higher education to deliver some hope to Pakistan’s people. Otherwise we will withdraw our support’. Only then might things change.  So, it’s going to be really hard unless you have massive civil protest in Pakistan. I don’t think Pakistan is quite ready for that kind of thing yet. People dispirited by spiraling inflation, power outages, unemployment, kleptocracy, can hardly be expected to rally in numbers against a bloated military budget.

STEP: Can private endowments, funded by wealthy individuals perhaps, fill this funding gap?

AA: Well, there are precedents (of that) in the region. We have the Tata Institute of Fundamental Research (established 1945) and the various Birla Institutes of Technology and Science (established 1929) in India, which are funded through endowments from these families. So, in India wealthy people have funded expensive science education over long periods of time, with world-class outcomes. In Turkey, there are institutes and private universities, such as Koc University, that have large endowments from industrialists. In Pakistan, perhaps there is not that scale of money, certainly not that scale of investment in a single institution to fulfill its financial needs in a sustainable manner (except, of course, for the Aga Khan University).

Another important point is that the Tatas and Birlas believed in a vision of India’s future. Today their institutions are run by trustees, often with some membership from those families. But, the families don’t meddle in affairs of the institutes. They continue to provide very generous funding, but place their faith and trust in the scientists and educators who work there. I noticed that in Pakistan, institutions seem to rely entirely on the power and charisma of one person — that’s one extreme — and on the other extreme, you have institutions that demand transparency in everything. That essentially makes it impossible for administrators and decision-makers to work, and it’s not healthy either. You very rarely find institutions in Pakistan that have found the right balance. Pakistan has yet to mature in these matters.

STEP: But, isn’t the ‘disconnect’ between higher education institutions and the industry also responsible for the lack of private funds?

AA: Yes, that’s also true. In fact, there is a large breach between industry and universities in Pakistan. The reason for this, I think, is that Pakistani universities, again, have not yet grown up. People like Qasim Shiekh (CEO, National ICT R&D Fund) do demand technology transfer and we certainly need to hear more of that, but I don’t think currently there are many examples of successful US-style transfer of technology from a university to a company, where the academics involved also furthered scholarship in the process and published papers. There may be some good synergy between the military establishment and certain institutions like NUST and CASE, but it’s funded by the military, I don’t know how much of it can be published, nor how much is publishable. Unless universities are on guard, these arrangements can turn them into job shops. In any case, this sort of activity is just not happening at a large scale in Pakistan yet.

Take the example of the indigenous pharmaceutical industry (I exclude herbal and natural medicines). They are doing zero research. Zero. One of the reasons is that there are no pharmaceutical scientists of any standing who can go and develop their own formulations. Another is that the companies cannot see the payoff. This is true for so much else in Pakistan, yet much the reverse in India. Pharmaceuticals and synthetic chemical companies there are doing a roaring global business. I am told that tractor companies in Pakistan have tried to engage professors as consultants but it was a complete write-off. If your applied sciences cannot make tangible contributions to the economy, you’re just dreaming about the benefits of higher education. Again, we must understand that there will be a good deal of fumbling and missteps at first, but science and engineering academics in Pakistan must discover ways of closing the breach with industry.

Finally, Pakistan is one of the few countries in the world where vocational training institutions in any numbers either didn’t take off, or failed. Korea industrialized itself on vocational education. So did Japan, the UK, and Australia, all on different models. That is how countries industrialize. So, to take the opposite point of view, Pakistan doesn’t need more universities; in fact we have far too many as it is, because their graduates find it hard to gain employment, and cannot compete in numbers in the global marketplace for PhDs. What Pakistan needs more is vocational training of quality. To do that, it needs to make linkages with outside countries, pay them if necessary, but also hold these institutes to a high standard and produce people who use their hands and their brains, who have real skills, who have technology training, and who build things. Training in subjects like metallurgy, materials, machining, automotive design, communications equipment, modern textile practices and so on. Higher education nowhere directly prepares people to build an industrial base; it only does so in an abstract and indirect sense.

STEP: One of the questions we asked Dr. Qasim Sheikh in a recent interview was that Pakistan is still largely an agricultural society, not an industrial one. Can we by-pass the industrialization process and become a knowledge-based economy directly? He was fairly optimistic that it is not just possible, but that the revolution in ICT is making it happen already, and the example he gave was 70 million cell phone users versus 5 million landlines in Pakistan. If it can happen …

AA: No, no, hold on, let’s get something straight. Yes, indeed cell phones have totally changed the fabric of our society; there is no question about that. But does that mean Pakistan is now a high-tech economy as a result? Come on, it’s only at the mercy of Mobilink and Warid and so on. They have done all the investment and if they were to pull out, that would be the end; there is no real knowledge in Pakistan that has developed as a result of the cell phone being made affordable to everybody.

These multi-nationals bring in pre-packaged systems that are deployed nationwide. We visited Mobilink, which is the leading player, and they said that they have hundreds of employees but they do some software customization for applications and maintenance of the base stations. Not many know the technical details of how the system works; it just comes as a package, they mostly maintain it.

They agreed that Pakistan needs people who really understand how wireless communication works, and who can innovate on their own; it doesn’t yet have those people in numbers.

STEP: If somebody gave you $80 million and said, do whatever you want to do with it in Pakistan in the higher education sector. Would you go set up something like LUMS SSE, with its emphasis on basic sciences, or would you build some vocational training institutes?

AA: I would still invest in something like the SSE. Pakistan has plenty of institutions that cater for today’s needs, but no institution that is developing expertise for the future, things that are going to be really important in the mid-twenty first century and beyond. I think for that you need something like the SSE.

But, I would do it at a much modest scale to make that money last a really long time. In Pakistan, I think the tendency is to build monuments, harking perhaps to the Mughal emperors. It is important to get beyond that. So, if I had $80 million, I would be working out of a temporary building and using the money to get the best people, give them excellent salaries and the best working environment. That’s it, because the key to a good roll out is a long term vision, realistic scope and producing work of the highest quality in teaching and research.

STEP: Do you see a role of the Pakistani diaspora in the improvement of education in Pakistan?

AA: When I announced to the people I know here that I am planning to move to Pakistan, they were very supportive. They thought it was a great idea to go there. But it was largely limited to pats on the back.

There are a few wealthy Pakistanis here who may have the kind of money that it takes to actually make a difference at a place like LUMS. But, they don’t have trust in any Pakistani institution. So none of them would want to, let us say, create a chair at LUMS or a scholarship endowment. They would have no problem creating a chair in the United States on a subject like Islamic Studies or Pakistan Studies. This is because Pakistan institutions have not yet won their confidence. Until this changes, the diaspora will remain of little help in building large institutions.

Beyond building trust in Pakistan, the diaspora should build its financial power and organize itself to lobby in this country to help real causes in Pakistan.  You know about the USAID money that is flowing into Pakistan to help fight the war on terror. Yet I don’t know of much lobbying or participation by the diaspora in helping USAID or the State Department to identify causes where this money is best invested. Pakistan has so many needs, and members of the diaspora can help sort through those needs.

STEP: Finally, what would you advise in terms of the factors that one should consider before deciding to move to Pakistan?

AA: I think you should tie yourself to a successful cause. Don’t adopt failing causes in Pakistan, it is too big a country for one person to make a difference. You can soon be left exhausted and dispirited. Once you join such a cause, become an advocate and ambassador for it, involve other people and “move the mountain” together. And whatever you do there, do not compromise on quality. Work at a “world class” standard. That’s what we learn from Pakistan’s successes, such as the Indus Basin Project, the atomic energy project, and others. That’s how LUMS’ SSE faculty is doing it in the classroom and the lab.

Perhaps equally impressive was the faculty that LUMS was able to assemble for this nascent school. It was a small — perhaps too small — group of promising young researchers, brought together by the project team to set the standard for LUMS SSE. Leading this group at the time was Dr. Asad Abidi, a professor at the Electrical Engineering Department, University of California, Los Angeles (UCLA).

Professor Abidi was born and raised in Pakistan and moved to England at age 16. After earning his B.S. from Imperial College London, he went on to complete his M.S. and Ph.D. in Electrical Engineering from the University of California, Berkeley in 1981. Following a brief stint at the Bell Research Labs in New Jersey, in 1985 Professor Abidi joined the faculty at the UCLA Henry Samueli School of Engineering and Applied Science.  An accomplished researchers and a pioneer in the field of RF CMOS design (the stuff that’s at the heart of our cell phones), Professor Abidi has won numerous honors, culminating with his election to the National Academy of Engineering, the highest professional honor accorded to American engineers for their life-time achievements.

In the summer of 2007, Professor Abidi went on leave from UCLA and joined LUMS as the first dean of SSE. There he played a pivotal role in setting the direction of the school. But, less than two years later, Professor Abidi was back at UCLA and at his home in the beautiful Pacific Palisades, California. That is where STEP Editor Bilal Zafar sat down with Professor Abidi to talk about LUMS SSE (Part 1), and much more (Part 2).

STEP: You were leading LUMS SSE when the first batch of students was admitted. In so far as the science and engineering universities are concerned, SSE’s process of student-induction was unique in Pakistan. What sort of students was LUMS SSE looking for in that first batch?

Asad Abidi (AA): We wanted to bring in students who could be groomed to be future leaders in science and technology, and who could influence hundreds of others. So, we handpicked the few who had a combination of things; academic excellence was not the only thing. Do they, for example, have passion? It’s too early to have passion for science – although some of them already demonstrated that – but do they have passion at all? Do they have leadership skills? Do they have a personality that could influence others? Do they have breadth in their intellect? So, we were looking for a personality and a total character that suggested entrepreneurship, leadership, and so on.

LUMS SSE is an intellectually elite institution and that was the basis for our selection criteria. Our aim was to focus this kind of very intellectually elite education on people who will have a 10x impact when they come out.

STEP: One popular criticism of LUMS SSE is that it might turn out to be a great institution, but it will be an institution for a few hundred people in a nation with 25 million people of university-going age. Can an institution like this really have an impact?

AA: It is too early to say, but it has a very clear precedent and model. And the model is institutions in the US like MIT or Caltech.

The idea was that each one of the students would be educated broadly and deeply in math and science or engineering, hopefully go on to do PhDs, then return to Pakistan or engage with it somehow to influence hundreds of others. That’s why we handpicked the few who had a combination of qualities.

At the first orientation, we told all the students, and their parents were sitting with them, that every one of you is going to make a significant change to Pakistan in the end.  You don’t know how yet. You may turn out to be a technical entrepreneur, start a high-tech company, you may turn out to be a world-renowned professor … we don’t know. But every one of you is going to have an impact, because that is our mission — to produce an entire generation of scientific and engineering leaders.

I think there is absolutely nothing wrong with focusing this kind of elite education on a small group of students. We cannot have every institution that is egalitarian; it’s just not possible.  There are many other universities in Pakistan that are egalitarian, and they do a fine job. Our argument is that there is room for one elite institution; a place at which people look and say, what are they up to? How do they teach the such-and-such subject? So, in terms of curricular innovation, bringing in research, and even administrative things like selection of undergraduates, LUMS SSE can be a trendsetter in Pakistan. So, I think there is room for one such institution.

STEP: Just one such institution?

AA: Yes, you can’t have two simply because there’s not enough faculty.  To have two world class institutions, you need two world class faculties. You can’t even get one together.

STEP: Harold Shapiro, former President of Princeton University, argues in his book “A Larger Sense of Purpose” that, in order to have a sound higher education system, you need strong interaction between world-class research universities in the country and other, less prestigious teaching institutions. To me, as an outsider, LUMS SSE comes across as if it exists in bubble inside Pakistan. For example, there are very few joint appointments between professors at, say, Quaid-e-Azam University or UET Lahore or NU-FAST or NUST and LUMS. Why is that?

AA: I completely agree that there has to be open communication with the whole community because, all the institutions that define the (higher education) eco-system play complimentary roles.

To your point about SSE “existing in a bubble”, I think it’s a little more complex than that. First of all, there is a lot of fear in Pakistan that, unless you are on guard, you’ll become mediocre. There is a history of erosion of institutions such as GIKI that had started with a bang. But, that does not mean that you put things in a bubble.  What it means is that, first, you build a critical mass that defines excellence and exemplifies it. Once you have the critical mass of faculty, then you can start engaging people from other institutions who come in and actually feel uplifted by their experience and their interaction. So, while SSE was going through this period of defining its culture as an institution, perhaps it came across as existing in a bubble.

Then, there are a lot of other factors which I’m not sure I want to go into too much. I’ll only say this much: there was a sense of elitism amongst the people involved in developing SSE, and I suppose you could argue that as long as it is intellectual elitism, perhaps that’s not such a bad thing. But taken to extremes in the Pakistani milieu, elitism and over-zealousness can do damage. With the growth of the institution, I feel there is more maturity and less fear, less insecurity.

The fact of the matter is that the present faculty is so small that it is already stretched to the limit.  Next year, SSE would have three classes (freshman, sophomore and junior year) and at that point the faculty would have to bring in other people just to teach. So, I think that circumstances will force SSE to open up.  I was promoting some of this (while I was there), but at that early stage there was some opposition to this. My view was that you have to guard these fledgling institutions until this sense of excellence takes root, and once the institution knows where it’s going it should take others along with it.

STEP: Let’s get to the issue of sustainability. Can an institution like SSE sustain itself – financially as well as administratively — or will it be just a flash in the pan like many others?

AA: As of right now, it’s very hard to say. On the one hand, you can look at LUMS as an institution and say that it has been very resilient. Over the past 22 years it has only improved and, today, it enjoys a preeminent position in Pakistan. But that’s the business school, and more recently, social sciences and humanities; the Science and Engineering School is the newest addition. However, given the entirely different cultures, past success is no reliable predictor of the future.

The fragility at SSE, first of all, comes from its finances. Science instruction is an expensive enterprise. For science instruction you have to have building infrastructure, lab equipment, consumables and safety, etc., whereas in business instruction you need desks and computers. Also, SSE set a precedent by recruiting faculty with the promise that it could do publishable research, and that meant a lot of investment early on. This puts a large burden on the trustees to either give money themselves, or to raise large sums for SSE. They all come from the business background; they were involved with the business school, so perhaps one could argue that the trustees are still debating amongst themselves whether SSE is a good idea or not.  Or, at least a group among them feels that science can be real money drain with no short-term payoff, and I am sure this remains a subject of hot debate.

Administratively, the main issue is that of leadership. To run SSE, you need excellent leaders with great breadth of knowledge and experience in science research and teaching. The leaders must gain the trust and the respect of faculty, parents, students, and even government officials, because they have to interface with the government to get accreditation, funding, etc. They must also have the respect and credibility in the Pakistani academic community so that they can talk to their counterparts in other universities to show that SSE respects other institutions and wishes to bring everyone together as a community for mutual uplift. You need people at the top who do that job of being ambassadors and who really believe in it. But finding such leaders in Pakistan is very hard.

STEP: Just hard or impossible, at this point?

AA: It may be impossible.

STEP: Can’t you develop processes so that personalities become less relevant?

AA: I think it’s really hard to have well-impacted processes defined in fledgling institutions. There is just a lot of ad hoc stuff that you must do, and there is no precedence for what you may be trying to do. You can’t expect someone to come in and put in every conceivable process; it doesn’t work that way.  In new institutions, in my experience, you have to ‘wing it’, you have to improvise and much more importantly, you have to run it on enthusiasm more than on processes.  If the enthusiasm isn’t there at the beginning, people will just feel so fearful of their small numbers and the huge task ahead that they will slowly withdraw. So, you have to pump up a lot of enthusiasm in people; processes emerge in due course. This is why good leadership with relevant experience is important.

STEP: So, then, how can SSE make sure that it remains a strong institution without the kind of leadership you described?

AA: I think they have to become largely leader-independent. The faculty at LUMS is, on the whole, very sensible and mature. Their collective wisdom has to drive the institution, pretty much independent of who is at the top.  For example, if anyone sees a little conflagration coming up, it should be everybody’s business at LUMS to diffuse it.  That’s the only way to survive and I think there is some of that sense of ownership now developing. I think SSE’s Computer Science group, being large and having survived some adversities in the past, can point the way and say to the newly formed groups, ‘look, these little disputes or fears’ — and, by the way, all fighting within universities is over the most trivial of things  –  ‘have no basis and let’s remain focused on our bigger agenda’.

It takes a certain maturity and I worked pretty hard with the faculty to try to make them feel that as a group, as a collective decision-making body, they are very strong and that they can draw upon the traditions of LUMS — of resilience, improvement and excellence – and march on. I said to the faculty: name me the last three presidents of, say, Harvard University or some other famous university?  You won’t know them because they are in the background; what’s in the forefront is the faculty. I think they understand pretty well the need for this communal sense and shared responsibility. 

You see, Pakistani institutions are very fragile. Whether it’s a hospital or a charitable organization, they can fall apart when the right person walks away or dies or whatever.  Everything just hangs on a thread. We have to get beyond this; I mean, will the Edhi trust survive Edhi?

It shouldn’t be like that. Pakistan should take pride in its good institutions. People should say: here is an institution worth saving and we want it to get better next year, not worse. Those inside the institution should commit themselves; those outside it, the same. Parents should say, we want LUMS to get better regardless of who is it at the top, or whether its funds run out, because SSE is giving our children an opportunity we didn’t imagine was possible in Pakistan. People should say, look, of all the places in Pakistan doing science and engineering teaching and research, you guys are doing an excellent job, you must continue to do that; we are counting on it! That’s the kind of sentiment it takes to sustain an institution like the SSE.  But we have to be a little more mature as a society and understand that that’s how countries preserve their institutions. It takes a lot to keep these valuable things going.

STEP: But, a few years ago, a number of faculty members (around five) left LUMS. Do you feel that it has happened for the last time?

AA: I do not know all details, but I do have some idea of the problems that caused the departure. Basically, it was problems festering that were not tended to in time. When problems fester, they just get messier and messier. That is when leaders should step in and defuse the crises. But, I think these are inevitable growing pains in a Pakistani institution.

The important thing is that it should never happen again … because once is enough. This is why when I was at LUMS I told everybody to look at the mistakes of the past and pledge not to let them happen again… for the sake of the institution.  I very much hope that it was the last mass departure, because if the institution starts to hemorrhage its faculty, even if it loses just one or two people, things can unravel very quickly. And, that’s what I think everyone has to be on-guard for.

STEP: Final question on this topic of SSE: what is your advice to the people at LUMS?

AA: My message to the faculty at SSE is: you are the force, you are the institution. You are experienced, you are teaching at a world class university, you are doing great research in Pakistan, you just need to pull together and say, this is our institution, this is what we are fighting for and this is what we are building it for. You are the one who define this institution, and you will continue to bring fame to it. You are at the front-line, delivering a powerful tool (or, should I say, weapon) to the best of Pakistani youth to build a better future: a high quality, liberalizing, deep, higher education.

In part two of our conversation with Dr. Abidi, we talk about funding for higher education — can the current levels be sustained and why the industry is not investing more — and what Pakistanis abroad can do to help. So, stay tuned!

I’ve seen the transition from old to the new management. The old management (under Dr. Javaid Laghari) made SZABIST what it is today and the new management is making substantial improvements that were overlooked by the previous management. One example of these improvements is the attention (that the new administration is paying) to research and development. This will not only bring SZABIST to international university standards, but will also provide the nation with breakthrough technologies and solutions.

As a student, I’ve extensively benefited from the research and development work taking place at SZABIST. It gave me the opportunity to become an academician and utilize my potentials to the utmost. So, it would be naïve to say that SZABIST was dependent on Dr. Javaid Laghari, and in his absence the university would collapse. If SZABIST was a “one-man show”, as Dr. Usmani suggests, then it would have not survived, let alone thrived, after the departure of Dr. Laghari. It would have collapsed by now! But we don’t see any debris, do we?

Instead, we see SZABIST with multiple, diverse disciplines and fully functional R & D. The reigns of SZABIST are in the right hands and, insha’Allah, very soon some great projects from SZABIST will materialize, making this institution a novelty among Pakistan’s top universities.

Finally, I would like to make an earnest request to all the authors, journalists, essayist, columnist and such to verify information in their articles before submitting for publishing.

Jaya S. Loungani
Research Officer, MEPIC Study Center,
Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi

This is supported by theory with successful case studies and field evidence from around the globe. However, little attention and application has been advanced in Pakistan. In many ways, we remain stuck with the business model of the industrialized century: hide, confine, and protect knowledge to self, whether in the form of an organization or person.

Unfortunately, the internet will not allow this model to flourish for too long. Its inherent features of freedom, equality, and access provide new opportunities tailored to knowledge sharing, openness, and empowerment. Pakistan on the other hand has yet to face the realities of the internet dominant world, therefore protection still flourishes. This is due to the limited use and access of the internet to the public, catering only to a small fraction of the population base. But growth in usage and eventual overturn is inevitable.

The concept of learning through informal and open exchange is not new, it has existed throughout history but the integrated, accessible, and connected world has enhanced its coverage, scope, and influence over a wider audience. For example, it has been widely documented that clustered organizations outperform scattered ones, whether it is academia or any other industry. One of the core reasons for this is the spillover feature that interaction and social presence of firms and people is able to create, referred to as ‘untraded interdependencies’ by Steven Pinch and Nick Henry [1]. This is probably the most natural, indigenous, and localized form of learning to have existed over time, where people learn with and from one another. Its pedagogy may differ per region but the essence of interaction remains the same.

Similarly, open and integrated spaces are overtaking the old wave of cubicle, closed door and isolated office spaces. In Pakistan, we are still confined to the box. We need to take a leap and step outside our box of comfort — and our traditional business parameters.

Motor Sport

Let’s consider the success of ‘Formula 1’ as a learning experience. The culture is predominantly based on collaborative forms of learning and competition — an underlying condition to generate a degree of competitive balance between teams. Healthy competition is necessary to attract crowds — with financial benefit to the industry. This is a subtle feature that a one-sided outcome would not achieve. Although teasing to the traditional mind, competitive balance cannot be acquired through pure confinement and minimal exchange, as learning and new knowledge is regularly shared to maintain a degree of competition in the industry. Moreover, knowledge generation itself is a cumulative outcome of exchange between diverse viewpoints and cannot be optimized in isolation. In [5], Steven Pinch and Nick Henry show that minimal learning is attained through formal exchange in conferences or industry wide journals; passive at most. Active forms of learning are through physical presence in the pit stop, employee turnover, and social interaction.

Bill Taylor [2] of the Practically Radical says ‘the only sustainable form of market leadership is thought leadership…the most powerful way to demonstrate your position as a thought leader is to teach other organizations what you know — whether they are customers, suppliers, or even direct competitors’.

According to Dr Kaplan of Virgin Mason, ‘the more we educate, the faster we move as well.. By teaching others what we’ve learned, it forces us to keep learning’. The approach ‘is not to out-market the competition, but to out-teach the competition. Why? Because teaching creates a different kind of presence in the marketplace. It creates a higher sense of loyalty among those who learn from you. And it helps the company create not just customers for its products but an audience for its ideas — in the same way that famous chefs are willing to share their recipes so as to build a following for their overall approach to cooking’ says Bill Taylor.

Innovation and Technology

A major feature underlining Google’s creative and social success lies in its ability to respond to market need and create a new business model. The company predominantly relies on creating an environment fostering creativity through collaboration, interactivity, empowerment, and sharing rather than protection and storage of learning between few. In Pakistan, our mental and social colonization, under-utilization of capacity, and minimal pursuit of continuous learning, stemming from our education system — which does not seed features of lifelong learning along with other cultural factors — are probably some of the reasons underlying our attachment to the business model of the 20^th century.

Is lack of research a cause of our inability to innovate? At best, it is the surface of the cause and an outcome of the approach and mind set.

Is lack of human capital the cause? Not really: most potential does not attain its due worth. Most of the brightest graduates aim at attaining middle management jobs at multinationals — a core feature of structural dependency of the economy. There are various companies in Pakistan which are constrained by mindset rather than their ability or acumen — inevitably influencing the human capital it retains — putting in place a vicious cycle between cause and effect. These companies need to feel self confident — invest, cultivate, and subsequently envision human resource as their capital.

After all, the DVD as a product technology was created in the industrialized world, but was eventually replicated and mass production took off in the developing world. This did not mean that the industrialized world lost its power, infact it gained on the contrary, as the dependency on the industrialized world ‘to create’ further increased.

Academia and Research

The London School of Economics shares its public lecturers locally (in session) and internationally for free. This does not mean that the School is losing its market power or competitive edge. In fact the opposite is true. It is a tool used to create social power, generating the ‘wow factor’, and instilling a strong desire among students to be part of the process, another reminder of the knowledge driven future. Open Course Ware at the Massachusetts Institute of Technology and the recent advancement of Professor Sandel (Harvard University) to television underlines the case. The internet has changed the parameters of competitive edge in business.

Successful academia has started using knowledge to create tacit power, utilizing it as a tool to market and attract students — if you constrain exchange and dissemination, the internet will outpace you — use it before you become redundant.

The competitive edge of a university is maintained through the interactivity between students and faculty in and outside the classroom, the social, intellectual, and economic opportunities it provides, the presence of diverse viewpoints and mindset, and most of all the ‘chaos’ — creating avenues for ideas, learning, and breakthroughs.

An interesting example exists on how research is shared and disseminated. International firms such as Mc Kinsey and Company, Price Water Coopers, and Boston Consulting Group share some ideas, publications and analysis with the public for free (readily available on their website), utilizing it as a form of tacit marketing strategy. You would not find such information on most corporate websites in Pakistan. Similarly, universities and broadly faculty share and upload their publications and research articles online for free view. This reflects a social and intellectual mindset gaining precedence and force in the new generation of learning, a feature you would not find on websites of most organizations in Pakistan including many universities and research organization.

As the modern models of exchange evolve, thought leadership is social leadership, which reinforces economic and political leadership. Business models need to respond to changing times –– the year 2010 is much different from the year 2000. We need to envision the use of the new approach in Pakistan; take the step forward and overcome the innate fear. Lead and benefit, as many still remain plugged to the old business model.

The opportunity is there, and the dividends are for the taking. A wise man once said ‘the timing of decision is more important than the accuracy of choice’. The time is now!

Ali Sohail is an economist with a postgraduate focus in local economic development from the London School of Economics and Political Science. He is currently working on the development and launch of an interdisciplinary university in Karachi. The views expressed in this article are solely those of the author and do not necessarily reflect the views of STEP.

References

[1] Pinch and Henry (1998) Paul Krugman’s Geographical Economics, Industrial Clustering and the British Motor Sport Industry, Regional Studies, Vol. 33.9, pp. 815-827.

[2] Bill Taylor (2009) The Teaching Organization, Practically Radical, Harvard Business Publishing http://blogs.harvardbusiness.org/taylor/2009/11/companies_with_class_the_rise.html

[3] Cohen (2009) Morals Class in Starting: Please Pass the Popcorn, The New York Times http://www.nytimes.com/2009/09/26/arts/television/26sandel.html

[4] Michael Todaro and Stephen Smith (2003) Economic Development, Eight Edition, Pearson Education Limited

[5] Pinch and Henry (1998) Paul Krugman’s Geographical Economics, Industrial Clustering and the British Motor Sport Industry, Regional Studies, Vol. 33.9, pp. 815-827.

[6] Porter, M.E. (1998). On Competition. Boston: Harvard Business School Press.

[7] Porter, M.E. (1990). The Competitive Advantage of Nations. London, Macmillan.

As soon as I realized that I was going to graduate in Fall 2009, I started sending out my resume to prospective employers in Pakistan. I started telling the world, ‘Look, I am young, energetic, full of ideas, and I have a PhD. I would like to improve (almost) everything. Hire me!’ So, with a beard on my face and “all the single ladies” tone on my blackberry, I returned to my homeland with the hope that I would get my dream job in few days, and will live happily ever after. Little did I know that what would follow was a time to make tough decisions and to re-explore the definitions of “higher education” in Pakistan.

I traveled to 13 cities, appeared in 35 interviews, and received 26 job offers. Academia, private companies, government organization, and NGOs — I explored every opportunity that I could. The majority of my interviews were at universities, and this is what I would like to share here.

For me, a university needs three things to survive and progress: teaching, institution-building, and research. I believe that everyone in Pakistan is doing a decent job in teaching. Of course, some are better than others and there is always a room for improvement but thanks to HEC’s syllabus recommendations, at least we know what we are supposed to teach.

There is a gap in institution building. Most universities in Pakistan are dependent on one person; if that person was removed, the whole institute may collapse. For example, what comes to your mind when we say Dr. Javed Leghari, Dr. Arshad Ali, Dr. Wahab, and Dr. Naveed Malik? SZABIST, NUST SEECS, MAJU, and Virtual University. We need to produce clones of these fine individuals – a lot of them – so that the institutions can survive for the next 100 years, and more. But, I don’t find myself educated or experienced enough to play that role as yet. I was just a student a few weeks ago and now, all of a sudden, I am an “expert” on everything? I totally disagree.

For now, I want to do research, and write proposals for funding. Very few people in Pakistan are correctly doing that, and I want to add value in that area. I also wanted to join an institution that gave me ample time to work on my projects. That means having a reasonable teaching load and limited administrative responsibilities.

There are several other interesting problems that one has to face after coming back to Pakistan. For example, during my interview process, the registrar of a well-known university told me that I would have more value if I had graduated from Karachi instead of Khairpur, and if I was born in Karachi instead of Sukkur. In another instance, my interviewer told me that I can only publish in HEC-recognized journals in ‘W’ category (I have no clue what that is), and everything else is useless. I tried my best to explain to him that we have quite a few reputable conferences in computer science, with the acceptance rate as low as 5%, but he wasn’t ready to listen. He told me that if I don’t have an Impact Factor of at least 5 (again, based on HEC recognized journals’ list) I won’t qualify for “HEC-approved PhD Supervisor” and he won’t hire me.

Government organizations have a totally different hiring style. You have to get an application form from a particular officer, fill-it-out with black ink, make 7 copies, attach 9 photographs and 8 CNIC copies duly signed and attested by a first class magistrate in the city court, and submit it via postal service with the demand draft of Rs 200! Well, I do not have patience to do all that, so I gave up after applying to a few places. Another issue with the government organizations is the salary package and the only perk they usually offer is the “permanent” position.

Private universities offer high salaries and good incentives packages; smaller universities pay the highest amount. For example, a fresh PhD can get an excellent salary package and directly become an associate professor (skipping the assistant professor position) or even the Head of Department somewhere in rural Punjab or interior Sind. The salary is between Rs 40, 000 and Rs. 80, 000 for Masters, and Rs. 80, 000 and Rs. 200, 000 for PhDs. Universities with good working and research environment usually pay far less from what you can get at a relatively new setups.

The problem I had with small private institutes is twofold: first of all, they have totally unrealistic expectations. They think that after returning from the U.S, you have a magic stick that can use to turn their institutes into LUMS in no time, and you alone can do all the work. The second problem is one’s personal and professional growth. There is very little hope of doing original research after being bombarded by unprofessional and entirely commercial interests of the management. In one instance, my employer told me, that he is not hiring me to teach, or “do some research that [he] cannot understand” because he had several “low-salary individuals who can do that.”

The teaching load in most of the universities is another issue. In one instance, I was requested to teach 12 credit hours per semester (4 courses), be an advisor to a batch of 113 students, be the convocation manager, and I was expected to spend 40% of my time on administrative work.

After going through this prolonged exercise, I came to the conclusion that there are very few places where I can work while surviving the reverse cultural-shock; places that offer a good working environment, have professional ethics, and understand the needs of a young researcher. GIK Institute turned out to be a good choice for me. GIKI makes landing very smooth for returning scholars. Pay is good, and teaching load is very reasonable (two courses every semester and summer teaching is optional). Perks include a free 5-room luxury apartment, schooling for kids, medical center, including the cost of diagnostic tests and medicines, internet, campus-wide telephone, and house maintenance (you will know how big a blessing it is when you have to find a plumber in Karachi). The location has its own charm; pollution-free environment and a quiet and secure campus. Furthermore, there is a lot of space for your own research lab. GIKI also gave me a seed funding to start my research center. So, for me, GIKI turned out to be the best choice. For others, especially those who might have their homes in major metropolitan cities and don’t have to pay a hefty monthly rent, other universities may be a good option as well.

While I am learning the ropes of my new job, I would like to leave the readers outside Pakistan with one request: In the end, this is our country, it deserves to be better, it can be better, and we will make it better. Please return to your homeland. We need a lot of you to synergize our efforts for a prosperous Pakistan. Amen!

Dr. Zeeshan-ul-hassan Usmani is an assistant professor in the faculty of Computer Science at the Ghulam Ishaq Khan Institute of Science and Technology. The views expressed in this article are solely those of the author and do not necessarily reflect the views of STEP.

In an effort to enforce quality, the HEC recently announced that they would not recognize PhD degrees awarded unless the recipient manages to score a 40 percentile on the GRE subject test at the time of admission to the graduate program, reported here. This is a revision of HEC’s earlier policy, announced four years back, that the GRE subject test must be cleared before submitting the thesis. The announcement has proven controversial among PhD instructors and their students.

The controversy spilled over in Quaid-e-Azam University (QAU), where the QAU syndicate and the QAU academic council are split over the issue (reported here). Dr. Sohail Naqvi, Executive Director of the HEC, was challenged by protesters during his visit to the QAU campus. Prof. Pervez Hoodbhoy, the chairman of the Physics department at QAU, supports the initiative by the HEC and recently wrote in its defense; we have shared his article here.

So, should PhD students need to clear the GRE before being awarded their PhDs?

We posed these and some other questions to Sara Chak, a Developmental Therapist working in the Developmental Pediatrics Department at the Children’s Hospital, Lahore. Sara has a Masters in Special Education from Punjab University and has been working with special children for the last six years. Currently, she works with the parents or guardians of children with special needs.

STEP:The Special Education system relies on the detection of disabilities in infants and young children. In Pakistan, how advanced is the system of detection of disabilities which would lead a child to be described as having special needs?

Sara Chak: Most disabilities such as Down Syndrome, Cerebral Palsy, bone defects, and epilepsy are identified at birth and most hospitals in Pakistan currently have an advanced system of assessing newborns for these conditions. Some disabilities, such as visual and hearing impairments, are diagnosed later on in the child’s life, but again the pediatric departments of most hospitals have the resources to perform tests to diagnose these disabilities. The problem, of course, lies in the fact that most children in Pakistan, are not born in hospitals. Traditional midwives are unable to assess newborns for theses disabilities and thus their detection is delayed, sometimes indefinitely.
One area of assessment where Pakistan lags behind is the psychological testing of those with visual or hearing impairments. Currently no institution in Pakistan currently provides tests for the intellectual assessment of these students, which hinders the academic progress of these children.

STEP: What is the next step taken once a child with special needs has been identified?

SC: This depends on the institution the child is taken to by his or her guardians and the recommendations of those they consult, usually the doctor who diagnosed the disability. Here at the Children’s hospital we have two learning centers: the two-hour learning center and the four-hour learning center. The two-hour learning center is mostly for children under the age of five, where each child is taught on a one-on-one basis. Apart from teaching the child, the teacher focuses on preparing the child to work in a group environment. In the four hour learning center, group teaching sessions take place everyday. These are continued as long as we feel that the child is benefiting from them. Once we feel that the child has reached his or her learning potential, we guide him/her through an occupational placement program. In this process, we help the child figure out a skill he or she would like to learn and one which we think the child is capable of doing. We refer him/her to vocational training institutes for people with special needs. Thus our aim is to make him/her an independent member of the society.

STEP: What kinds of jobs do these children usually end up with?

SC: All kinds. Traditionally, they went to vocational training centers to learn embroidery, woodwork, etc. But, recently two of my students trained to work at fast food restaurants and are currently working as part of the service staff at these restaurants.

STEP:Which other institutions are currently providing Special Education?

SC: Currently there is mixture of institutions. There are government-run institutions, non-governmental charity organizations, and private institutions. But the number of such institutions is not enough to cater to the demand. And these institutions are usually concentrated in the urban centers of Pakistan.

STEP:What major changes do you think are required in the Special Education sector?

SC: Firstly, I think the training of special education teachers needs to be altered. Currently in Pakistan the only degree offered in Special Education is a Masters degree. No other degree or diploma even has Special Education in its syllabus. In my opinion, Special Education should be introduced as a subject as early as possible. In other countries it is offered as a high-school level subject. For example, Special Education is an O-Level subject but this is not offered to students in Pakistan. The B.Ed degree that most teachers have should certainly require that the holder have some training in dealing with special children. A two-year course is not enough for a person to learn the intricacies of dealing with these children and making special education part of the B.Ed degree would increase the pool of teachers available to teach at Special Education institutions. In fact, if the society as a whole is to learn to accept and include those with special needs, we need to introduce the concept of special needs to children at a primary or secondary school level.

The Masters degree itself needs to be extended to a three year program and should include a year long mandatory internship. Currently, this internship is only a few months long and in my opinion this just isn’t enough. Teaching Special children is a skill best learned in an actual school, and thus greater on-field experience is needed to improve the quality of the graduates.

Secondly the institutions themselves need some changes in the way they are run. It is sad to see when the government offers excellent resources for Special Education but nobody knows how to use them. An example of this is the automatic Braille translation machine. Many institutions have them but they are not being used to their maximum potential. While they could be used to automatically translate large amounts of important material, very few people know how to use them leading them to be used marginally for manually translating text. Teachers are not taught how to operate them, it is a mechanics job to do so. Thus either teachers should be trained how to use these resources or trained personnel should be available to them.

Teachers themselves should pass through a vigorous screening procedure. Due to the mentioned lack of training in special education, most teachers in these schools have no experience or qualifications in teaching Special Children. Thus they have very little knowledge of their physical, psychological, or emotional needs. Another change which is happening on a global level but will take time to be implemented in Pakistan is the elimination of Special Education institutions altogether. Mainstreaming has almost completely replaced Special Education institutions in the developed world. Laws are in place which allow no school to reject a student on the basis of a disability. This way every school has to be prepared to handle a child with special needs. The structure of the schools needs to be such that allows special children to maneuver easily, they have teachers trained to deal with these children and other resources such as special computers and books are available in all schools. The idea of isolating these children is no longer morally or socially acceptable.

STEP: Could you elaborate on the concept of mainstreaming. Has this been adopted by schools in Pakistan?

SC: Mainstreaming defies the idea that children with special needs need to be segregated from other children. There are many benefits that come with doing this. First of all the special child does not feel isolated from the society. This makes it easier for them to become contributing members of the society. By segregating these children we only encourage their role as social outcasts. At this point, some private schools do admit children with special needs but in my experience, the facilities they have are far from satisfactory. They usually allocate a separate room for these children which nullifies the purpose of mainstreaming altogether.

STEP: An advantage of mainstreaming would be the wider acceptance of people with physical or mental disabilities in society. How far do you think the lack of this acceptance is a problem currently?

SC: This is a huge problem in Pakistan. As a therapist, I deal with special children everyday who are intentionally or unintentionally hurt by strangers, peers, and even their own family members. For example, those with visual or hearing impairments are often dealt with as if they have a mental disability, hampering their academic and social development. Even family members are guilty of ridiculing these children. A common example is that of children with Down Syndrome. They are often highly excited by music and can’t help moving enthusiastically when music is played. Family members will use this “trick” to entertain themselves and play music at odd times knowing the child will not be able to restrain himself from dancing. This ridicule has deep repercussions on the child’s development. We need to become mature as a society and learn how to deal with those with special needs in an accepting and respectful manner.

STEP:What are the opportunities available to people with special needs in higher education?

SC: Most universities do not discriminate against applicants because of their disabilities. I know for a fact that there are students with disabilities studying in GCU and FC College. But the number of such students is few. You have to understand that even though there are opportunities available to students to gain higher education, very few have access to good quality primary and secondary education which would make them eligible for higher education.

STEP: Ending on a positive note, could you mention some of the success stories of Special Education in Pakistan?

SC: A major positive step taken by the Musharraf government was to open the CSS examinations to those with special needs. They were allowed assistance in the examination and thus the civil service has now been opened to these people. This is a major step in the right direction since it proves that with the right assistance, those with special needs can be as contributing members of society as those without.

Rising Sun Institute, LRBT, Children’s Hospital are examples of special education institutes that are making a difference. STEP would like to laud their efforts and encourage readers to contribute to institutions like these which are providing education and training to those with special needs in any way they can.

Kabhi kabhi to humaray zayhen main aisay khayal aata hay keh agar Zardari ki baytee Swat main parhti to shaid school bund hee nahein hotay”

It was a homerun less because of what was said, but more because of who said it. It was the same Malala, daughter of a very brave father, who had stood in front of national press, right in the middle of a boatload of Taliban fighters in Swat, and asked the Taliban why girls like her were not allowed to attend schools. Her father had covertly continued classes for 5th and 6th grade girls in his school even after Taliban in Swat had decreed that girls not be educated beyond 4th grade. Now, she had turned the tables and asked why the powers-that-be had allowed the situation to become so bad?

Malala’s zinger poses some deeply troubling questions about not just the sorry state of our education system, but also about who we really are as a nation. These are difficult, perhaps intractable, political questions which are outside the scope of this blog. What is within our scope, however, is “eliticization” of our education system, which is quite obvious to anyone who cares to look.

Pakistan is a country of great contrast. From the great plains of southern Punjab to the sky-high peaks of the Himalayas, the country is home to stark contrasts of geography, culture and economy. What does not get talked about enough, however, are the contrasts in our education system. In this Information Age education is the great equalizer. Or so it is said. But, how can education be an equalizer when just a few miles from where Capital Talk was being taped, the International School of Islamabad (ISoI) charges annual fee of more than $16,000? I do not know how much Malala’s father earns in a year, but if he makes what an average Pakistani does in a year, which is under $900, then he would have to save 100% of his income for 18 years before he can afford to pay for just one year of Malala’s 6th grade education at the International School. In all likelihood, the fee at ISoI would have gone up by then!

This problem of exorbitant fees and the resulting elitism in the educational landscape is not limited to the likes of International School or to primary and secondary education only. In higher education, consider the example of Lahore University of Management Sciences (LUMS). LUMS has been the leading business school in at least the northern half of the country for over two decades now, and has developed a reputation of being an “elite’s” school. The label is not wholly without merit. After all, this is a school where the annual tuition (for the recently opened School of Sciences and Engineering) is over Rs. 400,000 – almost 6x the average annual income of a Pakistani. Just as a comparison, even the most expensive universities in the US have tuition rates that are in the same range as the country’s average annual household income, i.e., $40,000 to $50,000 per year.

It is true that schools like LUMS’ SSE offer generous financial aid and need-blind admission. And, perhaps, it is also true that the kinds of finances needed to run a state-of-the-art facility in Pakistan requires these tuition levels. In short, it may well be true that the kind of education that these schools want to impart requires the kinds of tuition that they demand. But, what is equally true is that when these schools decide to operate far beyond the reaches of ordinary citizens of this country, then they also bear an awesome social responsibility. It is not enough to provide limited number of scholarships to students that make it in the door, simply because millions of students can never get the kind of primary and secondary education needed to get their foot in the door. It is no accident, after all, that three quarters of SSE’s first batch of students came from schools that follow the Cambridge system, not the local FSc system. To me, scholarships and/or financial aid is what I would expect from any institution of higher education, regardless of the social context in which it operates. In Pakistan, educational institutions MUST do more.

The responsibility for “doing more” falls heavily on institutes of higher education for two main reasons: first, by virtue of their position atop the education pyramid, these institutes dictate what good and well-rounded basic education means, so their actions, and their example, can lead to a realignment of priorities throughout the basic and secondary education system. Consider for a moment, how, say, the Beaconhouse School System would have to re-design its secondary education programs if the top-tier universities in Pakistan announced tomorrow that they would be looking at “an applicant’s demonstrated ability and interest in community service”. I think it’s safe to say that it would bring about a paradigm shift, perhaps not instantaneously but certainly in the longer run. Second, these institutes rightly claim to be the breeding grounds of tomorrow’s leaders. In fact, that’s their core selling point. Another way to say this is that, these institutions are the last pit-stop before the top-crop of the society is sent off to the races – for power, influence, wealth and recognition. The years that these students spend at the universities have a profound effect on the choices that they make once they enter their professional lives. What could be a better way to influence their priorities than by exposing them to the ugly realities and shameful inequities of life around them?

Schools like LUMS, Agha Khan University, Ghulam Ishaq Khan Institute and other elite private universities, therefore, have the twin responsibility of inculcating a strong sense of social responsibility among their students, staff and faculty, and uplifting the educational standards in the world outside their boundary walls. Both of these ought to be among the core components of their mission, and not just footnotes to it. While each university can come up with its own creative ways to fulfilling these responsibilities, following is a first attempt at some concrete proposals to make this happen:

• Each of these universities should establish an Office of Community Service whose aim should be to conceive, facilitate and execute university-wide community service programs. This is important because, while student organizations can do a lot on their own, an office like this provides continuity, basic organizational infra-structure and, most importantly, institutional memory to effectively and perpetually execute good programs. This doesn’t have to be a large bureaucracy; it can be something as simple as a single mid-level staffer who coordinates work of various student bodies and brings faculty into the loop by offering them small, and focused tasks.
• Service-learning should be made an integral part of the curriculum, and a program requirement for 4-year undergraduate programs. Summer internships following the freshman year can be used for this purpose. Students can, for example, be offered to tutor at low-cost tuition centers for metric and FSc students, or intern at NGOs, or organize and execute fund raising activities for university’s community service programs and other non-profit organizations.
• Universities can also “adopt” low-cost private schools and assist them in improving their standard of education. Training teachers, hosting co-curricular activities on university premise, and organizing field trips for students can all be part of this “adoption” package.
• Finally, society has given universities a unique power: the power to bestow honor upon people, primarily by granting individuals prestigious degrees for their academic achievements. But universities can also leverage this power to honor and highlight individuals who do the greater good. Unfortunately, NGOs and those who work for them often do not get the respect that they deserve. Universities can lead the way in transforming these social attitudes by bestowing honors and recognition upon these individuals. By doing so, they would be pointing a way to respect and recognition in the society that is different from the usual route through the corridors of power and wealth. A simple way to do this could be to invite people who work for the greater good to give commencement addresses and keynote speeches. Surely, they are better role models for our youth than the default option – the rich and famous.

Of all the things that watan-e-aziz needs, it needs nothing more than good men and women who see the world through the eyes of the common man, have the tools to make it a little better for everyone, and are cognizant of their responsibility of doing so. And, it is at our elite universities that all these ingredients can best be combined so that we can begin to answer Malala’s questions. And, if we don’t, Malala might ask: why can’t she go to the same school as President Zardari’s daughter after all? The lottery of womb? Something tells me it won’t be a compelling answer for this smart young lady.