Curriculum Vitae_Dr. Amjad Ali Arain
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Curriculum vitae
Amjad Ali Arain
71000 Hyderabad Pakistan
Tel : +92 (0)321 3089387
Email : amjad.arain@yahoo.com
Date of Birth 15/12/1974 CNIC No. 41303-1543007-7
Nationality:- Pakistani Domicile:- Sind
Research Areas
Economics of education
Evaluation of learning and acquisition
Higher education and international organizations
Internationalization of Higher education
Teacher education
Quality and quality assurance
Inequalities in education
Concept education
Educational research
Education
Ph.D. (2011)
M.S. (2009)
M.S. (2008)
M.A. (2006)
M.Ed. (2002)
B.Ed. (2001)
M.A. (1998)
B.Sc. (1995)
University of Burgundy, Dijon France
Education
Title: Higher education in Asian countries and the role of
international organizations in its development: a comparative study
University of Burgundy, France
Science of Economics (Law, economics and management)
University of Burgundy, France
Science of Education and training (Research)
University of Sind, Pakistan
English
University of Sind, Pakistan
Psychological testing, Guidance and research in education
University of Sind, Pakistan
Education (Chemistry and Zoology) (Gold Medal)
University of Sind, Pakistan
Muslim history
University of Sind, Pakistan
B.Sc. (Natural Sciences)
2
Certificates
2012 International Islamic University Islamabad
Qualitative analysis of data through NVIVO-9
2011 University of Burgundy, Dijon France
Directing a Research and Development (R&D) Project
2011 University of Burgundy, Dijon France
Programming and analysis through “R” Language
2011 Module l’écriture Scientifique, UB France
Use of MS-Office 2007/2010 in research project
2010 UNESCO Bangkok Office Thailand
ICT in Education Module-I
2009 University of Burgundy, Dijon France
Website designing and development
2009 University of Geneva, Switzerland
Data Analysis in Social Sciences
2008 University of Burgundy, Dijon France
“Diploma in French Civilization”
2008 University of Burgundy, Dijon France
“Diploma in Spanish Language”
2007 CAVILAM, Vichy France
“Diploma in French language”
Distinctions and prizes
2011 - Research prize, JMBF17th
journée du savoir Dijon France
2010 - Elected as a Representative of Doctoral Students (RDS) at IREDU University
of Burgundy, Dijon France
2009 - Finalist for International Wise Awards , http://www.wise-
qatar.org/content/2009-finalists-0
2009 - Research prize, JMFB 15th
journée du savoir Dijon France
2007 - Award of Scholarship for Ph.D., from HEC Pakistan
2006 - Academic Committee Member, B.I.S.E., Hyderabad Sind
3
2005 - Qualifying Sind Public Service Commission Examination
2000 - Gold medal in B.Ed., Faculty of Education, University of Sind
Professional experiences
Asst. Professor International Islamic University Islamabad
(from January 2012 to this date)
Internship UNESCO Bangkok office Thailand, 2010
Visiting Lecturer Faculty of education, University of Sind
Deputy District Officer Ministry of Labour Transport, Industries and
Commerce, Government of Sind (2006 to 2007)
Principal Jinnah Mission High School, Hyderabad Sind Pakistan
(from 1997 to 2006) Nine years
Social roles
Representative Doctoral students’ representative, IREDU Université de Bourgogne, 2009-10
Vice president VéloCampus, Dijon France
General Secretary Hyderi Educational Society Hyderabad Sind Pakistan
General Secretary Sabri Citizen Community Board Hyderabad Sind Pakistan
Member Amnesty international , UK
Member Association Francophone d’éducation comparée (L’AFEC)
Member Génération Campus, Burgundy University
Computer related Competencies and skills
Office software
Ms office, Open office, Power Point, Coral Draw, InPage
Data analysis software
Excel, R, SAS, SPSS, NVIVO-9
Other Skill
Use of internet and web based tools
Webpage designing, Multimedia
Apple and Microsoft applications
Language Competencies
English
French
Arabic
Spanish
Punjabi
Sindhi
Urdu
4
Social/ educational development Projects
2006 – Creation of Sabri Citizen Community Board Hyderabad
1997 - Establishment of Jinnah Mission high School Hyderabad Sindh
1996 – Creation of Hyderi Education Society Hyderabad in 1996
Articles/ publications
1. Arain Amjad. (2011). Peril, prospect and less developed countries’ dilemma: quantity or
quality in higher education? Book chapter- Higher education quality: Assurance and
assessment. University of Punjab.
2. Shah A., Sarwar A., Arain Amjad, (2012) Does Higher Education System of United
Kingdom Produce Enough Graduates?, Archives Des Sciences, Vol 65, No. 5;May 2012
(impact factor 0.474)
3. Arain Amjad., Chevallier T. (2012). Paradox of gender imbalance: Why do female
graduates have low entry rate in the job market? (submitted to International Journal of
Academic Research, 9-07-2012)
4. Arain Amjad, Jafri S., (2012). Solving the Female youth unemployment problem in
Pakistan (submitted)
5. Jafri S., Arain Amjad. (2012). Assessment of instructional objectives of Physics
papers: cognitive development at secondary level in Pakistan
6. Arain Amjad., (2012). Early childhood learning: helping children to cope with the
anxiety of assessment and evaluation (submitted)
7. Arain Amjad., (2012). An appraisal of the World Bank role in the development of
education in Pakistan with a focus on higher education
8. Does autonomy favour efficiency of higher education institutions? (submitted)
9. Ready for tomorrow? A glance at Education in the Islamic world with a focus on
higher education. (submitted)
10. The impact of teacher wages on the performance of students: an evidence from PISA”
( submitted)
5
Projects submitted to HEC for Funding
Project-1
Principal investigator (Dr. Amjad Ali Arain)
Entrepreneurship education at university level in Pakistan: trends, challenges and
opportunities
Project-2
Principal investigator (Dr. Amjad Ali Arain)
Promoting Peace Education at School level: perceptions, practices and possibilities
Research Projects
Project for doctoral degree
Higher education in Asian countries and the role of international organizations in its
development: a comparative analysis
Project for Master Degrees (Law, economics and management)
Role of IGOs in the development of higher education in South Asia.
Projects for Master Degrees (Education and training)
Impact of teacher qualities (Salary, experience, education) on the performance of
students: evidence from PISA.
Papers presented in Conferences
2012 Spain (Barcelona)
o Early childhood learning: helping children to cope with the anxiety
of assessment and evaluation (travel grant not released from HEC)
o (IMH International Conference on Mental Health, IIU, Islamabad)
2012 Pakistan (Islamabad)
o Use of assistive technology in teaching students with learning disabilities
(IMH International Conference on Mental Health, IIU, Islamabad)
2011 France (Dijon)
o Role of international organization in the development of higher education in
Asia (Journée "Jeunes chercheurs" du RESUP 2011 http://iredu.u-
bourgogne.fr/toute-lactualite/actualites-externes/227-journee-jeunes-
chercheurs-du-resup-2011.html)
2011 Spain (Madrid)
o Expansion of quality assurance mechanism in South Asian higher education
(INQAAHE conference) (http://www.inqaahe.org/madrid-2011/presentations )
2010 Thailand (Bangkok)
o Paradox of gender imbalance: the human capital development and graduate
labor market (14th UNESCO-APEID International Conference : Education for
6
Human Resource Development
http://www.unescobkk.org/education/apeid/apeid-international-conference/14/
2010 Pakistan (Lahore)
o Peril, prospect and less developed countries’ dilemma: quantity or quality in
higher education? (3rd International Confernce on Assissing on Quality in
Higher Education http://www.icaqhe2010.org/ )
2009 Pakistan (Mirpur Khas)
o An appraisal of the World Bank role in the development of education in
Pakistan: a focus on higher education (presented in Sindh University conference)
Conferences Attended
2011
UNESCO Forum- Rankings and accountability in higher education: uses and misuses
( UNESCO Headquarters, Paris France)
2010
14th UNESCO-APEID International Conference : Education for Human Resource
Development, Bangkok Thailand
3rd International Conference on Assessing on Quality in Higher Education, Lahore
Pakistan
2009
Global Education: Working Together for Sustainable Achievements (World
Innovation Summit for Education, Doha Qatar)
World Conference on Higher Education, UNESCO, Paris France
Regression analysis in Sociology of Education (L’analyse de régression en sociologie
de l’éducation. Geneva Switzerland)
Contributions methodological limits of international surveys in education (Apports et
limites méthodologiques des enquêtes internationales en éducation Geneva,
Switzerland)
La maternelle: Une clé pour l’insertion scolaire et sociale (Dijon, France)
Les 26ém journées de microéconomie appliquée (Dijon, France)
32rd colloque international de AFEC “Orientation et Mondialisation” Dijon France.
2008
Higher education and job markets (L’enseignement supérieur et les marches du
travail) Université de Bourgogne Dijon France
Future conferences (proposal/ papers to be presented)
September 2012 (Sarhad University)
o Cultivating peace in the mind of new generation through education:
perceptions and practices
September 2012 (Sarhad University)
7
o The quantitative expansion and investment trends in higher education in South
Asia
November 2012 (Istanbul Turkey)
o Mobile phone to bridge gender gap: A mean to promote accessibility and
equity in education
November 2012 (UNESCO, Bangkok)
o Innovative practices in teaching: how can a teacher promote the idea of living
together?
November 2012 (UNESCO, Bangkok)
o Personalization and customization of learning to live together through
integration of ICTs in education.
Seminars and Workshops Conducted
2012-06-19
o Teachers’ training workshop on “AV Aids and Education: making teaching
effective” Federal Government Cantt Garrison and AP school Hyderabad Sind
2012-06-22
o Teachers’ training workshop on “Making Teaching effective: methods and
techniques” Federal Government Cantt Garrison and AP school Hyderabad.
2012-05-10
o Teachers’ training Seminar on “Child Development and learning : Study a
child to teach a child” at Minhaj Tehfeez-ul-Quran and Islamic centre
Rawalpindi
Countries visited
My visibility on the Internet
http://iredu.u-bourgogne.fr/equipe/doctorants/101-ali-amjad.html
http://www.inqaahe.org/admin/files/assets/subsites/13/documenten/1302874372_expa
nsion-of-qa-mechanism-in-south-asian-he-amjad-ali-arain.pdf
http://www.unescobkk.org/education/apeid/apeid-international-conference/14/papers-
and-presentations/
http://u-bourgogne.academia.edu/AmjadAliArain
Austria
Belgium
Czech Republic
Denmark
France
Italy
Germany
Holland
Hungry
Monaco
Norway
Qatar
Saudi Arabia
Spain
Sweden
Switzerland
Thailand
United Arab Emirates
UK
Vatican City
8
http://www.icaqhe2010.org/list_speakers.html
http://pakfrance.brighterplanet.org/
http://www.cavilam.net/annee-2007/juin-2007.html
http://ideas.repec.org/f/par275.html
http://pk.linkedin.com/pub/amjad-ali-arain/2a/376/40a
http://amjadarain.wordpress.com/2009/05/26/education/
http://www.getcited.org/mbrz/11134715
http://iredu.ubourgogne.fr/images/stories/Documents/Colloques/Resup/Resup_2011/pr
ogramme_resup_2011_2.pdf
http://pk.linkedin.com/pub/dr-amjad-ali-arain/30/337/9a5
http://ideas.repec.org/f/par275.html
My visibility on media
Radio interview FM 105 Schal Hyderabad, 20November 2011 by Aslam
Channa
Radio interview, Radio Pakistan (Hyderabad) 22 November 2011 in Bazm-e-
Talaba by Muhammad Hussain (senior producer, )
Career Plan
To contribute to the pool of knowledge through research and human capacity
development
To promote quality education institutions in the rural areas
To work for the development of higher education at national and international levels
Reference person
Contacts will be provided on demand
9
Complement of the CV
Professional experiences
Internship UNESCO Bangkok office, 2010
Responsibilities
To establish communication with the stakeholders
To organize activities
To study APEID role in higher education
Competencies and skills gained
Managerial and organizational skills
Interactive communication
Information organization
Presentation skills
ICT utilization
Visiting Lecturer Faculty of education, University of Sindh
Responsibilities
To impart knowledge and competencies to Master level students
Competencies and skills gained
Interactive teaching skill
Course management skill
Content mining
Quality development
Deputy District Officer Ministry of Labour Transport, Industries and Commerce,
Government of Sind, Pakistan
Responsibilities
To administer the office, to implement of labour laws, to protect labour
rights, to inspect the workplaces, to conduct the surveys, to give
recommendations to the ministry
Competencies and skills gained
Administrative skills
Bureaucratic competencies
Data collection and survey skill
Analytical approach
Public dealing and situation handling skill
Principal Jinnah Mission High School, 71000 Hyderabad Sind Pakistan
Responsibilities
To run the school management, to supervise the process of teaching and
evaluation, to develop pedagogical competencies in the teaching staff,
to develop new techniques of effective learning, to assist the teachers in
helping disadvantaged students, to guide and counsel to teachers as well
as students, to deal and communicate with the parents, to organise the
activities and competitions.
Competencies and skills gained
Organisation management and supervision skill
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Human behaviour controlling and conditioning skill
Budgeting and resource management skill
Teaching and training skill
Social role
Representative Doctoral students’ representative, IREDU Université de Bourgogne
Responsibilities
To participate in the meeting of scientific council, to link doctoral
student and faculty administration, to solve doctoral students’ problems
and to accommodate the new entrants
Competencies and skills gained
Communication skill
Vice-president VéloCampus, Dijon France
Responsibilities
To promote environment friendly and healthy mean of transport, to bear
and represent the office, to launch new programmes, to frame policies
Competencies and skills gained
Programme and policy designing skill
Resource management
General Secretary Hyderi Educational Society Hyderabad Sind Pakistan
Responsibilities
To work for the promotion of education, to launch new education
programmes, to help in designing and implementation of policies
Competencies and skills gained
Planning and policies designing skill
Programme implementation and evaluation skill
Resource management skill
General Secretary Sabri Citizen Community Board Hyderabad Sind Pakistan
Responsibilities
To work for the community development, to make and implement
projects, to generate and utilise the resource
Competencies and skills gained
Project development and management skill
Member Association Francophone d’éducation comparée (L’AFEC)
Member Génération Campus, Burgundy University
Projects submitted to HEC
Project-1
Principal investigator (Dr. Amjad Ali Arain)
Entrepreneurship education at university level in Pakistan: trends, challenges
and opportunities
11
Project Summary
Entrepreneurship education is important because it enables graduates to become economically
active, and to contribute effectively in the socio-economic development of the country
through venture. Thus entrepreneurial skills development, at university level, is of great
importance both for students and society. Pakistan has a huge pool of human capital but the
overall economic productivity of the nationa is very low due to lack of knowledge, skills and
competencies. According to Education Policy 2009, the education that is being provided at
schools and universities is not fully responsive to the market demands. Graduates from both
public and private schools and universities are not well equipped with the sufficient
knowledge and business skills to become self-employed or to start their own venture. This
problem can be solved through entrepreneurship based vocational and professional education
at school and university level.
Higher Education Commission (HEC) and concerned ministries have been encouraging
universities and degree awarding institutions to promote entrepreneurship education.
Universities have shown a mixed response to this change. This study has planned to
investigate: How are universities developing entrepreneurial and business skills in students?
How are universities integrating entrepreneurship education in different disciplines? What
types of challenges are being faced by universities? What are the students’ perception, attitude
and inclination towards entrepreneurship education?
For this purpose, an explanatory research has been designed. A purposive sample of
universities and Degree Awarding Institutions (DAIs) will be drawn from Islamabad and
Rawalpindi. Both qualitative and quantitative data, through questionnaires and interviews,
will be collected from heads of the departments and students studying universities and DAIs.
The data will be analyzed through SPSS and NVIVO 9 software and conclusions will be
drawn. This study will also find practicable solutions to bridge the existing gap.
Project-2
Principal investigator (Dr. Amjad Ali Arain)
Promoting Peace Education at School level: perceptions, practices and
possibilities
Project Summary
Today peace is under attack in many parts of the world. States and societies have been
struggling hard to protect, promote and preserve peace but the desired objective could
not be achieved despite the use of enormous money and might. The case of Pakistan is
not much different. As peace is one of the most desirable elements in every society so
the demand for cultivating of peace in the mind of men is rising to make the world a
safer place for the new generations. In this regard education can be an effective mean
to bring a durable peace in the world. According to The Universal Declaration of
Human Rights, Article 26, the principal objective of education is to develop human
personality, to strengthen respect for human rights and fundamental freedoms through
promoting understanding, tolerance and friendship. Cultivation, promotion,
preservation of culture of peace through education is very important in the present
world. With the passage of time the importance of peace education is increasing and
today all societies feel its need ever before. The fundamental concepts of peace
education are: respect for self and for others; and social skills and behavioural skill
(UNESCO, 2008). In many societies the idea of Peace Education is gaining popularity
and it is being integrated in the curriculum and the Peace Education is being aligned
12
with the societal needs. In Pakistan as well government has laid stress on the teaching
of “Peace Education” at school level. The National Education Policy 2009 has given
the clear guidelines for teaching of Peace Education and related reforms in curriculum
and teacher training programs accordingly. This research study has been designed to
investigate; how curriculum, teachers and teacher training institutions have
incorporated peace education in response to the Education Policy 2009.
Projects
Project for Ph.D.
Higher education in Asian countries and the role of international organizations in
its development: a comparative study
In the most of Asian countries education at all levels has expanded at an
unprecedented rate during the last decade and the process is still going on. There are
multi-level socio-economic, political and international forces that drive this rapid
development in higher education sector. The rapid expansion and extension of higher
education depend on the collective efforts of different stakeholders at state and
international level. To face new challenges international organization particularly
intergovernmental organizations (IGOs) are playing an active role in a variety of way.
In Asia many IGOs are engaged in the process of development and promotion of
education at all levels that range from pre-primary to higher education. The main goal
of this research is to study, in the presence of empirical evidence, the role of IGOs in
the development of higher education in Asia. The research is “explanatory” in nature
as it attempts to explain the IGOs’ role by answering the questions what, how and
why?
This research is based on explanatory study of three IGOs, which are engaged in the
development of higher education: OECD, UNESCO and World Bank. The major
focus of this research is to investigate into the role of the selected IGOs in the
development of higher education through outlining the background of the IGOs
involvement in higher education, studying different initiatives, and exploring the result
and outcomes of these initiatives and activities. Empirical evidence shows that the
IGOs’ policy reform initiatives have contributed to the change in the member
countries as in the majority of the countries, for the last two decades, policy reform
process has accelerated and it has resulted into more appropriate education polices and
legal instruments to serve better the needs of education sector. Likewise an
unprecedented increase in the Gross Enrolment Ratio (GER) at primary, secondary
and tertiary levels has been seen.
Project for M.S. (Science of Economics, law, and management)
Role of IGOs in the development of higher education in South Asia.
In this study, four international organisations, UNESCO, OECD, the
Commonwealth and the World Bank Group, were reviewed and evaluated in
the light of their programmes, projects, technical and financial assistance in
order find out their role in the development of higher education in South Asia.
This study shows that the Commonwealth, the World Bank and UNESCO are
playing active role in the development of higher education in South Asia, while
13
OECD role is very small and limited to one country only in South Asia. Further
more South Asia is not receiving sufficient attention, from IGOs, proportionate
to its population and intensity of problem.
Project for M.S. (Education and training) Research
Impact of teacher qualities on the performance of students: evidence from PISA.
In this research, the impact of teacher’s age, wages, gender, professional
education and training on students’ achievement was examined and assessed by
using country scores, of 15 year old pupil enrolled in lower secondary schools,
in OECD member countries. For this propose PISA 2000, 2003 and 2006
survey data of students’ scores was used. The independent variables; age,
wages, gender, professional education and training, were regressed on the
dependent variable; students total mean score. Teacher age, experience and
wages were found statistically significant. But teachers’ gender, professional
education and as well as pre-service training were found statistically
insignificant.
Articles/ publications
Higher education, gender imbalance and the graduate labor market
Higher education is seen as gender equalizer but cross country data on female education and
employment seemingly does not support this idea: the enrollment rate of female gender, at
tertiary level and their participation rate in the labor force are not proportionate. This paradox
of gender imbalance raises some questions: why do female graduates stay outside the job
market? Why are they not able to utilize their human capital developed by education? To find
the answers to these questions we have analyzed data on 73 countries by using simple linear
regression model. The empirical results show that female early marriage, trend of female
marriage earlier to male, and the presence of dependents has a significant negative effect,
while estimated income ratio has a positive impact, whereas urban population and GDP per
capita have no significant effect on the female graduates’ entry into the job market.
Keywords: Higher education, gender, labour market
Expansion of quality assurance mechanism in south Asian higher education: an empirical
analysis
South Asia holds 40% of the Asian continent population. Here 152 million people are of
tertiary school age and 11%of them are enrolled in the universities.In this region higher
education institutions are faced with a twofold pressure, a need to expand and a demand to
14
enhance quality. In south Asia the mechanism of quality assurance is at a very nascent stage
and is faced with problems of resources limitations: economic resources are insufficient and
human resources are under-developed. But the expansion and implementation of QA
mechanism is helping to improve the quality of higher education and a better utilization of
resources. The assistance of international organizations, which are dealing with quality
assurance, is important to enhance human capacity QA mechanisms’ credibility. This study is
designed to map the state of higher education and quality assurance, to investigate into the
role of one specific international organization (INQAAHE) in the expansion of QA and to
probe the questions: How can these countries win global trust? What are the national needs?
Keywords: Quality assurance, South Asia, higher education
Solving the Female youth unemployment problem in Pakistan
Resistance to a positive change brings no change in a society unless society itself does not
work for a sustainable change. In Pakistan female employment is a sensitive cultural issue. In
this country the female population is more than 90 million, and quarter of it is youth, but
majority of female youth are not master of their own soul because in this society men are
majestic masters of this frail faction. Sometimes in the name of tradition and culture very
basic rights like education, employment and marriage of choice are denied to them. This study
presents an in-depth outlook of the female youth unemployment and its consequences. This
paper also covers the factors and forces which are resisting a positive change to make female
youth economically active, productive and more independent.
Key words: Female youth, unemployment, tradition, resistance, Pakistan
Paradox of gender imbalance: Why do female graduates have low entry rate in the job
market?
Higher education is seen as a gender equalizer but cross country data on female education and
employment seemingly does not support this idea: the enrollment rate of female gender, at
tertiary level and their participation rate in the labor force are not proportionate. This paradox
of gender imbalance raises some questions: why do female graduates stay outside the job
market? Why are they not able to utilize their human capital developed by education? To find
the answers to these questions we have analyzed data on 73 countries by using simple linear
regression model. We have quantified the strength and nature of the relationship between the
female graduate labor force and socio-economic factors which affect their access to the labor
15
market. The empirical results show that female early marriage, trend of female marriage
earlier to male, and the presence of dependents aged 0 to 14 has a significant negative effect,
while estimated income ratio has a significant positive impact, while urban population and
GDP per capita have no significant effect on the female graduates’ entry into the job market.
Keywords: higher education, graduate labour market, imbalance, gender
Assessment of instructional objectives of Physics papers: cognitive development at
secondary level in Pakistan
At secondary school level, students are provided with the concepts of physics and
opportunities to do laboratory work and experiments at higher level. The survey of
journals and periodicals of national and international repute, revealed that from the
pre and post implementation of the new syllabus in Physics, operative from the early
seventies, no scientific research has been conducted to study the realization of
objectives although its need was felt at many occasions. This study was intended to
find out scientifically the coverage of objectives by Boards’ examination question
papers in the first three aspects of cognitive development in the subject of Physics at
Secondary Level in Sindh, Pakistan. How many percent of the objectives are covered
in questions? To find the answer a random sample of 280 school teachers working as
examiners in the Board of Intermediate and Secondary Education (BISE) Hyderabad
and of Secondary Education (BSE) Karachi, Pakistan was selected. It was found that
there was imbalance in proportion of knowledge, understanding and application; it
reflected inappropriateness and unsuitability of the weightage of the objectives
covered by the paper setters. The study found that question papers of both the
Boards were found invalid and incapacitated to cover the teaching objectives of
physics at secondary level in Pakistan.
Early childhood learning: helping children to cope with the anxiety of assessment and
evaluation
Children are very sensitive to the classroom assessment. In a classroom, they participate very
actively and eagerly if assessment is designed according to their psychological and cognitive
16
development but if not then they started feeling anxiety and fear. Sometimes such fearful
environment leads to emotional disorder at early childhood. Early childhood assessment
system should be coherent with the curriculum, program standards and child psychology. So,
well planned, designed, implemented and appropriately interpreted assessment can provide
true information about the educational achievement of student and can contribute the overall
improvement of children’s well-being (Snow & Hemel, 2008). Otherwise faulty assessment
system can bring psychological and social harm for students. It has also been observed that
despite suitably planned assessment process children are fearful of exams. In this context
there is a great need to educate children to cope with the anxiety and fear of assessment and
evaluation. But it is unfortunate that parents and teachers ignore this part completely as they
focus on “good results” only. In this regard parents, teachers and head teachers can play a
very important role. This study has been designed to explore some effective ways to educate
children at primary school level to cope with the fear and anxiety of assessment.
Keywords: children, assessment, stress, exam anxiety
Perils, prospects and less developed countries’ dilemma: quantity or quality in higher
education?
The higher education institutions (HEIs) in less developed countries (LDCs) are faced
with twofold pressure; need to expand higher education and demand to enhance the
quality. In the high time of global financial crises the question of going for quality in
higher education has regained momentum. The stakeholders have a divided opinion over
this question. In developing countries quality assurance agencies either do not exist at all
or they are in very nascent stage with insufficient resources. Similarly many LDCs are not
benefiting from regional and international quality networks; 5 out of 41 low income
countries (12%) and 17 out of 55 lower middle income countries (30%) are using the
platform of International Network for Quality Assurance Agencies in Higher Education
(INQAAHE). The purpose of this study is to map the state of the quality of higher
education by investigating: What these countries are doing for quality enhancement or/and
assurance? Why is the quality questionable in LDCs? How can they overcome this
problem? Who should do?
Key words: quality assurance, higher education, developing countries
17
An appraisal of the World Bank role in the development of education in Pakistan
with a focus on higher education
This research has been conducted to have an in-depth look into the role played by the
World Bank in the development of education sector from 1964 to 2009 in Pakistan. In
this study a special focus has been given to the higher education. The author has
evaluated the volume of the WB lending, nature of the projects, the shares for the sub-
sectors of education, changes and trends in the investment in education sector. An
attempt also has been made to evaluate the possible impact of the WB loans and
projects on the education sector in general and higher education sub-sector in
particular.
Does autonomy favour efficiency of higher education institutions?
Higher education institutions are “backbone” of modern society. They produce new
knowledge and provide solid foundation to the research and development. In this
rapidly changing world only those higher education systems will survive which are
more flexible and efficient. Autonomy of HEIs fully favours efficiency when they
have all three autonomies; Fiscal, Academic and Administrative. Full autonomy of
HEIs improves the productivity by eliminating the complexity of the hierarchy and by
limiting bureaucratic and political interferences. Autonomy of HEIs can help to
receive and respond better to the market signals, in this way it improves healthy
competition.
Ready for tomorrow? A glance at Education in the Islamic world with a focus on
higher education.
In this research 24 Muslim countries, with the largest population, have been included.
These countries represent 81% (1.22 Billion) of the Muslim population living in the
Islamic countries. Four non-Muslim countries, UK, France, South Korea and Israel,
have also been included in this study in order to make comparisons. To assess and
evaluate condition of education in these 28 countries multiple indicators were selected;
total population, population growth rate, total GDP, per capita GDP, total and per
pupil expenditure on education, total enrolment and participation ratio in education at
different levels with a focus on female education, student teacher ratio and number of
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universities as well as world ranked universities. For this purpose primary data was
collected from UNESCO Institute of Statistics (UIS), The World Bank, International
Monetary Fund (IMF), International Association of Universities.
The impact of teacher wages on the performance of students: an evidence from
PISA”
In this study, the impact of teacher wages on students’ achievement was assessed in
different ways by using different measuring sticks; starting salary, salary after 15 year
of experience, salary per hour of net teaching time and salary ratio to GDP per capita
and by using country scores, of 15 year old pupil enrolled in lower secondary school,
in OECD member countries. For this propose PISA 2000, 2003 and 2006 survey data
of students’ scores were used. The results of these analyses gave an indication that
there is a positive impact of teacher wages on students’ performance.
Career Plan
To contribute to the pool of knowledge through research and human capacity
development
To promote quality education institutions in the rural areas
To work for the development of higher education at national and international levels
Professional interest
Economics of Education
Higher education and socio-economic development
Teaching, Learning and Research
Quality and Quality Assurance
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