Role of Ict in Shaping the Future of Pakistani Higher Education System

This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level. INTRODUCTION In many countries, education is more than a means for enabling progress and preventing poverty; it is also critical for the development of knowledge societies and knowledge-based economies. As suggested by many researchers, the role of higher education institutes (HEIs) within the context of knowledge-based economies and globalization is to give individuals the ability to transform information into socially beneficial knowledge, skills, and values; modernize societies and improve the standard of living; and prepare and produce a skilled workforce (Masood, 2010; Kong, & Li, 2009; Shaikh, 2009; Ng et al., 2006). Amjad (2006) defines a knowledge-based economy as “one that bases its growth not on increasing capital or land or labor inputs, but on knowledge.” The advent and spread of ICT in varying degrees over the last two decades have led to the advent of information societies, which are sometimes called knowledge societies. Today, these societies play a momentous role in the development of knowledge economies (Binghimlas, 2009; Dighe et al., 2009; Allen, 2009; Bhattacharya, and Sharma, 2007). These ICT-driven knowledge societies necessitate a workforce skilled in the use of ICT, as well as government support, transparent and autonomous institutions, progressive attitudes, and a sound ICT infrastructure (see Alev, Altun, and Yiğit, 2009; Chowdhury, and Alam, 2009; Czerniewicz et al., 2005). In another study (Yusuf, & Afolabi, 2010; Shaikh, 2009; Jayson, 2008; Shaheeda et al., 2007) argue that ICT not only helps HESs in less developed countries narrow the global digital divide and produce their own knowledge societies, but that it also helps improve the quality of learning and educational outcomes. They further suggest that the state of any education system is determined through the quality of its HES, because the HES contributes to the development of education at all levels. Several researchers (e.g., Iqbal, and Ahmed, 2010; Shaikh, 2009; Hameed, 2006; Amjad, 2006; Khan, and Shah, 2004) argue that this century demands confidence and efficiency in ICT use in all fields, at both the academic and industry levels, to achieve success in education, employment, and everyday life. Thus, in order to be successful in this century, Pakistan should improve its HES by implementing effective and robust ICT policies. This study was aimed to gather the expert opinions of university personnel, students, and parents about what role ICT can play in shaping the future of higher education in Pakistan. A questionnaire (comprising 35 questions) was designed based on globally available literature on five core areas: ICT use in universities, ICT-related problems/integration challenges and their solutions, causes of a low standard of higher education, suggestions for ICT-enhanced higher education, and forecasts for the future of Pakistan’s HES. This research contributes findings in the areas of (i) lack of ICT use during lectures, (ii) ICT-based problems TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1 Copyright  The Turkish Online Journal of Educational Technology 150 facing Pakistan’s HEIs both today and in the near future, (iii) actions and plans that government should implement to maximize the benefits of ICT, and (iv) predictions for the future of Pakistan’s HES if the abovementioned actions are taken. This future-oriented scholarly research adds some rigor to the discussion of ICT policy and planning, administration, and integration at the higher education level, and examines measures that government should consider when designing future ICT policies for Pakistan’s HES. RESEARCH FRAMEWORK While much of the world is actively engaged in research on ICT’s role in the betterment of higher education and the development of knowledge-based economies, Pakistan is concerned that there is a dearth of research material linking ICT and the Pakistani HES. Current literature shows ICT’s important role—both in everyday aspects of life, including education, development, employment, economic growth, administration, poverty reduction, community engagement, and research, and in society-wide applications like life-long learning, the emergence of knowledge societies, and globalization (e.g., Aypay, 2010; Shaikh, 2009; Aldridge, 2008; Hameed, 2006). This study examines the link between ICT and higher education in order to understand critical issues such as needs for the Pakistani HES, the relationship between ICT and learning, growth of ICT use, problems with ICT, and the impacts of and future prospects for ICT integration. In many studies, researchers (e.g., Teo, 2009; Derek, and Dahlman, 2006; Ng et al., 2006; Atkins, 2005; Van der Wende, 2002; Chung, 2001) claim that since ICT use has made world economies more competitive and interdependent, knowledge creation and its use have become focal points for long-term development strategies. They also suggest that since ICT improves the standard of living, modernizes societies, promotes equity in education, enhances the quality of teaching and learning, and, with other technologies, is a force for change, a more diversified and flexible type of HES in which research, teaching, and social engagement remain rich, relevant, and accessible is needed in countries transitioning from post-industrial to knowledge economies. This study strongly affirms that effective, results-oriented, and systematic ICT integration is needed to ensure a bright future for Pakistan’s HES. Bates (2001) addresses the issue of ICT usage in his study and claims that campus-based activities and private sector training markets have been the largest users of ICT tools and applications, and that the education sector has incorporated Internet use for many years. Additionally, he says that since a knowledge-based economy demands technology-ready workers, governments and business communities put enormous pressure on educational institutions to use ICT in their daily routine tasks. However, Isman, et al., (2010), Ojo et al. (2007), and Mumcu et al. (2004) claim that lack of ICT facilities and infrastructure in the workplace is significant barriers to ICT use. They conclude that a robust ICT infrastructure in higher education is a critical enabler and prerequisite for knowledge-driven development. This study’s Delphi panel agrees on the inadequate provision of technological infrastructure as an important ICT policy and planning problem related to ICT integration. In many studies (e.g., Vajargah, & Jahani, 2010; Erkunt, 2010; Shaikh, 2009; Balasubramanian et al., 2009; Gillard et al., 2008; UNESCO, 2008; Ng et al., 2006), researchers address the issue of ICT integration in higher education and suggest that policy makers and teachers can play an important part in this dimension. The former shapes a country’s education policies, determines the ICT framework, and makes high-level decisions, while the latter ensures the appropriate, effective, and sustainable use of ICT to provide quality education for all. Hence, both groups need to understand how technology and the education system interact with each other. They strongly suggest that suitable levels of investment, adequate training, good policy, careful planning, restructuring the teaching process, and a systematic approach are required when integrating ICT into the HES in order to achieve maximum educational benefits. Further, they suggest that secondary and tertiary education levels should be given priority when integrating ICT in education. Shaikh (2009) makes a distressing observation concerning ICT skills development training programs in Pakistan. He found that due to fear of a difficult learning process, lack of responsibility and ownership, and poor attitude teachers deliberately miss their ICT training classes. Also, many teachers do not use ICT during their lectures even though they have been trained in ICT skills. Important global issues like ICT use, ICT integration, ICT infrastructure, and ICT-based HES are reviewed extensively in this study, as the questionnaire addresses the following issues: ICT use, ICT demand and supply, ICT integration problems and challenges, reasons for delay in integrating ICT, and suggestions for ICT-enhanced higher education. The study’s Delphi panelists discussed, evaluated, and formulated their responses to these issues based on a Pakistani perspective. The question of whether ICT is the panacea for all problems and grievances associated with the world’s HESs is relevant here. Koc & Bakir (2010) and Pelgrum & Law (2003) argue that although ICT provides a solid foundation for quality education, but, educational goals, needs, and careful economics must drive ICT use in education. TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1 Copyright  The Turkish Online Journal of Educational Technology 151 The fact that ICTs are used with much greater regularity in universities in developed nations has resulted in different ICT problems in the developed and developing worlds. While HEIs in the developed world have to deal with the problems of interdisciplinary of technologies and departments, global responsibility, and sustainable development, the less developed world faces more serious problems such as massive growth in enrollment and institutional development, bad governance, high expenditures, poor and uneven distribution of ICT resources and infrastructure, incorrectly viewing ICT as a problem for organizational transformation, not making ICT responsive to the organizational vision and mission, and developing a non-systemic method of implementing ICT (World Bank 2009b; Nyandiere, 2006, Tomkinson et al., 2006; Tusubira and Mulira, 2004). The World Bank (2009a), Rehman (2008), Hussain (2008), and the Boston Group (2004), have reviewed the status of higher education in Pakistan and stated that while HEIs in the developed world provide strategically planned vision and desire for the quest of merit, in Pakistan they witnessed declining academic excellence, lack of insight, mismanagement, bad governance, ignorance, and decay. Until recently, Pakistan either badly neglected or gave very little importance to higher education, science/technology, and research, despite the fact that the higher education enrolment rate has been constantly rising—from 3.5% in 1990 to 5.2% in 2007—and that enrollments are projected to double to 1.0 million by 2010 and triple to 1.9 million by 2015. Atta-ur-Rehman (2007)—the former chairman of Pakistan’s higher education commission (HEC)—defines the core function of HEC as “to facilitate the transformation of Pakistan into a knowledge economy.” The steps being taken by HEC in recent years and the funds being provided by the World Bank to support higher education reforms designed to raise the standard of higher education in Pakistan have been recognized and appreciated by many researchers (e.g., Hoodbhoy, 2009; Shaikh, 2009; Amjad, 2008; Rehman, 2008; Hameed, 2006; Khan and Shah, 2004). These researchers have publicized that for the first time in Pakistan’s 63-year history, (i) operating budgets at universities have been increased significantly, (ii) faculty cadres have been lifted one grade above other public service employees, (iii) curriculum revision committees have been formed, and (iv) infrastructure such as electronic fixtures, Internet and broadband facilities, education portals, and digital research libraries have been upgraded or newly provided. They also recognize that a pool of highly qualified locally and foreign trained faculty has emerged in Pakistani universities because of the tenure track system, congenial environment, job security, and other fringe benefits. Fully funded scholarship programs in collaboration with local and foreign universities have been introduced to offer local and foreign scholarships to deserving and bright students on a merit basis. Researchers have concluded that the Government of Pakistan now considers ICT to be a lifeline for growth in the twenty-first century, and thus has designed cautious ICT policies in the recent past to promote the use of ICT in higher education. However, due to a lack of resources, and political issues such as inconsistent policies, there has not been an optimal strategy for improvement in the ICT sector. Pakistan’s Medium-Term Development Framework 2005–2010 and Vision 2030 Approach Paper reflect policymakers’ vision of how to develop Pakistan into a knowledge-based economy. Rashid (2008) comments on the approach being adopted in these papers as: “These papers set out strategic vision to develop Pakistan into a knowledge economy by committing increased resource allocation for: (i) higher education with enrolment at the tertiary level increasing from around 4 per cent (17-23 age group) to 8 per cent in 2010 and 20 per cent in 2022 with efforts focused at enhancing quality and encouraging private sector involvement and ensuring continued increase in funding until 1 per cent of GNP is devoted to this sector; (ii) skills development to make Pakistan’s labor force globally competitive including re-introducing technology streams in secondary education to gradually aim for enrolment figures of 50 per cent; (iii) science and technology and research and development (R&D) and to refocus efforts to those areas considered strategic for developing a knowledge-based economy and to encourage collaboration among public research institutions, universities and clusters of industries; and (iv) improvements in ICT infrastructure to ensure that such communications and multimedia infrastructure is state-of-the-art and able to keep pace with rapid advances”. To change the current status of Pakistan as poor in terms of a knowledge-based economy, this study aims to provide solutions regarding ICT-based issues in Pakistan’s HES. This future-oriented scholarly research adds some rigor to the discussion of educational policy and planning, administration, and ICT integration at the higher education level from a Pakistani perspective. The recommendations and empirical evidence collected from this study are important contributions to the literature. TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1 Copyright  The Turkish Online Journal of Educational Technology 152 METHOD Hypotheses postulated for this study were as follows: H1. There are no significant differences in perceptions among Delphi panelists regarding 13 collective issues related to ICT integration in Pakistan’s HEIs, stated as: • Present and future ICT use • Use of common ICTs • Use of educational/research ICTs • How much faculty/students/staff should rely on ICT • How much faculty/students/staff should use ICT • How much help ICT provides to faculty/students/staff • Reasons for delay in ICT integration • Causes of low standards for HEIs • ICT integration challenges in HEIs • Suggestions for ICT-enhanced HES • ICT demand in HEIs • ICT supply in response to ICT demand in HEIs