Higher Education Commision of Pakistan

HIGHER EDUCATION IN PAKISTAN AND HIGHER
EDUCATION COMMISION OF PAKISTAN
Higher Education in Pakistan:

In Pakistan, higher education refers to education above grade 12,
which generally corresponds to the age bracket of 17 to 23 years. The higher education system in
Pakistan is made up of two main sectors: the university/Degree Awarding Institutes (DAI) sector
and the affiliated Colleges sector.
Colleges are funded and regulated by provincial governments, but follow
the curriculum of the HEC funded universities/DAIs with which they are affiliated. While the
HEC primarily funds public universities, it has recently opened a limited number of avenues for
making funds available to private sector universities for research and infrastructure development.
The Pakistan higher education sector is predominantly public in nature, with public Higher
Education Institutions (HEIs) dominating both the university/DAI and College sectors.
The HE sector enrolls less than 4% (including colleges) of the age cohort, and compares
unfavorably with countries such as India at 11% and Malaysia at 32%. There is also a large
distance learning program. Public HEIs generally offer a wide range of courses and programs,
while private HEIs predominantly offer a narrow range of vocationally oriented courses and
programs such as business and IT.
Government Strategy and Ongoing Policy Reforms:

After two decades of serious neglect, the higher education (HI) sector in Pakistan has, in
recent years, undergone a rebirth. The situation began to reverse itself in the early 2000s, with
the government showing a clear commitment to improving higher education, as evidenced by
significant increases in spending on higher education, the creation of the HEC in 2002 and the
establishment of an ongoing major policy reform program outlined in the Medium-Term
Development Framework (MTDF) 2005- 2010 prepared by the Higher Education Commission.
Recent developments in the areas of quality, access, and governance and management include:
1. Quality:
1.1 establishment of Quality Assurance Agency at the HEC and Quality Enhancement
Cell at HEIs
1.2 a program launched to equip both new and existing faculty with the advanced
qualifications
1.3 introduction of a new compensation system (Tenure Track System)
1.4 Provision for laboratories, equipment and scientific material
1.5 Alignment of academic degrees
with international norms; and
1.6 Curriculum revision.
2. Access - measures have been taken both to expand supply and to boost demand
2.1 Expansion of existing infrastructure
2.2 exploitation of the potential of distance learning; and
2.3 Provision of undergraduate and post-graduate scholarships to students in both the public
and private sectors.
3. Governance:
3.1 implementation of measures to introduce a culture of accountability in
Universities/DAI, to clarify administrative procedures, and to institute transparent quality
assurance mechanisms; and
3.2 Strengthening capacity of HEC through streamlining of financial
management and procurement procedures, and stakeholder consultations.
As a result of the reforms introduced since 2002, the higher education sector has made
some progress toward addressing the significant issues and challenges that faced the sector at
the turn of the 21st Century. The impact of these initial measures has been substantial, and
the results can be seen at both the University/DAI and HEC levels.
Higher Education Commission (HEC):
The Higher Education Commission (HEC) is an autonomous apex body responsible for
allocating public funds from the federal government to universities and DAIs and accrediting
their degree programs, in Pakistan. Colleges are funded and regulated by provincial
governments, but follow the curriculum of the HEC funded universities/DAIs with which they
are affiliated.
Pillars of Higher Education Commission:
HEC is supporting initiatives aimed at enhancing collaboration between academia and
industry, with a particular focus on the development of locally relevant education and
research and development programs in the academic institutions. To achieve these
strategic aims and objectives (institutions focusing on building economies, leadership and
communities), the MTDF-II was organized around six pillars of institutional development:
a. faculty development
b. quality assurance
c. research, innovation and entrepreneurship
d. improving equitable access
e. excellence in leadership and governance
f. Financial management and sustainability.
A separate section of the plan was set out, for each of these pillars which covers:
1. The aim in full is to say, the high-level strategic outcome towards which HEC is
working throughout and beyond the life of this plan.
2. An introduction providing a commentary outlining the strategic context and
challenges.
3. The strategic objectives that HEC seeks to achieve within the plan period.
4. The major programs that HEC intends to implement as a means to achieving the
stated objectives.
5. Key Performance Indicators by which HEC plans to demonstrate, in measureable
terms, progress towards attaining the set aim and objectives.
Academic Supervision of Higher Education Sector in Pakistan:
The HEC Pakistan is an independent, autonomous, and constitutionally established
institution of primary funding, overseeing, regulating, and accrediting the higher
education efforts in the country through the above mentioned institutions. It has three sub offices,
one each in Karachi, Lahore, and Peshawar. Higher Education Commission (HEC) serves many
purposes such as, faculty development, HEC infrastructure
advancement, curriculum review, indigenous and foreign scholarships, conference travel
supports, improvements of university as well as industry research cooperation and flourishing of
latest technology parks. HEC is segregated into departments to run its business
professionally, these include;
 Human Resource Development Division
 Academic Division
 Learning and Innovation Division
 Service Division
 Finance Division and,
 Quality Assurance Division
These divisions, academically oversee the academic quality of the programs offered by
and in some cases, managerial aspects of the universities across the country, as per
manmade given to Higher Education Commission (HEC) in its ordinance.
Administrative Supervision of Higher Education sector in Pakistan:

After, the 18th Constitutional Amendment, every province is responsible for managing
education at all levels including tertiary/higher education in the province. Two provinces i.e.
Khyber Pakhtunkhwa and Punjab have separate administrative departments with tile: Higher
Education Department. Whereas in other two provinces i.e. Baluchistan and Sindh higher
education is dealt with by the same administrative departments which are dealing
with school education. Province-wise complete administrative hierarchy of higher education
is given as Appendix 3. Two provinces i.e. Punjab and Sindh have gone a step forward and
have established Provincial Higher Education Commission through their respective
legislation body i.e. Provincial Assembly.
Federal Vs Provisional HECs:

As mentioned above, during the last few years the provincial governments of Sindh and
Punjab established their respective provincial higher education commissions, i.e., Sindh HEC
and Punjab HEC. Such provincial bodies are yet to be formed, if any, by the
governments of Khyber Pakhtunkhwa and Baluchistan. As the situation unfolded, the need
was felt to define the roles of all the three HECs. In this
regard, The Federal Government constituted a committee, headed by Minister for Planning
and Reforms. The committee has held three meetings so far and has yet to finalize its
recommendations. The provinces argue that under the 18th Amendment to the constitution,
education has been made a provincial subject and it is the right of provinces to set up their
own bodies. Nonetheless, HEC officials argue that the Supreme Court, in its 2011
judgment, made it clear that “the status of HEC shall remain intact unless it is changed
through new legislation.”
Challenges and Constraint of Higher Education:
 A situation of uncertainty was created after the adoption of the 18th amendment
regarding the role of HEC, as each province is establishing its own HEC in the
province.
 There typically exist shortfalls between the Government planned budget for HEC
and the effective budget released to HEC for the funding of the higher education
sector.
 There exist delays in the release of government funds to the HEC resulting
in systemic uncertainty in the sector.
 Frequent changes in senior management of the HEC and prolonged vacancies of
senior management positions of the HE Institutions hinder HEC efficiency and
effectiveness.
 Weak monitoring and evaluation systems in the HEC hinder its capacity to track
levels of progress and to affect required course correction.

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HIGHER EDUCATION IN PAKISTAN AND HIGHER

EDUCATION COMMISION OF PAKISTAN

Higher Education in Pakistan:

Government Strategy and Ongoing Policy Reforms:

Administrative Supervision of Higher Education sector in Pakistan:

Federal Vs Provisional HECs:

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