HEC Roadmap Learning Innovation 2004 - 2007

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OCTOBER, 2004

Learning Innovation: 2004 - 2007

A Roadmap

ZARRIN SEEMA SIDDIQUI

DIRECTOR GENERAL



Learning Innovation Division

Occasional Report , October 2004

Learning Innovation: 2004 - 07

A Roadmap

Author

Siddiqui, Zarrin Seema

[email protected]

Occasional Report

© Higher Education Commission Pakistan

Learning Innovation

Higher Education Commission

H-8, Kashmir Highway

Islamabad

PAKISTAN

http://www.hec.gov.pk/li



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INTRODUCTION .................................................................................................................................. 2

Goal ............................................................................................................................................................ 2

EDUCATIONAL ACTIVITIES .............................................................................................................. 2

NATIONAL ACADEMY OF HIGHER EDUCATION....................................................................4

Enhancing Teaching through Continued Professional Development Activities.........................5

Funding for Learning and Teaching ...................................................................................................... 6

Excellence in Teaching Innovation and Research. ............................................................................ 7

Incorporating Technology based Education.......................................................................................7

RESEARCH IN HIGHER EDUCATION.............................................................................................9

Conferences.............................................................................................................................................. 9

RESOURCE CENTRE...........................................................................................................................10

NETWORKING ....................................................................................................................................10

SUPPORTING LEARNERS..................................................................................................................11

FOCUS AREAS SUPPORT..................................................................................................................12

English Language Teaching Reforms ..................................................................................................12

National Committee on Examination Systems ...............................................................................14

Nursing Education: promoting access, quality and research........................................................16

CONCLUSION......................................................................................................................................21




Occasional Report, September 2004 2

INTRODUCTION

g gg g he mission of HEC has attributed faculty development as a critical element in raising

standards of university education. In support of this statement, the Higher Education

Commission aims to encourage and support institutions in developing a high quality,

relevant and efficient learning and teaching culture.

This has resulted in introducing a number of opportunities for professional development

of faculty members ranging from short to long term programs both within the country and

internationally. Initially the training activities were undertaken by the Curriculum and

Training Section, however, it was felt that the number of higher education institutions is

constantly increasing and so is the demand of equipping the faculty with the teaching

skills.

The Department of Learning Innovation was therefore established as a separate entity in

July 2003 to introduce faculty development activities on a larger scale and to bring

academic standards at par with international standards. As a relatively new section of the

Commission we had set ourselves some ambitious targets. This roadmap demonstratesour contribution to meet the envisaged goals and vision for years to come.

Goal

Faculty in higher degree institutions know and demonstrate the content, pedagogical and

professional knowledge, skills and dispositions necessary to facilitate learning among all

students.

EDUCATIONAL ACTIVITIES

Considerable time was devoted to developing the department’ s philosophy, and

program evaluation resulting in new feedback and evaluation instruments. The

certificates and folders have all been re-designed within the department. The current

educational activities include;





1. Curriculum based training

2. English Language Teaching (ELT) Courses

3. Three month Certificate in Teaching and Learning in Higher Education

4. Developing competencies in Computer skills

5. National Academy of Higher Education

These activities have been supported through intensive feedback system, evaluation and

need assessment exercises. Attempt is made to provide state of art resources for various

courses. Table 1 gives an overview of the regular activities that were successfully

undertaken during the year 2003 -04 with number of participants while Fig.1

demonstrates gender representation among the participants in these activities

Table 1: Educational Activities 2003 - 04Regular Educational Activities Number of

Courses

Number of

Faculty attended

Curriculum based Courses 11 366

English Language Teaching Workshops 02 57

Workshops on Pedagogical skills and assessment 04 100

Three months Certificate in teaching and Learning

in Higher Education

02 58

Fig: 1: Gender participation in educational activities

0

50

100

150

200

250

Activities

Gender participation

Male 246 28 56 42

Female 120 29 44 16

Curriculum

based

English

Language

Pedagogical skills

Certificate course





NATIONAL ACADEMY OF HIGHER EDUCATION

National Academy of Higher Education is a new initiative for faculty development in the

higher education institutions which was officially inaugurated in September 2004.

Figure 2: Inaugration of National Academy of Higher Education

The objective is to enhance basic competencies in academic practice in higher education

by;

• promoting practices that demonstrate excellent learning outcomes.

• enabling institutions to develop approaches to teaching and learning thatencourage a deeper understanding of the student learning needs.

• encouraging collaboration and sharing of good practice so as to enhance the

standards of teaching.

• contributing to the research in higher education sector.





Enhancing Teaching through continued professional development activities

CERTIFICATE IN TEACHING & LEARNING IN HIGHER EDUCATION

It is now a worldwide practice that all new academic staff is required to participate in a

Teaching and Learning Orientation Course. This

lays the foundations for an effective teaching career

covering various aspects of learning, teaching and

assessment practices. On the same note HEC has

already scheduled three months intensive training

program to acquaint the faculty members with the

process and new trends in teaching and learning.

Currently the courses are delivered at HEC,

Islamabad therefore for many interested institution it

is a problem to relieve the faculty members

completely for three months therefore through this

project 3 – 10 days modules will be offered at

various cities.

The courses will aim to produce to develop competent, confident and reflective

practitioners capable of evaluating and developing their own teaching and learning

support practices in the context of theory, research and evidence. There will be a

particular emphasis on developing generic competencies underpinned by professional

values within the context of disciplinary practice. These competencies include designing

learning experiences, use of a variety of teaching and learning support methods and

resource, assessment of students, supporting student learning, reviewing and evaluating

teaching, professional development and quality issues.

At the end of three courses till October 2004 ninety faculty members countrywide have

now been trained as master trainers who will be able to ;

• provide leadership to university community on matters pertaining to teaching and

learning.

• explore the potential of ICT in support of student learning and

• undertake research pertaining to issues related to higher education





We are now looking forward towards them to demonstrate effectiveness of this project.

Already five of the master trainers have been introduced in the third course and it is

expected that this network of trainers will grow further and conduct similar activities at

regional and institutional level.

Seminars/ Lectures by eminent

experts in the field both nationally

and internationally on issues

pertaining to higher education.

The seminars mainly address to

a wider audience for example

recently an inter-professional

seminar on mental health was

arranged in collaboration with

Institute of Clinical Psychology,

University of Karachi which was

attended by Faculty and students

of Law, Psychology and Psychiatry. The Second Seminar was on ‘ Writing for MedicalJournals’ which was facilitated by Prof. Jim Thornton, Chief Editor, British Journal of

Obstetrics and Gynaecology.

Funding for Learning and Teaching

Two types of grant are available.

1. Educational Research

2. Innovation in Education

The objectives of these grants are to

• encourage a scholarly approach to teaching

• encourage reflection on practice

• encourage cross discipline relations





• reward innovative approaches

• be responsive to employers/communities

Support is provided for expenses associated with the development of new teaching

projects, such as software costs, project support assistance, or equipment rental or

research into an area pertaining to higher education.

Departments, inter-departmental teams, and individuals are invited to submit proposals

on the appropriate form. Proposals involving collaborative projects will be viewed

favourably.

Excellence in Teaching Innovation and Research.

Three best projects in each category will be given Award of Excellence in terms of visit to

an international conference to present the findings at the end of the year 2005.

Incorporating Technology based Education

Electronic communication has become one of the newest strategies to support learning.

The computer offers a powerful tool for

promoting student centered instruction,

transforming learning into an interactive

and personalized experience. With a

strong trend towards cooperative and

interactive methods of teaching and

learning, ICT can act as a very effective

medium to aid and facilitate. However,

there is a dearth of faculty who is actually

trained in incorporating ICT within their

institution. Through a number of funding

initiatives available via HEC it is anticipated that access to computer technology will be

available to all public higher education institutions within a short span of time.





The objectives of this program are to provide faculty and staff the fundamental

knowledge and skills required to

• manage and use the computer facilities installed in their institutions and

• effectively apply IT in their teaching

Computer Literacy via International Computer Driving License (ICDL)

ICDL is an internationally accepted and

validated instrument that clearly identifies

the competences required for a computer

literate and measures those competencies.

A computer lab is already set up at HEC,

Islamabad where training in basic IT skills

based on ICDL curriculum is provided by

experts in the field. The next step is now to

provide ICDL certification to faculty

members. Beside Islamabad, HEC

Regional Centres will also be accredited as ICDL designated centres where teachers can

appear for certification.

Incorporating Technology in Higher Education.

A number of educational activities are now available for faculty members that can

enhance their expertise in using ICT effectively. In collaboration with Learning to Teach

with Technology Studio (LTTS) at Indiana University, educational activities of short

duration up to fifteen hours will be arranged for faculty using flexible delivery options.

In the beginning these courses are offered to faculty at the Departments of Education at

various public sector universities and master trainers from three faculty development

courses conducted in 2004.





Table 2: PROJECTIONS FOR FACULTY TO BE TRAINED 2004 – 07

RESEARCH IN HIGHER EDUCATION

Presently there is a great paucity of quality research on issues pertaining to higher

education sector in the Pakistani context. The National Academy of Higher Education will

therefore initiate research projects as well as conduct workshops on educational

research, statistical analysis and academic writing. Statistical support will also be

available to those interested in conducting research in issues pertaining to higher

education.

ConferencesNational and International conferences will also be arranged on the themes relevant to

higher education in order to share best practices and disseminate new innovations and

findings based on research activities.

2004200420042004 ----05050505 2005200520052005 ----06060606 2006200620062006 ----07070707

1. Curriculum based Courses 1100 1100 1100

2. Pedagogical & Professional skills 600 600 600

3. Incorporating Technology into

education

50 50 50

4. International Computer Driving

License

250 350 400

5. Three month Certificate in University

Teaching

70 70 70





RESOURCE CENTRE

A resource centre at HEC, Islamabad is established which serves as a national resource

centre equipped with modern training facilities, and a number of resources that include

audio visual aids and both print and electronic media.

Figure 7: Training Resource Centre at HEC

NETWORKING

A coordinated effort to bring National Academy of Higher Education (NAHE) at par with

internationally recognized similar bodies is already initiated with different organizations.

Similarly collaboration at various levels with national and international organization in

arranging educational activities has also been developed. In this context earlier this year

Alliance Franciasse arranged workshops for teachers of French Language. International

Red Cross Committee is launching a series of courses in International Humanitarian Lawin later part of year 2004.





SUPPORTING LEARNERS

Over the past five years, a large number of organizations have indicated that Higher

Education is not meeting the needs of industry in a few significant areas and students,

lack skills in many areas which limits in their progression into employment, It is proposed

that programs to support student learning may also be targeted towards student in

higher education. This will not enhance their skills but also increase the likelihood of

employability after graduation. A tentative list of programs with duration of two hours to

six days is currently being planned

Students’ convention is yet another new initiative by the Government of Pakistan to

engage students of the nation in dialogue on pertinent issues. The philosophy behind

students’ convention is to understand how the youth of Pakistan can play a

constructive role in the development of Pakistan and prepare prospective leaders that in

future are a valuable asset to the country.

In year 2004 the first National Student

Convention was held at Convention

Centre, Islamabad where one hundred

and eighteen delegates from

universities and religious institution

across Pakistan participated. This has

now become a regular event and

preparations are now on its way to

arrange regional conventions followed

by another National Convention in the

month of March 2005.





FOCUS AREAS SUPPORT

English Language Teaching Reforms

Poor communication skills and the lack

of proficiency in English of the emerging

graduate are seen as one of the major

problems that face higher education in

Pakistan as well as other developing

countries in South Asia (Malik, 1996;

David, 2001). University students,

especially those from professional

institutions, fail to cope with the English

language demands made on them in

their academic and professional

settings, leading to frustration and unemployment as well as a waste of national

resources. The overall goal of the project is to bring about a significant improvement in

the learning and teaching of English language and research in the degree awarding

institutions and universities of Pakistan.

OBJECTIVESOBJECTIVESOBJECTIVESOBJECTIVES

1. To develop a framework for the improvement of the standard of English language

in Pakistan.

2. To develop an action plan covering all the specified areas in the field.

3. To suggest linkages with school programmes;4. To identify local and international consultants and resource persons in the field.

5. To make recommendations for establishing English Language Learning and

Resource Centers in universities.

6. To suggest measures for improvement of English language teaching facilities in

the universities.





Six major themes for their plan of action have been identified by the National Committee

on English chaired by Mrs. Zakia Sarwar of Society for Promotion of English Language

Teaching. These include;

a. Reorganization of Departments/ Centre of English Language

b. Curriculum and Material Development

c. Faculty Development Programs

d. Information Technology ( On- line & CALL)

e. Research and publications

f. Testing

Table 3: Projections for Faculty Training in English Language Teaching 2004 -07

S.NoS.NoS.NoS.No Type of trainingType of trainingType of trainingType of training Faculty to be tFaculty to be tFaculty to be tFaculty to be trainedrainedrainedrained

Long-term training Dip/Masters/COTE 210

Aga Khan University: Advanced Diploma

Program in TEFL

45 teachers

Karachi University: MA Linguistics 30 teachers

Society for Promotion of English Language

Teaching (SPELT): COTE/ PTTC

45 teachers

Allama Iqbal Open University: MA TEFL 30 teachers

Kinnaird College: MA ELT 30 teachers

01.

National University of Modern Languages: MA

Linguistics

30 teachers

Short-term training (Short Courses of 36 hrs) 720 teachers

Aga Khan University 180 teachersKinnaird College 90 teachers

SPELT 90 teachers

National University of Modern Languages 90 teachers

British Council 180 teachers

02.

Fatima Jinnah Women University 90 teachers

03. PhD in ELT/TEFL/Applied inguistics/Education

(UK/USA/Commonwealth University)

3 teachers





NATIONAL COMMITTEE ON EXAMINATION SYSTEMS

Assessment is an integral part of teaching – learning process and defines the credibility

of the whole process. In the context of higher education in Pakistan assessment is also

influenced by a number of socio cultural and political factors which require due

consideration. A number of key issues also emerge which need to be redefined while the

assessment practices are reviewed.

1. What are we assessing?

a. Do we have clearly defined objectives for the course?

b. Do we have an institutional policy on assessment practices

2. How are we assessing?

a. Is there a linkage between the course objectives and assessment

practices?

b. Is there an over reliance on one method of assessment?

3. When are we assessing

a. Formative (Continuous assessment) motivates students, provides evidence

of progression in studies with adequate feedback on further areas for

improvement.

b. Summative is usually for certification purpose that the objectives of the

course have been achieved and student can now progress to another stage

or else.

4. Who is being assessed

a. Examinees enrolled in Universities

i. Courseworkii. research

b. Examinees in affiliated colleges

c. Examinees as private candidates

5. Who is assessing?

a. Selection of examiners

b. Training

c. Assessment of assessors





In order to address these issues, and to review and suggest recommendations for

improvement in examination system National Committee on Examination System has

been established at Higher Education Commission. The objectives include;

a. to Review Current System of Examinations in Pakistan including Principles,

Practices and Procedures of examinations.

b. to suggest standardization mechanism of the evaluation system and scoring

according to “ International referring” which will lead to quality assurance and

ensure Accreditation of our qualifications internationally

c. to develop a high fidelity examination system which would include a relationship of

examination to objectives i.e. develop a table of specifications for examinations for

examinations, to ensure content coverage and to relate examination to

performance of future roles so that universities can enhance the economy of the

country.

d. to develop the criteria for appointment of officers in examination department and

their training.

e. to suggest ways and means for designing and providing assistance in setting up

training program/workshops on examination methodology.

f. to suggest methods of internal evaluation to ensure its use for formative

assessment and feedback to all stakeholders.

g. to help universities develop a manual of their examinations specifying objectives,

methodology, resources and also setting up of examination departments with strict

rules and provisions for secrecy, paper setting, storage, printing and marking by

examiners.





NURSING EDUCATION: PROMOTING ACCESS, QUALITY AND

RESEARCH

There are currently more than 100,00 doctors and 15,750 specialists registered with

Pakistan Medical & Dental Council. The total number of nurses registered with Pakistan

Nursing Council till 2002 is 40,144. The population per nurse is currently 3639 which is

almost double than what is served by a doctor and not to mention that the quoted figure

comprises mainly of diploma holders rather than graduates. It should also be kept in

mind that these figures may not represent true picture because the number of doctors

and nurses who are in active workforce is not known.

Concerns have been raised on various forums about the deteriorating state of medical

and nursing education in Pakistan resulting in inadequately trained workforce. The

shortage of nurses has attracted much discussion within the nursing profession and

nursing literature with special reference to the stereotype image projection. Unfortunately

the conventional image persists and it is this image that prospective nursing students and

their families retain when seeing them as nurses.

In her book, published in recent past titled “ Women in Nursing in Islamic Societies”

editor Nancy H. Bryant reveals the dire state of nurses in our society. The females do not

select nursing as a profession, or leave the profession if they get the opportunity. Various

measures to encourage people to select the field of nursing as a profession and efforts of

many organisations in this regard are also highlighted. The book reveals the prevalent

image of nurses and the scarcity of skilled nurses, is not merely a problem in Pakistan

and the Islamic world, but is a global issue. The shortage of nurses is a problem reaching

crisis proportion due to various factors such as stress, low pay scale, physical violence,

verbal abuse and sexual harassment. Cultural and traditional practices discourage young

women in Islamic societies from entering the field of nursing. Another problem is lack of

leadership within nursing professionals and weak nursing voice in government.

More options for career advancement and promotion are necessary to motivate and

retain staff in this profession. The impact of physical violence, verbal abuse and sexual





harassment is of great concern and must be taken into consideration with particular

attention placed on elimination such crimes against nursing personnel as they represent

a category of workers considered most vulnerable.

A strategy for nursing and midwifery region which was published by WHO as EMRO

indicates the necessity for a joint effort involving government, educational institutions

health service management and nursing leadership.

Aga Khan University School of Nursing (AKU-SON) is the only nursing school in Pakistan

headed by a doctorate in Nursing that enjoys international reputation in excellence. This

school has produced 1305 diploma graduates and 265 baccalaureate graduates and 16

generic B.Sc.N. graduates. An increasing number of B.Sc.N. graduates of AKU – SON

are moving into leadership positions such as principals and directors of schools of

nursing in Sindh, Pakistan.

Apart from AKU-SON there are about 83 nursing schools, 92 midwifery schools and 20

public health schools producing about 3,000 nurses for the public and private sectors.

Currently, there are 13,307 sanctioned posts in public sector hospitals which cannot

meet the requirement of the hospitals according to the standard procedure.

According to internationally recognized guidelines, the state-owned nursing schools in

Sindh should have 80 tutors. However, only 48 positions have been sanctioned by the

authorities and only 38 people actually work there as tutors. There are more than 2,000

students in the 14 institutions. This means that for every tutor there are 53 students. This,

by any standard, is a very poor ratio.

Most of the schools of nursing in public hospitals had the post of principal (BS-19) but

work is generally being looked after by the chief nursing superintendents (BS-18), who

are supposed to pay full attention to hospital care and nursing supervision.

A recent newspaper report reveals that nursing schools are in such a bad shape that the

2,000-odd students had to invite donations to hire part-time teachers for subjects like

English, Urdu, Pakistan studies, Physics and Chemistry.





One nurse reported most tutors in public schools were not interested in providing quality

education to their students. "They approach their work just as any government employee

would. There's no accountability. This allows them to take it easy at all times. But when

the same nurses joined private-sector schools they started imparting quality education."

On the same note another report produced by a Commission, to specifically look into

nursing schools in the area of Rawalpindi, revealed that the supervision of the nursing

students was callous and careless and did not take into account the young tender ages

of the students, particularly in view of their emotional immaturity and vulnerability.

The curriculum, training and evaluation system are yet other issues that need to be

revised. The healthcare delivery system is presently undergoing a massive change. The

earlier emphasis on hospital based care & treatment is now shifted to ambulatory care

practices. This has major implication for nursing education because it directly impacts the

knowledge and skills needed by current nursing workforce. A large proportion of existing

nursing workforce is not adequately prepared to meet the needs of our healthcare

system. This is mainly attributed to the declining standards of nursing education,

outdated curriculum, lack of professional development opportunities, assessment and

revalidation as well as lack of trained academic staff. This requires responsibility for a

wide range of activities such as enhancement of the composition of nursing workforce,

expansion of the knowledge, skills and capabilities of nurses.

It should also be kept in mind that there is an accelerated demand of nurses overseas.

Pakistan can avail this opportunity to export nurse workforce to these countries. Thus this

can be an area that needs exploration for better utilization of our workforce globally.

Higher Education Commission (HEC) can play a significant role in planning and

development of nursing workforce and ensure adequate supply and distribution of

qualified nurses that meet the health needs of new millennium.

It was therefore in April 2004, a taskforce on nursing education was formed with an





objective to advise HEC on current and projected issues affecting the nursing workforce

and to

a. review and reform regulations and accreditation process of nursing

schools/institutes in Pakistan

b. refine the process and outcomes of under graduate and graduate nursing

education

c. establish and enforce standards of nursing education which are at par with

international standards

d. develop and promote the image of nursing and

e. define steps for retention of nursing workforce

As a result of initial recommendations, an action plan has been proposed and HEC has

already taken some major steps towards promoting excellence in Nursing Education.

One of the main issues highlighted by the taskforce was the outdated apprenticeship

model currently prevalent in nursing education where on- job training is introduced from

day one and nursing students are used as service providers. The Committee proposed

that there is a need for paradigm shift where nursing schools are moved to universities

rather than working within the domain of hospitals. As a result the HEC has now

approved funding to establish Nursing Institutes at Liaquat University of Medical and

Health Sciences, Jamshoro, Dow University of Health Sciences, Karachi as well as

University of Health Sciences, Lahore.

A career ladder will also be built within the service structure of these institutes which will

be academically structured on the lines of medical profession i.e. assistant professor/

associate professor and Professorial level.

Higher Education Commission and Pakistan Nursing Council will also meet to discuss

the variations in the various degree programmes offered country wide and produce a

consensus statement.





Foreign/expatriate hiring program is already implemented by HEC through which

universities and public institutions can benefit and introduce nursing programs at

Postgraduate level. Similarly British Council linkage program can also be utilized for the

exchange of faculty and students in Nursing.

Video conferencing facilities and networking among universities will also be utilised to

provide professional development programs. Further opportunities for professional

development of nurses may be provided through HEC by introducing short term/long

term scholarships for nurses exclusively.

Finally the Higher Education Commission realizing the importance of nursing care has

been instrumental along with Pakistan Nursing Council and Ministry of Health to promote

excellence in nursing education which will directly affect the quality of care provided to

masses in Pakistan.

Table 4: Proposed Plan of Action for Excellence in Nursing Education

Establishing two new institutes of Nursing

Strengthening existing units in higher degree institutions. Ten units in all

Enhancing Positive Image of Nursing as Profession

Curriculum development

1.Generic Nursing Program

2.Transition Masters Program for current workforce

3.Accelerated bridging program for new entrants

4. Review and refine existing diploma programs

Transition Masters Program: Thirty nurses in all ten per year

Five fellowships each for in country Regular Masters program and overseas

Ten Specialty related program 5 trainees in each per year

Professional Development Activities: 100 educational activities in three years targeting

5000 nurses

15 study grants for short courses offshore(i.e. distance learning) and onshore nationally

and internationally

Developing Guidelines for Accreditation of higher degree institutes and programs in

Nursing in collaboration with Pakistan Nursing Council

Development of National standardized Examination

Promotion of Research & Publications




CONCLUSION

An ambitious roadmap has been planned and the most positive aspect of this three year plan is

the political will from the Government of Pakistan by allocating adequate budget to carry out

these activities. The staff at Learning Innovation are very optimistic that under the leadership of

the Chairman Prof. Dr. Atta -ur –Rahman (NI, HI, SI , TI) and Dr. Sohail Naqvi the Executive

Director they will be able to achieve the targets set in this roadmap successfully as time will tell.

We go where our vision is

Joseph Murphy

Figure 10: Participants of First Faculty Development Program in 2004

HEC Roadmap Learning Innovation 2004 - 2007

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