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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

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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

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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)

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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

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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)

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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

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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

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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

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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

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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

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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

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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

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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

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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