Curriculum vitae

Amjad Ali Arain

71000 Hyderabad Pakistan

Tel : +92 (0)321 3089387 Email : amjad.arain@yahoo.com Date of Birth 15/12/1974 Nationality:- Pakistani

CNIC No. 41303-1543007-7 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)

University of Burgundy, Dijon France Education Title: Higher education in Asian countries and the role of international organizations in its development: a comparative study

M.S. (2009)

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)

M.S. (2008)

M.A. (2006)

M.Ed. (2002)

B.Ed. (2001)

M.A. (1998)

B.Sc. (1995)

Certificates 2012 International Islamic University Islamabad Qualitative analysis of data through NVIVO-9 University of Burgundy, Dijon France Directing a Research and Development (R&D) Project University of Burgundy, Dijon France Programming and analysis through R Language Module lcriture Scientifique, UB France Use of MS-Office 2007/2010 in research project UNESCO Bangkok Office Thailand ICT in Education Module-I University of Burgundy, Dijon France Website designing and development University of Geneva, Switzerland Data Analysis in Social Sciences University of Burgundy, Dijon France Diploma in French Civilization University of Burgundy, Dijon France Diploma in Spanish Language CAVILAM, Vichy France Diploma in French language

2011

2011

2011

2010

2009

2009

2008

2008

2007

Distinctions and prizes 2011 - Research prize, JMBF17th journe 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.wiseqatar.org/content/2009-finalists-0 2009 - Research prize, JMFB 15th journe du savoir Dijon France 2007 - Award of Scholarship for Ph.D., from HEC Pakistan 2006 - Academic Committee Member, B.I.S.E., Hyderabad Sind

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 Visiting Lecturer Deputy District Officer

UNESCO Bangkok office Thailand, 2010 Faculty of education, University of Sind 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 Vice president General Secretary General Secretary Member Member Member Office software

Doctoral students representative, IREDU Universit de Bourgogne, 2009-10

VloCampus, Dijon France Hyderi Educational Society Hyderabad Sind Pakistan Sabri Citizen Community Board Hyderabad Sind Pakistan Amnesty international , UK Association Francophone dducation compare (LAFEC) Gnration Campus, Burgundy University Computer related Competencies and skills

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

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)

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 Role of IGOs in the development of higher education in South Asia. 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

Project for Master Degrees (Law, economics and management) Projects for Master Degrees (Education and training)

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 (Journe "Jeunes chercheurs" du RESUP 2011 http://iredu.ubourgogne.fr/toute-lactualite/actualites-externes/227-journee-jeuneschercheurs-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

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 (Lanalyse de rgression en sociologie de lducation. Geneva Switzerland) Contributions methodological limits of international surveys in education (Apports et limites mthodologiques des enqutes internationales en ducation Geneva, Switzerland) La maternelle: Une cl pour linsertion scolaire et sociale (Dijon, France) Les 26m journes de microconomie applique (Dijon, France) 32rd colloque international de AFEC Orientation et Mondialisation Dijon France. Higher education and job markets (Lenseignement suprieur et les marches du travail) Universit 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) 6

2008

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 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

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/papersand-presentations/ http://u-bourgogne.academia.edu/AmjadAliArain 7

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-eTalaba 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

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 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

Principal

Human behaviour controlling and conditioning skill Budgeting and resource management skill Teaching and training skill

Social role Representative Doctoral students representative, IREDU Universit 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 VloCampus, 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 Member Association Francophone dducation compare (LAFEC) Gnration 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 10

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 11

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

12

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 teachers 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

13

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

14

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

15

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 childrens 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

16

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 subsectors 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

17

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

18