essay on universities in pakistan

Higher Education in Pakistan: Challenges, Opportunities, Suggestions

Education Quarterly Reviews, Vol.4 No.2 (2021)

8 Pages Posted: 3 May 2021

Khan Ghulam Murtaza

Guangzhou University

Date Written: April 25, 2021

Higher education provides opportunities to censoriously reveal the cultural, moral, socio-economic, and spiritual issues faced by the human race. Pakistan's higher education system has many institutional drawbacks includes a lack of quality management, institutional structure, and knowledge gaps between cross-culture educations systems to improve the efficiency of the current higher education system in Pakistan. To make Pakistan an educational center, Pakistan must strengthen the education system by developing modern technology and higher education. This study focuses on low enrolment and dropout gaps, quality and quantity of higher education standards, infrastructure, facilities, and low-quality teaching methods. This study summarizes these problems with suggestions to improve higher education standards and quality through cross-culture developments, performance standards, teaching methods, and examination reforms in Pakistan's higher education system.

Keywords: Pakistan Higher Education, Challenges, Suggestions

Suggested Citation: Suggested Citation

Khan Ghulam Murtaza (Contact Author)

Guangzhou university ( email ).

Guangzhou Higher Education Mega Center Waihuanxi Road 230 Guangzhou, Guangdong 510006 China

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List of 100 best universities in Pakistan

Updated: February 29, 2024

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• Liberal Arts & Social Sciences
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Top 100 universities in Pakistan ranked by EduRank based on research outputs, non-academic prominence, and alumni influence. The rankings are determined by analyzing 5.13M citations received by 427K academic publications made by 175 universities from Pakistan, the popularity of 438 recognized alumni, and the largest reference database available.

1. University of the Punjab

2. Aga Khan University

3. Quaid-i-Azam University

4. University of Karachi

5. Lahore University of Management Sciences

6. University of Engineering and Technology, Lahore

7. University of Agriculture, Faisalabad

8. COMSATS Institute of Information Technology

9. Bahauddin Zakariya University

10. National University of Sciences and Technology

11. University of Peshawar

12. National University of Computer and Emerging Sciences

13. Islamia University of Bahawalpur

14. International Islamic University, Islamabad

15. University of Lahore

16. Bahria University

17. Mehran University of Engineering and Technology

18. University of Sindh

19. University of Central Punjab

20. Government College University, Lahore

21. NED University of Engineering and Technology

22. DOW University of Health Sciences

23. Institute of Business Administration

24. University of Education - Pakistan

25. University of Sargodha

26. University of Management and Technology - Lahore

27. Ghulam Ishaq Khan Institute of Engineering Sciences and Technology

28. Government College University, Faisalabad

29. Fatima Jinnah Women University

30. Forman Christian College

31. University of Engineering and Technology, Taxila

32. Lahore College for Women University

33. University of Engineering and Technology, Peshawar

34. King Edward Medical University

35. Riphah International University

36. Pir Mehr Ali Shah Arid Agriculture University

37. Abdul Wali Khan University Mardan

38. University of Veterinary and Animal Sciences

39. Pakistan Institute of Engineering and Applied Sciences

40. National University of Modern Languages

41. University of Balochistan

42. Liaquat University of Medical and Health Sciences

43. University of Health Sciences, Lahore

44. Information Technology University

45. Gomal University

46. Jinnah Sindh Medical University

47. University of Gujrat

48. Air University

49. National Defence University

50. Federal Urdu University of Arts, Sciences and Technology

51. Khyber Medical University

52. Hazara University

53. Sukkur Institute of Business Administration

54. Kinnaird College for Women

55. Ziauddin University

56. Pakistan Institute of Development Economics

57. Institute of Space Technology

58. Islamia College Peshawar

59. Iqra University

60. University of Agriculture, Peshawar

61. National Textile University

62. Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology

63. Lahore School of Economics

64. Sindh Agriculture University

65. Rawalpindi Medical University

66. Hamdard University

67. Kohat University of Science and Technology

68. University of Azad Jammu and Kashmir

69. University of Malakand

70. Foundation University Islamabad

71. Fatima Jinnah Medical University

72. University of Haripur

73. Karakurum International University

74. Balochistan University of Information Technology, Engineering and Management Sciences

75. University of Science and Technology, Bannu

76. Beaconhouse National University

77. Baqai Medical University

78. Karachi Institute of Economics and Technology

79. Shah Abdul Latif University

80. HITEC University

81. Sarhad University of Science and Information Technology

82. Quaid-e-Awam University of Engineering, Science and Technology

83. Isra University

84. Sir Syed University of Engineering and Technology

85. Sindh Madresatul Islam University

86. Mohammad Ali Jinnah University

87. Dawood University of Engineering and Technology

88. University of Wah

89. National College of Business Administration and Economics

90. Mirpur University of Science and Technology

91. Jinnah University for Women

92. University of Swat

93. Bacha Khan University

94. Shaheed Benazir Bhutto Women University

95. Abasyn University

96. Preston University

97. Shaheed Benazir Bhutto University, Shaheed Benazirabad

98. Government College Women University, Faisalabad

99. Indus University, Pakistan

100. DHA Suffa University

The best cities to study in Pakistan based on the number of universities and their ranks are Lahore , Karachi , Islamabad , and Faisalabad .

Average cost of living for students in Pakistan is $216 + $20-141 for rent (depends on where to live: dormitory, renting with a roommate or solo).

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Education in Pakistan: problems, challenges and perspectives

Quaid-e-Azam Muhammad Ali Jinnah said and I quote:

“Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without requisite advance in education, not only shall we lag behind others but maybe wiped out altogether.”

The education section of the executive summary of the Economic Survey of Pakistan 2021-22 notes: “Pakistan is committed to transform its education system into a high-quality global-market demand-driven system in accordance with Goal 4 of the Sustainable Development Goals (SDGs) .” However, the reality is vastly different.

The literacy rate in Pakistan in 2021 was only 62.8%. Any gains in literacy rates over the last many years have been small, slow and marginal.

In 2021-22, we spent only 1.77% of GDP on education-related expenditure at both the federal and provincial levels. Most UN agencies recommend that the minimum expenditure on education should be 4% of GDP. In recent years, the highest percentage of GDP we have spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that we do not have the resources.

In Pakistan, the current literacy rate is 62.3%. In Budget 1.7% of GDP has been allocated as Education Budget which is lowest in the region. The expenditure of Rs 74,609 billion has been allocated for Tertiary Education Affairs & Services in budget 2022-23; Rs 3,786 billion for pre-primary & primary education; Rs 8,863 billion for Secondary Education Affairs and Rs 2 billion for administration. Rs 44,174 billion has been earmarked for Higher Education Commission ( HEC ) under the Public Sector Development Program (PSDP) for the year 2022-23. (Business Recorder June 11, 2022).

According to data from the World Economic Forum’s Global Competitiveness Report 2017-18, the Global Competitiveness Index (GCI) shows Pakistan’s slow performance being ranked 129th of the 137 countries, on the Health and Primary Education related elements of competitiveness, when compared with other countries in the region like India, China, Bangladesh, Sri Lanka and Malaysia. The structure of school education system in the public sector is depicted in Fig. below.

Figure Above: The structure of school education system in Pakistan (Pre-Primary to Higher Secondary)

Education system creates sense of responsibility among people and they come to know the methods to achieve their national, societal and personal rights and it also enhances their general consciousness needed to deliver their duties as citizens towards their Nation. Once the realization originates, people start working for the development and prosperity of their motherland in the atmosphere of trust and co-operation.

The polarization and non – unified education system has resulted into outraged political turmoil, deadly terrorism, incessant sectorial violence, social disruption, economic instability and degeneration of government system. Whether it is poverty, non-availability of jobs, security uncertainty, sectarianism or terrorism, lack of tolerance, lack of general awareness, illiteracy, all are off shoots of the poor, inefficient and ineffective education system. The lowest budget allocation, a realm of large number of ineffective education policies has badly failed to take country out of economic, social, political and development quagmire.

Education has fundamental role in the economic, social, political and structural development of any nation. Many of the economic issues like poverty , overpopulation, unemployment , resource mobilization, inflation, exchange rate drastic fluctuation, housing, infrastructure, and health can be reduced and handled by improving education system in Pakistan. Education can also solve social issues like Baradari system, Wadera Culture, Chaudary regime and slave mentality. The political issues like battle for power by different politicians, lawlessness, fraud, corruption, religious riots, extremism, processions to gain popularity, use of indecent remarks, no public service, no human investment to save the lives of ignorant and deprived humans. Structural Development like transition from primitive methodologies to modern strategies; Shifts from Agriculture to Industry, hand made tools to mechanization, from physical conventional education system to Online Education and adoption of highly sophisticated and up to the mark technology can only happen with the strong Education Policy and implementation of country’s education system.

Pakistan, since its inception has failed to establish an education system which can fulfill the aspirations of the general public. Being a developing country, Pakistan is facing multifaceted problems and issues in the education sector. There are many issues prevalent and practiced in Pakistan’s Education System at all levels of Education – primary, secondary – colleges or universities.

The educational institutions within the country are divided into following categories: (1) Pre-primary School (2) Primary School (3) Middle School (4) High School (5) Higher Secondary (6) Inter-colleges (7) Degree Colleges (8) Universities (9) Non-formal Basic Education (10) Education foundations (11) Technical & Vocational Institutions (12) Teacher Training Institutions (13) Deeni Madaris

Pakistan’s schooling system consists of three main school types namely public sector schools, private sector schools and Deeni Madaris. These are further divided as public and private mainly due to curriculum and examination systems used in the schools and the language of instructions used by teachers.

The Broad Categories on education level are:

School Education (Pre-primary – Class 12) College Education (Degree Colleges Class 13-14) University Education

The education system of Pakistan is comprised of 305,763 institutions accommodating 51,186,560 9 students and 2,073,433 teachers. The system is composed of 189,748 (62%) public institutions and 116,015 (38%) private institutions, which also include 31,115 Deeni Madaris. The public sector is serving 28.49 million (56%) students to complete their education while the remaining 22.70 million (44%) are enrolled in the private sector of education. About 38 percent private educational institutions are facilitating 44 percent of students showing a slightly higher per-institution enrolment ratio in the private sector compared to the public sector.

There are a total of 186 universities & degree awarding institutions catering to the needs of higher degree students in both public and private sectors of education. Out of these universities, 111 (60%) are working under umbrella of public sector, whereas 75 (40%) are working in the private sector.

The total enrolment in the universities and degree awarding institutions is 1.576 million. Out of these 1.266 million (80%) students are enrolled in public sector whereas, 0.309 million (20%) students are studying in private universities and degree awarding institutions. In the overall national scenario only four percent students have access to university education. The total male enrolment in the universities is 0.881 million (56%), whereas, the female enrolment is 0.695 million (44%) . There are 56,885 teachers imparting higher education to the students in these universities. Universities in the public sector employ 38,011 (67%) teachers while those in the private sector have 18,874 (33%) teachers.

The significant issues of Education system are lack of Budget Allocation, lack of Policy Implementation, Faulty examination System, Poor Infra Structure of Educational Institutions, Lack of Teacher’s quality, low enrolment, Wayward and Directionless Education system, High scale drop outs, Increasing Political Interference, Out dated curriculum, corruption, Poor Management and Supervision, lack of Uniformity, lack of research, lack of faculty training and Development, Cost of Education, Terrorist Attacks, Cultural Constraints, lack of Parent input, Widening gap between Educational Institutions and Community, lack of Academia Industry Linkage program and Learning Crisis etc.

Education is the nurturing and nourishing force for the construction of strong and impressive societal set up, prominent development and significant growth of the country. Education explores new dimensions and polishes the hidden talent, potential, capabilities and strengths of individuals and redirect these forces towards the rise of Pakistan as a powerful nation on the global horizon.

Quaid-e-Azam Muhammad Ali Jinnah envisioned Education System of Pakistan as the driving force behind all the national goals. In the first National Education Conference held at Karachi. It was decided that Education System will work according to the National aspirations of Pakistan and it will be truly related to the needs of the people of Pakistan. The father of Nation said, “The magnificent goal of Education sector will be to develop character of Pakistan, high sense of responsibility, social integrity, selfless service to the Nation and morality on the part of the people of Pakistan.

Critical analysis of the problems and issues of education system in Pakistan.

These are the most dominant issues and problems of our Education System which needs to be addressed and to find remedial solutions for these issues and put forward recommendations for the positive change in our prevalent Education System.

1- Lack of uniformity

The Education System is not Uniform and is based on differentiated Education System like Public Institutions, Private Institutions and Deeni Madaris. There has been accelerated polarization in the Education System due to divisive Pakistani Education System. This has penetrated into cultural veins of the Nation. The recent waves of Sectarianism and Terrorism are the consequences of this divisible system. Polarized Education System has further divided society on political, economic and social grounds instead of uniting people. This division is leading towards further segregation on linguistic and religious levels and cutting knee deep the ideological foundation of the Nation.

2- Education without direction

A sound Education System is essential for every nation of the world. All nations develop their people or human resources on the basis of rigorous focus on Education and Training . We have poor and direction less education system with lack of cohesion and more prone towards general education without creation of Skillful man power resulting into massive unemployment. It also results into massive political, social, economic and cultural distress among people. There is no use of science and technology in the education system. Students are unable to develop critical thinking, creativity, imagination, reasoning, experimentation, innovation and invention

3- Outdated curriculum

We are still following the old fashioned and outdated Education System of rote memorization, cramming the facts and figures without realizing the holistic development of individuals. The objective of Education should be development of psychological, philosophical and sociological foundations of Education. The present curriculum is not motivating learners for practical research and development, scientific knowledge and reflective observation.

4- Lack of professional development of teachers

There are few training institutes but have lack of funds, lack of resourceful and trained trainers and administers. There are no defined standards of training and development. The courses and trainings are outdated, traditional without exposure to modern technology, motivation, quality of teachers and enhancement of skills .

5- Lack of quality teacher

According to UNESCO report, the quality of educational institutions and teacher is low. The situation is grimmer in remote parts of Punjab, Sindh, Balochistan where there is non availability of teachers. Teachers are not using new methods of teaching and learning, no lesson planning, old method of cramming, no research, no use of libraries or internet, no book reading. Students are promoted to next class on the basis of cramming and memorization of facts and figures without knowledge in depth, no conceptualization, no understanding of topics in the books without relevance in schools.

6- Alarming dropouts

Lack of management and discipline in schools leads many students to drop out from school. This trend is due to punishment in schools, poor parenting, lack of motivation, unattractive school environment, child labor & poverty are also very significant reasons of huge drop out from schools, colleges and universities. It shows that almost 30% of children enrolled in primary education. This trend has added to low literacy rate in Pakistan.

7- Examination system

Students are evaluated on the basis of annual exams, semester wise assessments. Both quantitative and qualitative exams should be introduced to judge the performance of students on comprehensive level and exams should evaluate the student’s ability through various types of reliable assessments like case studies, research papers, MCQs, Comprehensive subjective questions, Analytical questions to check the conceptual understanding of students especially in higher classes (Rehman, 2011).

In Pakistan examination system is faulty and it tests only the memory of students, there is use of unfair means, bribery, cheating, issuance of duplicate marks sheets, changes of marks, change of answer sheets, impersonation. This present examination system has promoted rote memorization and cramming. It has badly failed in producing critical thinking, analytical skills, learning, intellectual power and visionary reflection in the students at all levels of education. It does not measure the strength, achievements and performance of students (Quereshi, 1975).

Modular system of examination in Medical Universities is producing incompetent students with insufficient knowledge of Anatomy which is the backbone of medicine studies. In modular system a single paper for three subjects is given to students. Students prepare easy subjects to pass the exam and leave the difficult and important subject of Anatomy for choice. Therefore, this method has tarnished the strong foundations of learning and performing badly. Doctors produced with such type of examination with lack of proper understanding of subject will not be able to serve the humanity honestly and do the justice with their profession.

In our education system educational institutions are used as breeding grounds for political parties and in colleges and universities these groups nurture. Students get benefits by being part of any political party during exams. A list of students is provided to the teacher by the student leader to pass them in the exam, admissions are given on the party basis, exams are marked and checked on party basis because mostly teachers are also working for parties while sitting in educational institutions. During Board or University exam by giving money to the invigilator, students are allowed to cheat in the exam, Students throw question paper outside the window and one of the party rep climbs up the tree near the window with Megaphone and starts dictating answers by calling up question numbers. Honest Teachers are threatened and sometimes gunned and killed in case they are not willing to listen to the unfair demands of the students of different parties.

Some of the teachers are also involved in malpractices. They leak the paper by charging handsome amounts or solve the papers for students or allow students to solve the papers by cheating from books, material or from some good student. In board exams, before submission of sheets to the board office representative student is asked to write down correct answers. Teachers are themselves involved in such political activities and award “F” grade to students who are not in their party.

In Russia there is no exam system like ours. Students study through out the year and at the end of year teacher can ask any question from the book to pass the candidate and check his understanding & knowledge of the subject.

8- Poor supervision standards

To monitor teaching and learning, poor and harsh standards of evaluation and punishment are used which in some case leads to termination of jobs . At primary school level teacher’s evaluation is not possible. Secondary Schools/Cambridge Schools are evaluated through Board exam results/CAIE results. In college, again Board or University exam results are the criteria to judge the academic performance of Student and Teacher’s teaching. Whereas, actually there is an increase in tuitions instead of relying on School or College teaching. Students and their parents are compelled to go for tuitions due pressure of good grades and admissions in good educational institutions. There are many tuition centres, coaching centres, academies where the same teachers who were unable to impart quality education give quality tuitions by charging heavy amounts and prepare students well to score good grades. The low salaries demotivate them in their institutions to impart good education. In Universities students are given power to evaluate teaching and their grading becomes part of an Annual Evaluation Report which is essential for promotion or benefit of the faculty. This system is again polluted by involvement of computer department staff, Student coordinators and by bribing students to give bad remarks about any teacher. Some insincere and corrupt teachers mark students’ attendance and give them good marks, tell them questions of exams and do immoral activities to get good evaluation from students. Teachers who are honest and hard working are ranked low by students. Even at higher education institutions there is lobbying and politics through which false evaluation against any faculty can be prepared to get rid of the unwanted faculty by the management. So, in short, supervision system is more prone to harassment and control over the teaching staff rather than providing proper guideline and training for the improvement of teaching methodologies & strategies. (Rehman, 2011).

9- Internal and external influence

In Education sector external factors are coming outside the system through politicians and they bring changes in the system to give favor to their families, relatives, friends etc. Internal factors are bureaucratic manipulations (Mazhar, 2011).

There is great favoritism and Nepotism in cases of transfers, Appointments, Promotions, Salaries, Grades & Work Stations. Due to this the basic Infrastructure of the Education System in Pakistan has been badly affected (LOUIS, 1987).

10- Lack of resources

There are not proper Libraries with physical space for Students to Study. Books are not available, No digital libraries, no computer Facility in the library especially in public sector colleges & universities. No proper lighting, no AC, no Generators in case of power break down are available to make studies more comfortable for the desirous and ambitious students. Class rooms are over-crowded, corridors are flooded with students, Inadequate and Inefficient teachers, Laboratories without required apparatus & equipment of practical learning have resulted into a situation of despair and low standard of Education (Louis, 1987).

11- Lack of policy implementation

Frequent political turmoil and change of governments have made policy implementation in its true letter and spirit impossible. Corruption, Lack of Resources, Lack of teacher’s involvement in policies and inconsistency in successive planning on the part of various political regimes in Pakistan. Teachers are ignored while designing Education policies which has led to alienation between teachers and the system of Education (Zaki, 1989).

12- Low budgetary allocation for education

Education system in Pakistan has been crippled mainly due allocation of scarce financial resources in budget. The Education Budget which is definitely not sufficient to fulfill the growing needs of population and involvement of modern technology in the education system, low salaries, high taxation are also hindering the growth of this sector. Taxes are even imposed on the hourly payment of visiting faculty at the rate of ten percent from filers and twenty percent from non-filers which is really unjustified and reduces the meagre earning.

In many countries like Bangladesh & Sri Lanka the Education share in total budget of the country is increasing but in Pakistan it is continuously declining (Sayan, 2012).

13- Corruption

Corruption is another factor responsible for deterioration of the Education System, use of unfair means, nepotism, favors in transfer, promotion and appointments and decision making, misuse of funds, use of illegal authority by the school management, Gender based exploitation and harassment are the subsidiaries of corruption .

14- Lack of faculty training and development

Educational institutions do not spend available funds on the training and development of teachers. They are neither sent to attend the workshops, courses, seminars or conferences to groom themselves and learn the modern techniques and methodologies of teaching. Here again only few favorite teachers are selected for these trainings and most of the teachers remain deprived of any opportunity to groom their teaching skills.

15- Non- availability of public transport/ parking/traffic congestion

Most of the private schools are located in residential areas usually in bungalows to avoid taxes. Here the big issue is non-availability of public transport, parking and traffic congestion on daily basis. This makes both students and teachers tired and stressed because of wastage of lots of time of travelling to and from school to home. This unnecessary delay in timings also affects the quality of education. Mostly schools do not provide their conveyance to students, teachers and staff but ask them to avail transport of the companies with which the senior management set commission.

16- Opening up of large nuber of private schools

There is opening up of various private schools with a shift from Matric system to O & A level with Up-to-date modern technologies. They have comparatively better infrastructure, spacious class rooms, low strengths of class, more trained teachers, with proper sanitary conditions, counselors, doctors, psychologist, its teachers, sports teacher, swimming pools, etc. Creativity of students is enhanced through various activities. These facilities are missing in public schools so parents prefer to send their children to nearby private schools.

17- Politics in education

Different political parties prepare their representatives amongst students. Different teachers also involve them in this exercise as party members. These teacher in exchange of this get favors and benefits from parties by helping their students in getting admissions, provision of question papers, awarding of good grades as per list provided by the party.

18- Compulsion to purchase stationery, syllabus, uniforms and other items from school shop

School management compels parents to purchase the required stationery, syllabus, uniforms and all other required study material from their own school’s shop where the rates are too high as compared to the open market. This puts burden on the finances of the family and parents have to change the school or leave the school. The school charge fess for 3 moths and invest this amount in different profit schemes to earn interest on it.

During COVID-19 pandemic when due lock down schools were closed and even online classes were not in practice, school charged full fee from the students and parents had no option except listening to the management and doing as they demand to keep admission of their child locked and secured.

19- Entry tests, coaching and paper out

All the admissions have been linked with admission test in more or less all institutions making the credibility of different schools, boards, colleges and universities doubtful just to give benefits to the students who are non-deserving and not coming on merit with their results. Every year we hear about MCAT test, usually tests are postponed or test paper is out and re-exam is arranged and many of the students with good grades are pushed out of the admission list. The private colleges have their own test criteria and select students as per their own policies and even charge fees as per their own policies. Most of the deserving, hard working students due to the demand of heavy fees are forced to move towards some other institution. Every year PMDC is dissolved. For these entry tests students join academies, tuition centres and coaching centre and pay high charges to prepare for admission in all these high ranked Engineering and Medical institutes.

These admission tests are introduced to favor their own families, relatives, friends or workers of the political parties to strengthen their vote bank in their constituency.

These tests are fake, their results are fake, the merit lists displayed are fake. In this way many deserving students do not get chance to pursue education of their own choice.

20- Theoretical knowledge inplace of practical learning

Students are given only bookish theoretical knowledge instead of practical knowledge. Most of the students even after getting degrees do not meet the requirement of jobs and are unable to be absorbed in the working population. Students should be sent at least for one semester in organizations before their graduation so that they may become acquainted with the office environment and familiar with the working of different reputable organizations. Activities, Role plays, Case Studies, Worksheets, Research Projects, Seminars, Symposiums, Lecture Series, Events should be organized for the students with their hundred percent involvement so the students not only own the activity but get an opportunity to meet influential people from big companies of reputable brands.

21- Lack of liaison between industry and educational institutions

Mostly universities have no liaison with industries and therefore their students face problems at the time of induction. Universities should invite industrialists to teach courses especially in the last two semester of their studies so that students can learn about the ins and outs of the industrial workings and may get a chance of absorption in the industry as employees.

22- Non-participatory in nation building

Education Sector is not playing any role in Nation Building. Our Education System is producing students with mindset that only foreign countries are providing good education and to get good job it is necessary to become foreign graduates. Mostly Students lack patriotism, civic sense, loyalty and love for their homeland and people living here and treat them as inferior to the foreign world. So being Status conscious and due ostentatious effect our crème has moved abroad for higher education. On the other hand, students who get them enrolled here in Pakistan after getting degrees and job search find it best to move abroad for higher studies, job and career growth. Once they get job, they prefer to stay there on permanent basis and become citizens of that country with dual nationality status. Our best youth has settled in European Countries, USA, UK, Canada, Germany, Spain, Italy, Australia, Malaysia, South Africa and Gulf Region and rendering their best services and earning handsome salaries and maintaining luxury life styles in those countries without any fear of security, terrorist attacks, bomb blasts, sectarian riots, traffic congestions, pollution, Smog, energy Shortage etc. By being there they feel satisfied and happy. They do not send any remittances here instead they are calling up their families, relatives and friends to come and transfer their assets to those countries making Pakistan’s economy weaker with this outflow of resources. Our Doctors, Engineers, Architects, Retired Army Officers, Bankers, health workers paramedical staff, skilled labor, business graduates, pilots, Air men, Air Technicians, Aircraft Engineers, Educationists, Insurance Agents, Scientists and Researcher have moved to Western countries and are not willing to come back or serve the Nation.

23- Pupil teacher, pupil school and teacher school ratio

These ratios are very important. If there are more peoples in one class then teacher cannot give individual attention to students. Weak students are neglected and gap between strong and weak students widens. If pupil school ratio increases then infrastructure does not accommodate the increased number of students and in place of two students, three or four students are asked to sit. Other facilities like availability of labs, computers, access to canteens, sports items, playgrounds, washrooms etc. become less for the large number of people. If schools have low number of teachers hirings then work load for one teacher is overburdened and individual attention, mood, behavior, marking of copies/assignments or imparting of quality education is disturbed. The ideal class size is 30 students at most for one teacher but in our universities sometimes more than 100 students are accommodated in one class.

24- Non-availability of electricity

Load shedding and energy crisis in the country has devastatingly ruined the quality of education. In summer when the weather is hot and humid, then in the class of 68-70 students when teacher has very limited space to move, then there is suffocation, lack of oxygen, smell of sweat and loss of student’s attention in studies. This is a source of big demotivation for students and teachers and they want to leave.

25- Non-availability of drinking and washing water in toilets

In most of the schools clean drinking water is not available. Mostly the washrooms are not cleaned on regular basis so health hazards are faced by the students and teachers especially female students suffer a lot because of this. Mostly, schools’ students suffer from cholera, diarrhea, typhoid etc.

26- Non-availability of boundary wall

There are many schools in villages, towns and even cities where schools are working without boundary walls, which has become a security hazard.

27- Terrorist attacks and child killing

Terrorist attacks in schools like APS, Peshawar where a large number of students were killed. Schools are force to provide security to students. Attacks on students, teachers, on school buses, entrance of school buildings have decreased enrollment in schools.

28- Female students and female teachers’ harassment

Female students and female teachers are sexually harassed by male teachers. Many students are threatened not to speak against the culprit. In universities many male teachers award good grades to female students after their sexual assault. In jobs, females involved in such type of illicit activities and involved with the management get all kind of benefits of increments; increase in salaries, courses abroad, promotions and in some cases female faculty was awarded PhD degrees even when their research work was not up to the mark and rejected by external supervisors.

29- Parent’s input for improvement of education system at all levels

Parents should be involved at all education levels to maintain the high standards of education and learning.

30- Cost of education

The economic cost is higher in private schools and they are located in rich localities only though they provide better quality of education. Public schools ensure equitable access but low-quality education.

31- Cultural constraints and traditional taboos

Due to cultural constraints and traditional taboos parents prefer early marriages of their girls instead of sending them to schools. Similarly, mothers feel comfortable when girls stay home and help mothers in baby sitting and finishing household chores. In some of the areas only boys are sent to schools considering them as head of the future families and girls are asked to learn some family skills like embroidery, weaving, pottery or for cattle care.

32- Illiteracy of parents and parental concerns

Due to non – availability of Education and lack of awareness poor parents have number of children in the hope that they will become their earning hands and instead of sending them to school their mothers working in different houses as domestic help take them along for the baby sitting of the children of theses houses and demand money for that. They think that investing girls will be of benefit to the in laws or her husband since they will not get any return from it so its better as long as girls are staying in their homes they should earn and bring money for the family.

33- Learning crisis:

The education system is not producing students who are learning from education as per the requirement of the standard in which they are studying. Maybe a student studying in class five does have the knowledge of class two or three only. This Learning Crisis has become the biggest issue of our current education system. It means there is wide gap between school input and school output.

34- Distance:

There are many schools which are far from some of villages and there are no means of transportation and children have to walk on foot to reach schools miles away from their homes which is not possible for girl students to do as parents do not want to send their girls unattended and do not accompany them since they have to work to meet both ends.

Recommendations:

• Budget allocation should be increased as per international standards of education.
• Schools should be shifted on solar system to handle the issue of load shedding.
• Pupil teacher, pupil school and teacher school ratios should be balanced and class strength, teacher’s number and number of classrooms should be in accordance to the international education standards.
• Boundary walls should be made. Security staff should be hired, CCTV cameras should be installed, student teacher and staff should be issued identity cards.
• For teacher training and development quality professional institutes with sufficient funds should be set up.
• Political and bureaucratic influence should be minimized at all educational levels.
• The system of accountability should be strengthened and all associated in education system are trained to own responsibilities both at individual and collective basis.
• Curriculum should be revised on annual basis and new strategies and methods should be incorporated to align our education system with other countries.
• Examination system should be made free of unfair means, Mafia culture and illegal gratification. Supervision and monitoring should be strong to subside this element.
• Policies should be implemented with delay and in continuity to get their outcomes.
• The culture of research should be promoted in the educational institutions.
• There should be Academia industrial linkage programs to make our education practical and our students capable of absorption in the job market.
• Introduction of technical and vocational trainings at secondary schools.
• Increasing public expenditure on education and skill generation from 2.7% of GDP to 5% of GDP and then to 7% of GDP.
• Reduce polarization and try to introduce uniform standards at all types of schools.
• Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Conclusion:

Sense education is developing not only mind but it also cleans and grooms our body and soul. We not only get education for economic reason but to handle social, political, psychological, ethical, legal and spiritual issues of our life. Education turns a raw human into a polished human being which becomes human capital of any nation and key to the development of that country. With education many countries are ruling the world and have become leaders in the comity of nations. The current system has made our younger generation direction directionless and uncertain about their future so they are leaving Pakistan and settling down in developed countries. The lawlessness, fear of loss of life, terrorist attacks, unemployment, inflation, exchange rate fluctuation, overpopulation, poverty, taxes and IMF loans are producing forces of degree holders without any vision, mission, critical thinking, reflection, analysis, research and creativity. Our outdated curriculum is pushing our youth towards stone age instead of directing them towards the fast-changing technology driven world. Traditional teaching is giving theoretical knowledge to students but practical learning is missing.

Finally, education reforms are the only solution to change the existing education system so following recommendations are suggested for the policy makers, thinkers, researchers, educationists and common people. Hope it will add value in the research and development of both student and teachers.

References:

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Pakistan’s Higher Education System

History, Status, Assessment

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• Pervez Hoodbhoy 3  

Part of the book series: Global Education Systems ((GES))

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Higher education in Pakistan is analyzed here within the context of the country’s historical and political development. Critical for understanding the present is a description of the state of education of Muslims well before the partition of India. From 1947 onwards, growth periods in higher education are identified and their impact evaluated. The benefits of increased access are weighed against the problems created by the post-2002 rapid expansion of the university system. Academic freedom and campus culture are examined together with the role universities have played in fostering terrorism. The most vexing issue is to define quality of education, without which comparisons are meaningless. It is argued that at least for the hard sciences, and probably social sciences and humanities as well, the present international ranking system is inadequate and education specialists need to come up with a general framework that takes into account ground realities specific to countries like Pakistan.

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Hoodbhoy, P. (2021). Pakistan’s Higher Education System. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_64

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Your right to know Wednesday, June 26, 2024

Role of universities in the development of Pakistan

Dr Ejaz Hussain and Asif A Malik

October 16, 2014

It is commonly perceived that education is the most powerful weapon in alleviating poverty, elevating economic growth, producing skilled human resource, creating a healthy and enlightened social environment and making self-sufficient nations. Poverty and education are paradoxically related to each other: if one is improved, the other is decreased.

In a socially, economically, religiously and culturally diverse state like Pakistan, higher education institutions and universities, imparting education and conducting cutting edge research, are the central mechanisms that can raise the declining social and economic infrastructure of the country. Since the 2000s, there has been rapid growth in these institutions and universities across Pakistan as is evident from the sharp rise in their numbers from just 32 in 2001 to 160 at present.

Pakistan, despite rapid growth in the education sector during the past decade, suffers from severe challenges in its educational development. These challenges include lack of access to higher education for the majority of its youth, results oriented standards of pedagogical techniques, brain drain of qualified human resource and lack of adaptability to changing paradigms of academic research. Out of a population of 190 million, only five percent of them have access to university level education. It is worth mentioning that, by the end of 2022, Pakistan needs 36 million new jobs if the economy grows up to six percent annually. Therefore, it is the premier duty of all national universities to produce graduates who fulfill the criteria of the national, social and economic needs of the country. In this regard, the role of career counseling and placement offices at the university level becomes very important.

In the 21st century, the paradigm of universities has shifted from traditional aspects of teaching and learning towards building communities, economies and patterns of leadership. Education, either basic or higher, plays a key role in the development of human capital that subsequently brings about the establishment of sound economies and harmonious communities. There is an immediate need to initiate radical educational reforms so that these challenges can be addressed proactively. The following is an exercise in this regard.

To begin with, the ministry of education, ministry of finance, planning commission, standing committees on basic and technical education and the higher education commission of Pakistan should assist these universities, both public and private, in establishing on-campus university-community partnership centres. These centres should work on the pattern of think tanks and should devise mechanisms to address dominant social problems, prepare modules and schemes for the outreach of educational facilities and bridging linkages with communities for sharing of knowledge. Secondly, since Pakistan is a traditional society with different demographical characteristics, whereby more than 30 percent of the population lives below the poverty line, and more than 600,000 young graduates are adding to unemployment every year, these higher learning institutions and universities should develop terms of reference (ToRs) to provide financial assistance to talented individuals who otherwise cannot afford university education.

Thirdly, to streamline and ensure effective utilisation of public funds allocated for development of higher education in Pakistan by the concerned commissions and universities, the concerned ministries and planning commissions should primarily focus on building grass-root level education in primary schools, especially in Balochistan and Khyber Pakhtunkhwa. Fourth, universities should focus on creating an entrepreneurial culture among their graduates. They should produce job creators rather than producing job seekers. This can be attained through the establishment of effective business incubation centres, encouraging partnerships between industry and academia and placing career counselling offices that should work on intellectual and professional development of the graduates during the course of their studies in order to prepare them today for the challenges of tomorrow.

Fifth, education never means to earn; it means to spend. The best way to spend is spending on education and research that later on addresses the social, political, environmental and economic problems of Pakistan. Universities can play a vital role in this regard through fostering reciprocal partnerships with other educational organisations and community development centres to identify real life problems. Community development participation should be made mandatory for teachers and students at the university level. If the prestigious Australian Endeavour Award can assign 35 percent of its total evaluation marks towards the contribution of individual applicants towards community services than why can students at our universities in Pakistan not be prepared on similar lines? Moreover, since Pakistan has always been a victim of natural calamities such as floods and earthquakes, it will be beneficial if various emergency training programmes and courses related to disaster management are incorporated in the curriculum.

Last but not least, the role of university managers and leaders is very crucial in steering our universities in the right direction. The Higher Education Commission of Pakistan (HECP) can, for example, initiate university leadership and administration programmes for capacity building of university administrators in collaboration with top ranking educational schools around the world. Popenici rightly said that “an institution is not a sum of disciplined ‘soldiers’ working on the assembly line designed to deliver skills for a set of jobs (that may be gone when students graduate). A university is responsible to develop the whole thinking person, to expand horizons and instill the love for learning in individuals and build democratic citizenship with engaged and informed citizens who have the power to make democracy work. A university is also asked to cultivate imagination and creativity, defend civilisation and create new knowledge, act as a forum where free and responsible minds can ‘question the unquestionable’ for the benefit of our societies. Universities have the power to provide innovative solutions, but when tools of a successful army are used in this institution, results are equal to those imagined if we promote debate groups for soldiers when they are in the line of fire.”

In summary, it can safely be concluded that the development of societies and economies is interlinked with the growth of education. It is the order of the day that quality of education at every stage be improved to help lay a solid foundation for the advancement of studies in basic sciences, engineering disciplines, agriculture extension, medical and some other important areas that are needed for the economic growth and reconstruction of Pakistan. As the report published by Credit Suisse in February 2013 indicates, “The rising trend of youth unemployment around the world threatens not just current economic growth but also political stability and the potential demographic dividend.” As a result, universities now have to re-think and re-design their policies for the uplift of the socio-economic situation in Pakistan. Without quality education that critically prepares a young mind to face and provide solutions to varied types of problems, Pakistan or any other developing state will only suffer socio-economically, politically and strategically.

Dr Ejaz Hussain is a political scientist and woks as assistant professor at Iqra University, Islamabad. He tweets @ejazbhatty. Asif A Malik works as assistant registrar at COMSATS, Islamabad. He tweets @AsifMalik30

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Education System of Pakistan: Issues and Way Forwards

• Kalsoom Begum
• December 15, 2023
• CSS Essays , CSS Solved Essays

CSS and PMS Solved Essays | Education System of Pakistan: Issues and Way Forwards

Kalsoom Begum, a Sir Syed Kazim Ali student, has attempted the CSS essay “ Education System of Pakistan: Issues and Way Forwards ” on the given pattern, which Sir  Syed Kazim Ali  teaches his students. Sir Syed Kazim Ali has been Pakistan’s top English writing and CSS, PMS essay and precis coach with the highest success rate of his students. The essay is uploaded to help other competitive aspirants learn and practice essay writing techniques and patterns to qualify for the essay paper.

1-Introduction 

2-Debunking the term education 

3-Significance of education for a nation’s progress

4-Current situation of Pakistan’s education system

5-What issues are facing Pakistan’s education system? 

• Case in Point : Even after the adoption of more than 25 policies, still the education system is failing to raise the nation socially and economically
• Case in Point:  Clear difference between the attitudes of students coming out from the public educational institutions, deeni madaris and the few private elite institutions
• Case in Point : According to the International Crisis Group, Pakistan is amongst the 12 countries in the world that spent less than 2 per cent of their GDP on the education sector
• Case in Point : According to a UNESCO report, there are no proper training standards in the available training institutes in the remote areas of Punjab, Sindh, Baluchistan, and Khyber Pakhtunkhwa
• Case in Point : According to the International Association of Universities, Pakistan is the world’s 20th-largest country in terms of the number of universities. Nonetheless, the country contributes only 0.49 per cent to the world’s research documents.
• Case in Point : According to the Planning Commission of Pakistan, less than six per cent of the youth population acquires technical skills, and only two per cent implemented
• Case in Point : Kalimullah, head of the sociology department at Peshawar University, depicts the education system as a source of ongoing deep polarization in the country

6- Recommendations to overcome educational challenges 

• ✓ To allocate a sufficient budget for education, the education system of Pakistan takes a fresh breath with resources  
• ✓ To strengthen accountability so that everyone owns their responsibilities
• ✓ To own their responsibilities, accountability must be strengthened
• ✓ To introduce an updated and relevant curriculum catering to the modern world’s psyche and needs.
• ✓ To work smoothly without any discrimination, there must be less political interference in the education sector
• ✓ To provide solid political will on policy implementation and less interference of politics in the education sector

7- Conclusion 

Education, the kindling of the flame, is the permanent character of human history from darkness to light and the evolution of thoughts from ashes to the phoenix. It has remained the most powerful tool for securing growth and progress in the socio-economic and political realm. Thus, education lays the foundation for a country’s political, social, and economic development. However, being a developing country, Pakistan has been facing critical issues in education since its inception; therefore, the education system has failed to deliver according to the nation’s aspirations. This is because there is a shortage of techno-vocational institutions, policy implementation, uniformity, budget, training and research institutions, and moral development in the country’s institutions. As a result, the state has failed to develop innovative mindsets to contribute to the socio-economic and political upliftment of the country. Although multiple education policies have been designed to improve Pakistan’s education system, none have ever been implemented successfully. Therefore, it is high time for the government to look into the matter meticulously to help the coming generation have a better education system and progress. This essay discusses the issues of Pakistan’s education system and suggests ways forward for overcoming these issues.

      Debunking the term, education is a process that begins at birth and continues until the end of life. The primary focus and function of education is to prepare children for their roles as workers and members of a larger society and identify the purpose of education, shaping of the social being. Generally, there are two main types of education: formal education, which takes place in proper education and training institutions, and non-formal education, which does not occur in formally structured schools. The differences between traditional and non-formal education can be seen in terms of the purpose, timing, content, delivery system and level of control.

      In a broader context, it plays a significant role in people’s physical, mental, psychological and social growth and is the pillar of national progress. Countries with constructive education systems are considered the world’s socio-economic leaders.  The founders of Pakistan realized early that the future of this nation depended on a productive pursuit of knowledge through education. In his message to the first Education Conference in November 1947, the Quaid-e-Azam said: “If we are to make real, speedy and substantial progress, we must bring our educational policy and program on the lines suited to the genius of our people, consonant with our history and culture and having regard to the modern conditions and vast developments that have taken place all over the world. The future of our State will and must accordingly depend upon the education we give our children and how we bring them up as future citizens of Pakistan. Through sound education, we should try to instill in them a high sense of honour, integrity, responsibility and selfless service to the nation. There is an immediate and urgent need to give scientific and technical education to our people to build up our future economic life and to see that our people take to science, commerce, trade, and particularly well-planned industries. We should not forget that we must compete with the world, which is moving quickly in this direction.”  Every nation crops its generations according to its society and provides teachings to play a significant role in developing its country. Thus, education has played an essential role in the development of Norway , as their highest literacy rate leads them to be amongst the most prosperous nations.  

       Since its inception, Pakistan has expressed its commitment to promoting education and literacy in the country through education policies at the domestic level and getting involved in international commitment, for instance, ‘Education for All’, Vision 2030, and Millennium Development Goals. A review suggests that progress has been observed in the education system. But still, there is a dire need for research and training institutions, policy implementation, trained and professional teachers, uniformity and direction, and updated and relevant syllabi, delineating the current outlook of the country’s education system.

      Talking about the issues that Pakistan’s education system facing today, the first is several education policies have been created, but none have been implemented in an authentic and genuine spirit. It is because there has been a lack of political will on the part of successive governments to enforce the policies vigorously due to the problems of corruption, lack of funds and gross inconsistency in straight planning on the part of various political regimes in Pakistan. Moreover, in the overall policy formulation, teachers have been ignored. They are regarded as unimportant elements, which has led to alienation between the teachers and the education system.

     Moreover, different systems of education are simultaneously working in the country. The curriculum is also not uniform, giving birth to other schools of thought . For example, there is a difference between students’ attitudes toward public educational institutions, deeni madaris, and the few private elite institutions.  This trend has accelerated the pace of polarization in society, created a massive gap in the nation, and even deeply penetrated its cultural veins. The recent wave of terrorism and the increasing sectarian division are the logical consequences of this divided system of education. As a result, in the current polarized system of education, there has occurred a tremendous social division in society on political, social, and economic grounds rather than unity among the people, which is cutting knee deep the ideological and social foundation of the nation leading towards further divisions on linguistic and regional grounds, which has potentially damage the social cohesion and fabric of the society.

      Besides, finance is considered the engine of a system. The education system of Pakistan has been crippled mainly due to the scarcity of finance.  The successive governments have been giving less than 2.5 per cent of their budget to the education sector, which is not sufficient for the growing educational needs of the nation in the present changing times.   Academic budgetary allocation has increased in many developing regional countries, such as Sri Lanka and Bangladesh.   But in Pakistan, it is declining day by day.   According to the International Crisis Group, Pakistan is among the 12 countries that spend less than 2% of their GDP on education.  With this insufficient budgetary allocation, the country has hardly meet the targets of universalizing primary education as a signatory to the SDG goals by 2015 and onward.

      In addition to this, training is essential for quality performance of teachers, as teaching is a challenging job. And there is a lack of training opportunities for teachers in Pakistan. However, there are various teacher training institutes in the country. These institutes are either not well-resourced or are poorly run due to a lack of funds and trained human resources, such as trainers and administrators.  According to the UNESCO report, “There are no proper training standards in the available training institutes in the remote areas of Punjab, Sindh, Baluchistan, and Khyber Pakhtunkhwa.”  Most training institutes have been closed down due to lack of funds. The courses being run in the teacher education intuitions are outdated and very traditional, which does not enhance teachers’ skills, motivation, and quality.

      Adding more to it, quality research in Pakistan’s education system is still a distant dream.  According to the International Association of Universities, “Pakistan is the world’s 20th-largest country in the number of universities.   Nonetheless, the country contributes only 0.49 per cent to the world’s research documents.”  As a result, even the highly qualified youth could do nothing to resolve the prevailing socio-economic problems of the country.

Furthermore, technical education is considered the most practical form, potentially developing countries’ social and economic aspects by producing trained labour. Contrarily, Pakistan’s education system is unable to have skilled labour . According to the Planning Commission of Pakistan, “Less than six per cent of the youth population acquires technical skills, and only two per cent implement them.”  This indicated that Pakistan’s techno-vocational institutes lack efficiency and productivity. Thus compromising the country’s employment and economic output.

       Lastly, the education system’s negligence in children’s moral development promotes intolerance and polarization among the young masses. So, it impacts their thoughts and actions. Kalimullah, the head of the Sociology Department at Peshawar University, depicts, “The education system as a source of ongoing deep polarization in the country. As a result, they failed to serve the country for good.” Thus, neglected morality in the education sector buries the talent of the land of the pure even before the bloom.

      Nonetheless, there is always a light at the end of the tunnel. Pakistan’s youth can be turned into diamonds of talent and virtuosity if educated how they deserve to be. For this purpose, the following steps must be taken. First, there should be sufficient educational budgetary allocation in the national GDP. This will provide the system with resources to take fresh breaths of life. Thus, if the country’s fiscal allocation exceeds the low percentage to the optimum demanded one, its education system will eventually boom at large like all other developing countries: Sri Lanka and Finland.

      Second, the accountability system must be strengthened, and all the professionals associated with the education system should be educated to take responsibility individually and collectively. This helps create a sense of ownership of the system and its functions. To accomplish this, free and fair accountability benches must be allocated in all institutions to ensure their transparency, especially the country’s education sector’s officials. In this way, the government will overcome the predicament of the poor education system.

      Third, the government should introduce a uniform curriculum to provide equal opportunities for rural students to compete with urban students in the job market. The curriculum should be evaluated on an annual basis. In this regard, a vast survey could be conducted to seek the opinions of teachers, parents and the community regarding their expectations and observations. In this light, the expert recommendations of the education researchers are that the curriculum goals should be redefined, and such curriculum should be prepared, which caters to the psyche and needs of the society and the country without any discrimination of cast, colour and creed.

      Fourth, the education sector should have as little political interference as possible. This will allow the system to function smoothly and without any discrimination. Frequent political intervention creates gaps and trust deficits on the part of public and government agencies; solid political will on the part of government is required in policy implementation in the education sector. Thus, policies should be implemented without any delay in time and resources.

      Last but not least, there is a need to implement national education policy and Vision 2030 education goals. An analysis of education policy suggests that at the policy level, there are several admirable ideas, but practically, there are some shortcomings. Also, policies should be implemented without any delay of time and resources. There should be a strong political will on the part of the government to implement policies without any delay. Poor policy implementation has created gaps and trust deficits for the public and government agencies.

      To conclude, a nation’s efficiency depends on its education system; only a viable education system can enable it to achieve its national goals. Unfortunately, Pakistan, as a developing country, has faced critical problems in education: unequipped teachers, lack of political will, irrelevant and outdated curricula, and a non-uniform education trajectory since its inception. Therefore, the education system has failed to play its part in achieving human resources. The raw potential of the country’s youth can be polished through pragmatic education policies and raising education indicators to help strengthen the country’s position in global and International politics.

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5 Important Takeaways From The 2024–2025 U.S. News And World Report Best Global University Rankings

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Harvard University

This morning, U.S. News and World Report released their much-anticipated 2024-2025 Best Global University Rankings. These annual rankings are a cornerstone in the field, influencing decisions that range from student applications to institutional funding and providing a glimpse into the current state of affairs in the world of higher education. This list can provide helpful insights into the relative merits of the schools students may be considering adding to their college lists. In order to use this list effectively, however, it is important to understand the nuances of the ranking system and the factors considered therein.

Here is a breakdown of the rankings’ methodology, as well as key takeaways from this year’s list:

Methodology

The U.S. News and World Report Best Global University Rankings are based on a comprehensive methodology that evaluates colleges and universities across thirteen key metrics. These include:

• Global research reputation (12.5%)
• Regional research reputation (12.5%)
• Publications (10%)
• Books (2.5%)
• Conferences (2.5%)
• Normalized citation impact (10%)
• Total citations (7.5%)
• Number of publications that are among the 10% most cited (12.5%)
• Percentage of total publications that are among the 10% most cited (10%)
• International collaboration – relative to country (5%)
• International collaboration (5%)
• Number of highly cited papers that are among the top 1% most cited in their respective field 5%
• Percentage of total publications that are among the top 1% most highly cited papers 5%

In addition to the overall global rankings and country-specific rankings, U.S. News and World Report published a subject-specific ranking list , evaluating schools’ global positions in over 50 individual disciplines.

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These rankings offer quantitative data students can consider when building their college lists, providing a fairly comprehensive picture of universities’ academic prowess and institutional reach. That being said, students using the rankings to build their college lists should note that many of these factors do not capture the qualitative aspects of students’ experiences.

Key Takeaways from the 2024–25 Rankings

1. The number of universities considered rose by more than 10%.

This year, 2,250 universities across over 100 countries were considered—up more than ten percent from the 2,000 schools considered in the previous ranking.

2. Harvard University lands on top.

As in the last cycle, Harvard University claimed the #1 spot in the global rankings list. This prestigious accolade reflects Harvard's unparalleled academic excellence, groundbreaking research, and global influence. Known for its distinguished faculty, cutting-edge facilities, and a tradition of innovation, Harvard continues to set the standard in higher education, making it the leading choice for students and scholars worldwide.

3. The U.S. dominates the rankings for another year.

Nearly half of the top 50 schools in the ranking are located in the U.S., totaling 24 of the top 50 on the rankings list. Additionally, four out of the top five are U.S. schools: Harvard University, Massachusetts Institute of Technology, Stanford University, and University of California, Berkeley. This remarkable achievement underscores the global prestige of U.S. universities, known for their world-class research, innovative academic programs, and extensive resources.

4. UT Austin and Brown University dropped in the rankings.

Both Brown University and The University of Texas at Austin surprisingly dropped in the rankings, falling out of the top 50. Given both schools’ excellence, this shift demonstrates the fierce competition for top spots in the rankings this year.

5. U.S. News and World Report adds new subjects to the rankings.

This year, four new disciplines were added to the subject-specific rankings, including: ecology; green and sustainable science and technology; environmental engineering; and marine and freshwater biology. These additions not only demonstrate the ranking system’s commitment to reflecting the most relevant information in higher education today, but also provide a glimpse into recent trends and changes in the disciplinary offerings at the most prestigious universities in the world.

The 2024–2025 U.S. News and World Report Rankings offer students valuable information regarding the trends in the global higher education landscape. While students should take their personal preferences and the intangible elements of a school’s culture that draw them to a specific school into account, these rankings can be a helpful first step for students as they set their collegiate goals and assemble their college lists.

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British Academics Despair as ChatGPT-Written Essays Swamp Grading Season

‘It’s not a machine for cheating; it’s a machine for producing crap,’ says one professor infuriated by the rise of bland essays.

By  Jack Grove for Times Higher Education

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The increased prevalence of students using ChatGPT to write essays should prompt a rethink about whether current policies encouraging “ethical” use of artificial intelligence (AI) are working, scholars have argued.

With marking season in full flow, lecturers have taken to social media in large numbers to complain about AI-generated content found in submitted work.

Telltale signs of ChatGPT use, according to academics, include little-used words such as “delve” and “multifaceted,” summarizing key themes using bullet points and a jarring conversational style using terms such as, “Let’s explore this theme.”

In a more obvious giveaway, one professor said an advertisement for an AI essay company was  buried in a paper’s introduction ; another academic noted how a student had  forgotten to remove a chatbot statement  that the content was AI-generated.

“I had no idea how many would resort to it,” admitted  one U.K. law professor .

Des Fitzgerald, professor of medical humanities and social sciences at  University College Cork , told  Times Higher Education  that student use of AI had “gone totally mainstream” this year.

“Across a batch of essays, you do start to notice the tics of ChatGPT essays, which is partly about repetition of certain words or phrases, but is also just a kind of aura of machinic blandness that’s hard to describe to someone who hasn’t encountered it—an essay with no edges, that does nothing technically wrong or bad, but not much right or good, either,” said Professor Fitzgerald.

Since  ChatGPT’s emergence in late 2022 , some universities have adopted policies to allow the use of AI as long as it is acknowledged, while others have begun using AI content detectors, although  opinion is divided on their effectiveness .

According to the  latest Student Academic Experience Survey , for which Advance HE and the Higher Education Policy Institute polled around 10,000 U.K. undergraduates, 61 percent use AI at least a little each month, “in a way allowed by their institution,” while 31 percent do so every week.

Professor Fitzgerald said that although some colleagues “think we just need to live with this, even that we have a duty to teach students to use it well,” he was “totally against” the use of AI tools for essays.

“ChatGPT is completely antithetical to everything I think I’m doing as a teacher—working with students to engage with texts, thinking through ideas, learning to clarify and express complex thoughts, taking some risks with those thoughts, locating some kind of distinctive inner voice. ChatGPT is total poison for all of this, and we need to simply ban it,” he said.

Steve Fuller, professor of sociology at the  University of Warwick , agreed that AI use had “become more noticeable” this year despite his students signing contracts saying they would not use it to write essays.

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He said he was not opposed to students using it “as long as what they produce sounds smart and on point, and the marker can’t recognize it as simply having been lifted from another source wholesale.”

Those who leaned heavily on the technology should expect a relatively low mark, even though they might pass, said Professor Fuller.

“Students routinely commit errors of fact, reasoning and grammar [without ChatGPT], yet if their text touches enough bases with the assignment, they’re likely to get somewhere in the low- to mid-60s. ChatGPT does a credible job at simulating such mediocrity, and that’s good enough for many of its student users,” he said.

Having to mark such mediocre essays partly generated by AI is, however, a growing complaint among academics. Posting on X,  Lancaster University  economist  Renaud Foucart  said marking AI-generated essays “takes much more time to assess [because] I need to concentrate much more to cut through the amount of seemingly logical statements that are actually full of emptiness.”

“My biggest issue [with AI] is less the moral issue about cheating but more what ChatGPT offers students,” Professor Fitzgerald added. “All it is capable of is [writing] bad essays made up of non-ideas and empty sentences. It’s not a machine for cheating; it’s a machine for producing crap.”

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Student Politics and National Education in West Pakistan: A Review Essay

2019, South Asia Chronicle

In the following review essay, I sketch the academic engagement within two thematic fields that converge in the body of the student: "National education" and "student politics". The study of students and their relationship to the state and nation in postcolonial Pakistan is first, about "national education", a developmentalist state-project, which has historically been characterised by a higher education bias. A grounded analysis of "national education" must take into account how national education in postcolonial Pakistan was rooted in the social and discursive history of colonial education. "Student politics" presents the second thematic field. As the latter section will show, the relationship of students to politics has for the most part been studied in terms of Pakistan’s classical political history, with students being extensions of mainstream political mobilisations. Questions of cultural history—how the nation is imagined in the body of the youth or how citizenship is subject to symbolic constructions of the ideal subject-citizen—are only tangentially touched upon. These questions would allow a deconstruction of the very term "student politics" and give insight into the postcolonial relationship of citizenship to "politics"—variously defined.

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Sadia Bajwa

The study asks: what can student politics tell us about the politics of and discourse on developing and shaping a national culture and Pakistani citizenship? Furthermore, the study of the state’s reactions and handling of such moments of ‘crisis’ and contestation, make visible its strategies and discourses on public, political and national space, and broadly speaking, processes of postcolonial state-formation.

Global Change, Peace & Security

Ann Emerson

Saeed Ur Rehman

Pakistan has a long history of student politics and students have played a major role in shaping the directions taken by the state and the government of Pakistan. However, the sustained involvement of external forces– both state institutions and political parties – has significantly altered student politics, leading to a situation where youth political involvement is marginalised and political engagement is viewed through potential for patronage. The political parties, struggling to engage with the youth, have yet to reform their internal structures and outreach programmes. With 63 per cent of the country's population under the age of 25, Pakistan is experiencing a profound demographic change with wide-ranging socio-political effects. Failure to improve the quality of political engagement with students and the youth in general could have a significant impact on democracy.

MANISH JAIN

Handbook of Education Systems in South Asia

The idea of citizen and the school discipline of civics, which is entrusted with the responsibility to create an ideal citizen, have colonial imprints. Both citizenship and civics have traversed through postcolonial histories of nation-building, state formation, modernity, and democracy/authoritarianism in South Asian nation-states of India and Pakistan. In the context of globalization, the idea of a citizen has also been marked with discourses of global citizenship, identity-based movements, and a reassertion of nationalism. This chapter situates civics in the context of these histories and transitions. Drawing on existing research, it also analyzes the contestations over inclusions and exclusions from citizenship as represented in the school subjects of civics, social studies, and citizenship education. The dominant pedagogic practices of the subject and alternatives to them, along with a discussion of gaps in existing research and potential news areas of study, are highlighted.

Pakistan Social Sciences Review

Rizwan Ullah

Liberal Arts and Social Sciences International Journal (LASSIJ)

Shafique Qurban

Keeping in view the political shifts in the wake of 9/11 incident, new social and political trends/concepts have emerged which affected the nations across the world particularly the Muslim world, wherein a wave of extremism and conservatism was seen to be set in. In consequence, Pakistan embarked upon to make reforms in the curriculum to avoid that wave. Accordingly, Musharraf government has adopted education reform under the banner of enlightened moderation and introduced curriculum to construct Pakistani nationalism in the context of liberal citizenship to curtail the issues like extremism and conservatism spread under the slogan of Islamization. This study pinpoints the overall impact of Musharraf policy changes upon curriculum and its role in the construction of liberal citizenship. This study uses secondary data in the shape of policy texts and curriculum of social studies. This study uses discourse analysis to analyse policy text and curriculum. The findings of the study have ...

Esboços: histórias em contextos globais

Soumodip Sinha

This paper examines the nature and historical trajectories of student politics in India. In doing so, it seeks to centrally carry forward the argument that students represent a powerful and informed political agency, motivated along the axes of either ushering large scale changes or in addressing minor campus issues. It also seeks to lay out the background and dissects the factors that have led to the beginnings, decline and resurgence of student movements in postcolonial societies, particularly in India wherein the contribution of youth or students towards nation-building via activism or participation in mainstream politics can hardly be discounted. While the 1960s did give rise to student movements globally, this paper centrally argues that it has been an intrinsic feature in the Indian context for almost a century now, both before and after Independence from colonial rule and thereby concludes with the idea that universities have been integral to such developments within such a m...

Harvard Educational Review

Orelia Jonathan

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Landmark university of minnesota papers on alzheimer's disease and stem cells retracted.

Years after questions were raised about their integrity, two of the University of Minnesota's highest-profile scientific discoveries have been retracted in one week — one that offered hope over the therapeutic potential of stem cells and another that offered a promising path toward treating Alzheimer's disease.

The studies are more than a decade old and superseded by other discoveries in their fields. But the retractions of the Alzheimer's paper on Monday and the stem cell paper on June 17 are setbacks for an institution that is fighting to move up the U.S. rankings in academic reputation and federal research dollars.

Both studies were published in the prestigious journal Nature and collectively have been cited nearly 7,000 times. Researchers worldwide were using these papers to support their work years after they had been disputed.

That shows the harm in the drawn-out university investigation and the journal's retractions, said Dr. Matthew Schrag, a neurologist who scrutinized the Alzheimer's paper in 2022 outside of his role at Vanderbilt University. "We are squandering not only resources but the credibility and reputation of our profession by failing to address obvious misconduct."

The university in a statement on Tuesday said that it has many ethics requirements that weren't in place when these papers were published that should prevent future disputes and retractions.

The discoveries were notable in their days because they offered unexpected solutions to vexing scientific and political problems.

Dr. Catherine Verfaillie and colleagues in 2002 reported that they coaxed mesenchymal stem cells from adult bone marrow into growing numerous other cell types and tissues in the body. Only stem cells from early-stage human embryos had shown such regenerative potential at that time, and they were controversial because they were derived from aborted fetuses or leftover embryos from infertility treatments. President George W. Bush had banned federal funding for embryonic research, fueling a search for alternative stem cell sources.

Dr. Karen Ashe and colleagues similarly gained global attention in 2006 when they found a molecular target that appeared influential in the onset of Alzheimer's disease, which remains incurable and a leading source of dementia and death in America's aging population. Mice mimicking that molecule, amyloid beta star 56, showed worse memory loss based on their ability to navigate a maze. Ashe theorized that a drug targeting that molecule could help people overcome or slow Alzheimer's debilitating effects.

The problems leading to the retractions were remarkably similar. Colleagues at other institutions struggled to replicate their findings, which prompted others to look closer at the images of cellular or molecular activity in mice on which their findings were based.

Peter Aldhous first raised concerns in 2006 over the stem cell discovery as a science journalist and San Francisco bureau chief for New Scientist magazine.

"The big claim that these were essentially the same as embryonic stem cells and can differentiate into anything, nobody was able to replicate that," he said.

Verfaillie and colleagues corrected the Nature paper in 2007, which contained an image of cellular activity in mice that appeared identical to an image in a different paper that supposedly came from different mice. The U then launched an investigation over complaints of image duplications or manipulations in more of Verfaillie's papers. It eventually cleared her of misconduct , but blamed her for inadequate training and oversight and claimed that a junior researcher had falsified data in a similar study published in the journal Blood. That article was retracted in 2009.

Concerns resurfaced in 2019 over the Nature stem cell paper when Elisabeth Bik, a microbiologist-turned-research detective, found more examples of image duplication.

Bik also turned out to be a key critic of Ashe's Alzheimer's discoveries, raising concerns about images in her Nature paper and related studies. Much of the blame has fallen on coauthor Sylvain Lesne, a U neuroscientist who was responsible for the published images. Lesne did not reply to a request for comment, but authorized the university to disclose that it completed its internal investigation into the Nature paper without finding evidence of misconduct. Reviews of other publications from Lesne's lab are ongoing.

Changes over the past decade at the university have sought to reduce academic scandals, including a system added in 2008 for anonymous reporting and for managing accusations. All researchers leading studies at the U are now trained in avoiding conflicts of interest, plagiarism and misconduct.

The retractions are "painful" but the university accepts the journal's decisions and remains committed to ethical research, said Shashank Priya, vice president for research and innovation. "What I know is that the vast majority of researchers ... go to their labs, their fields or their classrooms every day with a strong sense of purpose and integrity."

Even as the papers continue to be cited, researchers have turned to other targets. Ashe has pivoted to the search for a medication that can prevent dysfunctional tau proteins from disrupting the brain's thinking cells, or neurons.

Ashe said she agreed to the Nature retraction reluctantly because she had published follow-up research that offered fresh proof of her findings and recommended a correction to the Nature paper that would have further upheld those findings.

"When the editors decided not to publish the correction, however, I opted to retract the article," she said in an email, adding that "we are encouraged by results of ongoing experiments about Abeta*56, and continue to believe that it could improve our understanding of Alzheimer's disease and the development of better treatments."

Lesne was the only coauthor to disagree with the retraction, even though Nature stated that the paper contained "excessive manipulation, including splicing, duplication and the use of an eraser tool" to edit the images.

Verfaillie directed the university's stem cell institute and remained involved in its research even after returning to Belgium in 2006. The recent retiree did not reply to an email for comment, but said in a translation of a Belgium newspaper article that the retraction is "a stain on our reputation." Nature called for the correction because Verfaillie and other authors couldn't locate authentic images to prove the validity of their research.

"There is indeed a problem with a photo," she said. "We have not found the correct photo twenty years after the research was conducted. But even without that photo, the conclusion still stands."

The dispute over the utility of mesenchymal stem cells became less important in 2007, when Shinya Yamanaka revealed a process for reprogramming mouse skin cells so that they could mimic the versatility of embryonic stem cells. Others were able to repeat the process, which earned the Japanese researcher a share of the Nobel Prize for Medicine in 2012.

Aldhous said it is disappointing that it took years to resolve questions over the Alzheimer's paper, and much longer to do the same over the stem cell paper. He said he doesn't believe the university has adequately solved whether the researchers made repeated mistakes or committed intentional misconduct. The junior researcher blamed for errors in one stem cell paper was not involved in other disputed papers, he noted.

However, he said it is arguably more important to quickly correct the scientific record so that faulty or unsubstantiated research doesn't influence other scientists and send them in wrong directions.

"Why have we had to wait for so long to consign this to the trash can, essentially?" he asked. "This should have happened years ago."

Jeremy Olson is a Pulitzer Prize-winning reporter covering health care for the Star Tribune. Trained in investigative and computer-assisted reporting, Olson has covered politics, social services, and family issues.

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Chiquita Found Liable for Colombia Paramilitary Killings

National Security Archive Schedule of Chiquita’s Paramilitary Payments Evidence at Trial

Jury Awards Banana Company Victims $38.3 Million in Landmark Human Rights Case

Washington, D.C., June 10, 2024 – Today, an eight-member jury in West Palm Beach, Florida, found Chiquita Brands International liable for funding a violent Colombian paramilitary organization, the United Self-defense Forces of Colombia (AUC), that was responsible for major human rights atrocities during the 1990s and 2000s. The weeks-long trial featured testimony from the families of the nine victims in the case, the recollections of Colombian military officials and Chiquita executives, expert reports, and a summary of key documentary evidence produced by Michael Evans, director of the National Security Archive’s Colombia documentation project.

“This historic ruling marks the first time that an American jury has held a major U.S. corporation liable for complicity in serious human rights abuses in another country,” according to a press release from EarthRights International , which represents victims in the case.

Colombian President Gustavo Petro reacted to the news on X (formerly Twitter) by asking why Colombian justice could not do what had been done in a U.S. court.

¿Por qué la justicia de EEUU pudo determinar en verdad judicial que Chiquita Brands financió el paramilitarismo en Urabá?. ¿Por qué no pudo la justicia colombiana? Si el acuerdo de paz del 2016, que ya sabemos es una declaración unilateral de estado que nos compromete ante el… https://t.co/pT2l86cuyH — Gustavo Petro (@petrogustavo) June 11, 2024

In 2007, Chiquita reached a sentencing agreement with the U.S. Department of Justice in which it admitted to $1.7 million in payments to the AUC, which was designated a terrorist organization by the United States in 2001. Chiquita paid a $25 million fine for violating a U.S. anti-terrorism statute but has never before had to answer to victims of the paramilitary group it financed. In 2018, Chiquita settled separate claims brought by the families of six victims of the FARC insurgent group, which was also paid by Chiquita for many years.

This trial focused on nine bellwether cases among hundreds of claims that have been brought against Chiquita by victims of AUC violence. The nine plaintiffs were represented by EarthRights, International Rights Advocates, and other attorneys who years ago agreed to consolidate their claims against Chiquita and collaborate in multidistrict litigation (MDL) in the U.S. District Court for Southern Florida. Today, the jury found Chiquita liable in eight of the nine cases presented to them.

Plaintiffs contended that Chiquita willingly entered into “an unholy alliance with the AUC,” a group responsible for horrible atrocities and grave human rights abuses, at a time when the banana company was buying land and expanding its presence in Colombia’s violent banana-growing region. Attorneys for Chiquita argued that the company was “clearly extorted” by the AUC and had no choice but to make the payments. [1]

Jurors found that the AUC was responsible for eight of the nine murders at issue in the case; that Chiquita had “failed to act as a reasonable businessperson”; that “Chiquita knowingly provided substantial assistance to the AUC” that created “a foreseeable risk of harm to others”; and that Chiquita had failed to prove either that the AUC actually threatened them or that there was “no reasonable alternative” to paying them.

Testifying on May 14, Evans described the “1006 summary” he created for the plaintiffs tracking ten years of Chiquita’s paramilitary payments and based exclusively on thousands of internal records produced by Chiquita in the case. Evans explained how he sorted through thousands of payment request forms, security situation reports, spreadsheets, auditing documents, depositions, legal memoranda, and other documents from Chiquita’s own internal records to create the summary, which tracks over one hundred payments to the AUC, most of them funneled through “Convivir” self-defense groups that acted as legal fronts for the paramilitaries.

Importantly, Evans found Chiquita payments to Convivir groups beginning in 1995, two years earlier than Chiquita had previously admitted, and several other Convivir payments not included on the list proffered by Chiquita in the case that resulted in the 2007 sentencing agreement. Other notable items in the schedule include payments that were funneled through an armored vehicle service run by Darío Laíno Scopetta, a top leader of the AUC’s Northern Bloc who is now serving a 32-year sentence in Colombia for financing paramilitary operations.

Since 2007, the National Security Archive has obtained thousands of internal records on Chiquita’s “sensitive payments” in Colombia through Freedom of Information Act (FOIA) requests and through FOIA litigation, even overcoming Chiquita’s “reverse FOIA” attempt to block the release of records by the U.S. Securities and Exchange Commission. Key revelations from these FOIA releases are featured in numerous publications from the Archive’s Chiquita Papers collection. Since most of these records and many related documents were also produced during the discovery phase of this case, plaintiffs asked Evans to summarize them in the schedule that was presented at trial.

The schedule of paramilitary payments was also one of the last images left in the minds of jurors as plaintiffs closed their case-in-chief several weeks ago. After discussing the details of some of Chiquita’s more unusual paramilitary transactions, lead counsel Marco Simons of EarthRights walked the jury through the text of a document that was featured in the Archive’s first-ever Chiquita Papers posting in 2011 . Written by Chiquita in-house counsel Robert Thomas, the handwritten memo described assurances from Chiquita staff in Colombia that payments to a paramilitary front company were necessary because Chiquita “can’t get the same level of support from the military.”

Plaintiffs also relied on the Chiquita Papers records during the cross examination of key defense witnesses who were involved in making the illicit payments. In one example, plaintiffs drew from an internal report on the conflict situation in Colombia in 1992 ( originally published here ) to help elicit important admissions about the origins of the paramilitary payments from Charles “Buck” Keiser, the longtime general manager of Chiquita operations in Colombia. The report from Chiquita’s Colombia-based security staff said that among the armed groups then getting payments from Chiquita was one, the Popular Commands, that was considered a “paramilitary” group. Prompted by documents and other evidence, Keiser steered the jury through the process by which voluntary payments to the Popular Commands became payments to the AUC. (See our previous posting featuring key documents about Keiser and 12 other Chiquita officials accused of crimes against humanity in Colombia.)

Crucially, Keiser also admitted that a supposedly pivotal meeting with top AUC leader Carlos Castaño that has long been one of the pillars of Chiquita’s duress defense had virtually no bearing on the company’s decision to pay paramilitary groups and that, in fact, the company had already begun to pay paramilitary-linked Convivir self-defense groups long before the Castaño meeting. Several witnesses, including Keiser, also admitted that the company had never actually been threatened by the AUC or been the victim of AUC violence, according to trial transcripts.

A future Electronic Briefing Book will focus on some of the key evidence that was brought forward in this case. In the meantime, those interested in reading more about the case and the entire episode can start at our Chiquita Papers page.

[1] David Minsky, “Chiquita Capitalized on Colombia’s War. Victims’ Families Say,” Law360 , April 30, 2024.

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Purdue CS graphics and vision faculty presented 13 papers at CVPR 2024

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Purdue CS professors Aniket Bera, Daniel Aliaga, Raymond Yeh, and Bedrich Benes presented 13 papers at the 2024 IEEE Conference on Computer Vision and Pattern Recognition (CVPR)

This year, Purdue CS computer graphics and computer vision faculty presented thirteen papers at the 2024 IEEE Conference on Computer Vision and Pattern Recognition (CVPR) is the No. 1 conference in Engineering & Computer Science per Google Scholar. 

The conference was held in Seattle from June 17-21. CVPR is the premier annual computer vision event, comprising the main conference and several co-located workshops and short courses. Purdue CS faculty presented ten papers at the main conference and three at associate workshops: Aliaga (1), Benes (4 main + 1 WS), Bera (4 main + 1 WS), and Yeh (2 main + 2 WS). One paper was co authored by Bera and Benes. 

Daniel Aliaga: 

Yizhi Song, Zhifei Zhang, Zhe Lin, Scott Cohen, Brian Price, Jianming Zhang, Soo Ye Kim, He Zhang, Wei Xiong, Daniel Aliaga ; Imprint: Generative object compositing by learning identity-preserving representation, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 8048-8058

Bedrich Benes:

Yuan Li, Zhihao Liu, Bedrich Benes, Xiaopeng Zhang, Jianwei Guo ; SVDTree: Semantic Voxel Diffusion for Single Image Tree Reconstruction, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 4692-4702

Pu Li, Jianwei Guo, Huibin Li, Bedrich Benes, Dong-Ming Yan ; SfmCAD: Unsupervised CAD Reconstruction by Learning Sketch-based Feature Modeling Operations, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 4671-4680

Yichen Sheng, Zixun Yu, Lu Ling, Zhiwen Cao, Xuaner Zhang, Xin Lu, Ke Xian, Haiting Lin, Bedrich Benes ; Dr. Bokeh: DiffeRentiable Occlusion-aware Bokeh Rendering, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 4515-4525

Jacek Kałużny, Yannik Schreckenberg, Karol Cyganik, Peter Annighöfer, Soren Pirk, Dominik Michels, Mikolaj Cieslak, Farhah Assaad, Bedrich Benes, Wojtek Palubicki ; LAESI: Leaf Area Estimation with Synthetic Imagery, Synthetic Data for Computer Vision Workshop @ CVPR 2024

Aniket Bera:

Juanwu Lu, Can Cui, Yunsheng Ma, Aniket Bera, Ziran Wang ; Quantifying Uncertainty in Motion Prediction with Variational Bayesian Mixture, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 15428-15437

Yunsheng Ma, Can Cui, Xu Cao, Wenqian Ye, Peiran Liu, Juanwu Lu, Amr Abdelraouf, Rohit Gupta, Kyungtae Han, Aniket Bera, James M. Rehg, Ziran Wang ; Lampilot: An open benchmark dataset for autonomous driving with language model programs, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 15141-15151

Uttaran Bhattacharya, Aniket Bera, Dinesh Manocha ; Speech2UnifiedExpressions: Synchronous Synthesis of Co-Speech Affective Face and Body Expressions from Affordable Inputs Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR) Workshops, 2024, pp. 1877-1887 (In collaboration with Adobe Research)

Raymond Yeh:

Renan A. Rojas-Gomez, Teck-Yian Lim, Minh N. Do, Raymond A. Yeh ; Making Vision Transformers Truly Shift-Equivariant, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 5568-5577

Joshua Ahn, Haochen Wang, Raymond A. Yeh, Greg Shakhnarovich, Alpha Invariance: On Inverse Scaling Between Distance and Volume Density in a Neural Radiance Field, Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp 20396-20405

Amber Yijia Zheng, Raymond A. Yeh, Towards Safer AI Content Creation by Immunizing Text-to-image Models, AI for Content Creation Workshop @ CVPR 2024 (best paper runner-up)

Boheng Zhao, Rana Hanocka, Raymond A. Yeh, AmbiGen: Generating Ambigrams from Pre-trained Diffusion Model, Workshop on Graphic Design Understanding and Generation@ CVPR

Bedrich Benes and Aniket Bera:

Lu Ling, Yichen Sheng, Zhi Tu, Wentian Zhao, Cheng Xin, Kun Wan, Lantao Yu, Qianyu Guo, Zixun Yu, Yawen Lu, Xuanmao Li, Xingpeng Sun, Rohan Ashok, Aniruddha Mukherjee, Hao Kang, Xiangrui Kong, Gang Hua, Tianyi Zhang, Bedrich Benes, Aniket Bera ; DL3DV-10K: A Large-Scale Scene Dataset for Deep Learning-Based 3D Vision. Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 2024, pp. 22160-2216 (in Collaboration with Google Research and Adobe Research)

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