Impact of Covid 19 on Higher Education in Pakistan
Introduction
It is widely known that COVID-19 has been initially started
in Wuhan, a city in China in December 2019. It starts affecting the other
cities of China at a rapid pace. This is why the higher authorities have taken
steps to lock down the whole city on January 23, 2020, to lower the risk of its
further transmission. The same policy has been adopted in other affected cities
of china. Many other cases are detected in many other countries just within few
weeks. It has been declared as a pandemic by the World Health Organization
(WHO) and became a global threat for everyone. On March 29 (2020), this virus
spread in more than 177 countries wherein a result there are more than 722,435
cases are found in which there were around 33,997 people found dead. The
regions like China, Iran, the United States, Europe, and South Korea are
affected by major outbreaks. Suddenly, Europe has been declared as the new
epicenter of the pandemic by WHO on March 13, 2020. China however succeeded to
overcome it due to its aggressive actions and approach. On the other side,
Italy, Iran, the US, and other European countries failed to control this virus.
Travel restrictions have been introduced all over the world
as precautionary measures. Several other measures have been taken into place by
the government officials and public health officers like social distancing,
self-quarantine, and working at home. After that, most of the countries have
announced the closure of various social clubs like gyms, movie theaters,
museums, and swimming pools with a social gathering including all of the
educational institutions. There is evidence found that this virus has affected old age persons while children and young age persons are less susceptible.
Only rare cases are found in children as reported by doctors. It was become
very difficult to stop the sick child to play with siblings and friends or hugging with parents. Therefore, to reduce the spread of this virus among youngsters
and the adult population, the government officials of many countries closed all
of the educational institutions like schools, colleges, and universities. There
are almost 150 countries that have announced the closure of educational
institutions around 80% of the student population on March 25, 2020. They have
implemented this closure locally and nationwide.
Literature exists regarding the closure of educational
institutions during the period of a pandemic.
This is why most of the universities across the world either postponed
or canceled their all-campus events, conferences, workshops, and other related
activities including sports. They are rapidly moving their traditional programs
to online mode.
It is to
be understood that there is no exception in education. Students from privileged
backgrounds with parent support who eager to learn often found alternative
learning opportunities. While those from poor backgrounds started speaking
against the limitless closure of their schools. This has ultimately resulted to
see inequities and inadequacies in our education system – beneath the access of
broadband and computers needed for online education, lack of supportive
environment, and misalignment between the resources and needs.
This the lockdown has interrupted the conventional schooling in most OECD and other
partner countries for almost 10 weeks. The educational community has found
alternative options to maintain the learning continuity for students through
remote learning on the internet. Teachers are supposed to adopt new pedagogical
concepts and modes of communication without any formal training. Particularly,
most of the marginalized learning groups having no digital access or lack of
abilities to self-learn are at risk of falling behind it.
This pandemic harms higher education
institutions as they are bound to close their premises while countries closed
their international borders during this lockdown. Though most of the
universities and colleges quickly adopt online teaching methods this has
affected the learning and examination system as well as the safety and legal
status of international students from their host countries. Most importantly,
critical questions have been lifted against the value of university education
including social opportunities, networking, and educational content. For this,
universities need to form a digital learning environment to ensure a student-teacher
relationship.
These challenges are never-ending during
this crisis period. It is to be predicted that there will be a compromise on spending
on education in the coming years. Because most of the funding will be invested in
social welfare and health while there will be no long-term spending on
education except in a few countries.
Education
and schooling is a sequence that is rightfully identified with the advancement
of a nation, particularly for the third world agricultural countries. It is by
all accounts a solution nevertheless every issue yet, at any rate, a large
portion of the issues is taken care of with appropriate education. It is
understood that education is a spine of the nation like our own for educational
advancement prompts financial improvement too. Especially advanced education
assumes a noteworthy part in Pakistan's political and financial advancement. The
recent coronavirus pandemic has nearly ended the educational stream all through
the world; Pakistan is also confronting these similar issues. In this way, the
western and created nations have received the web-based training strategy
usually known as virtual learning.
Most of
the data shows that nations like France, the USA, Canada, UK, and Australia, and
so on are pretty much presently equipped with the virtual education
administrations and conditions alongside capable instructors and understudies,
and all-around prepared IT, experts. Subsequently, it probably won't be as hard
for these nations to educate virtually as the underdeveloped nations like us. Even
though the previously mentioned countries are additionally confronting concerns
identified with web-based teaching still, they are showing improvements.
Like
other developed countries, Pakistan has also picked the online teaching system during
the lockdown that doesn't effective by all means, because of numerous elements.
For example, distant areas of the students/understudies (the majority of them
live in the outskirts where they don't have adequate access to the internet or
light to incite web gracefully), faculty members are not all around prepared
for internet teaching and a sudden inappropriate web-based teaching
module/system, which isn't yet to understandable and accessible for all (aside
from certain colleges who have planned a couple of courses yet that isn't
brief), and absence of IT systems and labs were the main hurdle for many
students and faculty members.
Whereas the facility of internet is available in the urban areas but areas like outskirts
of GB, AJ&K, interior Sindh, Baluchistan, Fata, and some other areas are
less helped, infrequently light is also a huge issue. Regardless of whether the
college the board and IT organizations attempt their level best, but convenient
accessibility of power in the distant regions for students is more than
unimaginable.
Background
The COVID-19 has disrupted the overall education system in history
ever where it has affected 1.6 billion students in more than 190 countries and
subcontinents. The lockdown of schools and other educational institutions has
overall affected 94% of the overall student population in the world while 99%
in other underdeveloped and developing countries. This is more worsening for
those students who are living in backward and rural areas including girls,
refugees, and persons with disabilities. It is a clear indication of education
disparities with reduced opportunities for these students to continue their
education. It has also threatened to reduce the retention of girls and young
women for their easy access to education and progress. There are around 23.8
million are those students and children that are drop out of their schools and
difficult for them to have school access in the next year due to the pandemic’s
economic impact.
This learning disruption will be continued to have substantial
effects on education. The current lockdown of educational institutions hampers
the provision of the most essential services to communities and children, the lack
of access to nutritious food has stopped the parents to work and increased the
violence risk among women and girls.
There are significant pandemics reported in human histories so far
that result in crises in terms of negative impact on economies, health, and
even danger to the national security of the world. It has a long history that
causes greater loss in past times.
The word pandemic means the disease outbreaks that spread from
humans to others as an infection. The other major pandemics reported in history
are Spanish Flu, Ebola, H7N9, Hong Kong Flu, Zika, and SARS (WHO, 2011). The
key features of the pandemic are disease movement, severity, minimal population
immunity, geographic extension, high attack rates, and explosiveness and
contagiousness. This has helped us to define this concept during the examination
of its similarities and differences among these features. Thus, the pandemic-related
crises do harm society, economy, health, and security of national and global
communities.
What
is Coronavirus?
It is a group of viruses that cause diseases in birds, mammals, and
humans through respiratory tract infections. These infections are rare and mils
like Severe Acute Respiratory Syndrome (SARS) and Middle East Respiratory
Syndrome (MERS) and can be lethal. The current coronavirus has been declared as
the most severe pandemic by WHO caused by the SARS-CoV-2 virus. It has a close
genetic similarity that is considered to be its likely origin.
The current virus is similar to flu and cold bugs that spread from
one person to another through cough or sneezes and transferred through human
touch. It is more contagious than SARS/MERS because of having a low fatality
rate (3%) as compared to SARS (10%) and MERS (34%) were only old age persons
and already sick persons are at a higher risk of being affected by it.
History
of Pandemics
Most of the pandemics that are recorded are cholera, dengue,
influenza, smallpox, plague, aids, SARS, tuberculosis, and West Nile disease.
Amongst all, influenza is most unpredictable but having serious consequences on
societies worldwide. This virus struck 3 times in every century since the 1500s
or every 10-50 years’ time duration. There was three influenza pandemic in the 20th the century that is Asian flu (1957), Spanish flu (1918-19), and Hong Kong flu
(1968-69). Each of the pandemics influenced economic development and human
life. As the Spanish flu killed more than 20 million persons all over the world
and was recorded as the most devastating virus (WHO, 2011b). There were 6 large
scale outbreaks in recent years, Hantavirus pulmonary syndrome, H5N1 influenza, The Middle East respiratory syndrome, severe acute respiratory syndrome, H1N1
influenza, and Ebola virus disease epidemic (Gostin et al., 2016). In the 21st
century, H1N1 2009 ((A/2009/H1N1)) was the first influenza virus. It has
affected the world through 18000 deaths (Rewar et al., 2015). According to
Maurice (2016), there were 11000 people killed by Ebola and it cost USD 2
billion. The current coronavirus continues and threatens the health issues of
people throughout the world. There are still no vaccines prepared to cure the
patients affected by this virus. It is affecting every sphere of life like the economy,
health, society, education, and security all over the world.
Definitions of the Terms
Epidemic Definition (WHO)
It is defined as the occurrence of illness or specific health behavior cases in any community or region that are above the normal expectancy. These communities, regions where these cases are found are then specified precisely. The found number of cases varies according to the size, agent, and type of population exposed to the epidemic. Then it becomes mandatory to spread the awareness of that certain disease when and where it is happening.
Corona Virus
It is a group of viruses that cause diseases in birds, mammals, and
humans through respiratory tract infections. These infections are rare and mils
like Severe Acute Respiratory Syndrome (SARS) and Middle East Respiratory
Syndrome (MERS) and can be lethal. The current coronavirus has been declared as
the most severe pandemic by WHO caused by the SARS-CoV-2 virus. It has a close
genetic similarity that is considered to be its likely origin. The current
virus is similar to flu and cold bugs that spread from one person to another
through cough or sneezes and transferred through human touch. It is more
contagious than SARS/MERS because of having a low fatality rate (3%) as
compared to SARS (10%) and MERS (34%) where only old age persons and already
sick persons are at a higher risk of being affected from it.
Higher Education definition (UNESCO)
Higher education includes all of the
educational institutes, universities, colleges, schools that come under the
educational establishment and are dully approved by the higher education
commission of the competent authorities.
Distance Learning/Online Learning
Distance learning suggests an inaccessible and complementary
collaboration among understudy and educator. E-learning and web-based learning are
different terms utilized in depicting distance schooling. (Kearsley and Moore,
2012). These terms have a two-sided connection among students and teachers that
clutches the intentional objective of assisting students with learning through the
internet. According to Ally (2008), this e-learning experience, confined teachers,
students, and the curriculum that further requires the implementation of
technological devices to let them all bring under a unified online environment.
The four interconnected segments that take this network under the internet
learning environment are shared objectives, socialization, connectivity, and
interdependency (Rovai, 2002).
Higher Education in Pakistan
In the
context of Pakistan, higher education is associated with grade 13 that
corresponds between the ages of 17 to 23. Pakistan is made up of two main
sectors under the higher education system, the affiliated colleges, and the universities/degree
awarding institutes. The higher education commission of Pakistan is responsible
for allocating public funding from the government to the universities and
accredited the degree programs according to international standards.
Colleges that are under the provincial governments are also supposed to follow
the curriculum of HEC approved funded universities and their affiliated
programs. HEC primarily funding all of the public sector universities but
recently they have also started funding the various private sector universities
for improvement and development of their research infrastructure.
Higher education is mostly comprised of
training, post-secondary education, and research guidance to the higher
institutions that are recognized by the state authorities.
Higher
education institutions - most prominently universities - have three functions
in total. In addition to education, this research and contributing to society.[1]
According to Hoodbhoy (2009), the
higher education of Pakistan is divided into three parts; quality of education,
background strength, and exploring the space of solutions.
Literature Review
It was a need time for the higher education institutions to
introduce online learning due to the current pandemic. It permits the students
to continue their education at their homes while unnecessary to attend the
universities and colleges (Knibel, 2001).
All of the academics and research activities, online exams and thesis
defenses, and even online jobs continued during this social distancing.
Therefore, researchers and academicians continue their teaching online. Other
academic activities like research projects, submission of research papers and
reports, and their supervision are done through online mode.
The first Ph.D.
defense (online) is taking place at the Erasmus School of Economics in
Rotterdam Netherland on March 26, 2020 (Eur.nl, 2020). Ms. Zhaowen Qian
defended her Ph.D. dissertation online even though all of the educational
ceremonies have been either postponed or canceled in Japan. So the students of Business
Breakthrough University in Tokyo remotely attended these ceremonies through
robots at their homes (Reuters, 2020).
This remote
learning may be advantageous for those students who are unable to meet the
expenses that occur during face and face and regularly attending the
universities. Another advantage is that its type of learning often provides
wider access to everyone. It has open new doorways of opportunities for the
traditional higher education institutions to improve the content quality that is
to be delivered and recorded online (Bowen, 2012 and Riffee, 2003).
This digital learning
allows live streaming lectures that enable both students and professors to
interact with each other in a virtual environment but this practice is not for
all. Most of the young students have not adjusted to this online learning
environment and missing the social networks of face to face interaction. It is
just because they usually used to play games on their mobile devices instead of
attentively listening to their class teachers. Most of the teachers and
students often found difficulties in their time management and procrastination during
online sessions (Strielkowski et al., 2020). Miliszewska (2007) stated that
face to face learning is more conducive than online because you lost the
opportunity to seek more knowledge through interactive discussions in a
classroom.
COVID-19
has influenced the mental health of both students and academic staff (Sahu, 2020).
He further stated that the lockdown of educational institutions has impacted
almost 80% of the world’s students. There are only a few institutions that went
towards online education while most of the others have completely canceled all
of their seminars, sports activities, conferences, and workshops. Now, all of
the universities are in a transition phase from traditional to online teaching
methodology. There is a desperate need for virtual training both for students
and teachers who are badly affected due to this sudden movement from face to
face to online. Most of the faculty members as well as a large number of
students went under depression despite facilitating each other. Another
psychological issue has been attached to those students who are stuck in their
homes and never returned to their institutions.
Evan
(2020) has explored certain financial measures and devastated some necessary
arrangements and strategies to adopt during COVID-19. He has advised incorporating
a proactive administration approach for the wellbeing of the people through the
formation of specialized committees in all of the public and private sector
organizations to strategically control the speculations being happened
everywhere. Igwe (2020) recalls COVID as part of our monetary fate that led the
whole world with severe medical issues. In his article, it is written that it
has damaged the overall world’s economy, threatened the wellbeing, the institutions,
and challenge for the medical doctors to overcome it. For this, a comprehensive
pandemic testing has to be taken where the cases are found large in numbers
with probabilities and computations analysis. Igwe (2020) further claimed that
the understudies’ persons are not looking for advanced education in Canada, The USA, the UK, and Australia. This flow of concentration of understudies should
be discouraged and controlled for the time being until the situation comes
under control and the economy gets strengthened up to the level where it was
before.
There are some other researchers like Khan and Naushad
(2020) who have examined the current COVID has affected the overall globe and
disturbed their routine lives and ended their social connections and exercises.
The field of sociology often expressed to have a complete examination of the
changing people’s behaviors in society due to the exploration of the COVID-19.
It is just one phenomenon that has opened many holes that let the analyst
towards building up exploratory questions.
The current radiation of
the virus has put everyone including the public, business society, political,
local bodies worldwide in an emergency. On the other hand,
Mahmud (2020) also argues that the overall world economy is facing consequences
in the present and future too. Some of the researchers like Fahad, Hassan, khan,
and Naushad (2020) also surveyed that the overall travel industry also affected
and went into losses. They further stated that it is the travel industry that
is also contributing its maximum contribution to strengthen the overall economy
of any country. Bouey (2020) examined in his research study that the economy of
China is less damaged as compared to the rest part of the world because they
have taken control of it very quickly and safe their nation through
precautionary measures. This is why other researchers like Goh, Wen, Liu, Wang,
Ying and Though (2020) have broken down the adverse and negative impact of
this pandemic on the travel industry of China.
Septuagenarian and sexagenarian academicians not only struggle for
the delivery of online lectures but also preferred to continue the face to face
interactions. Due to the closure of the universities during social distancing,
it has made it easier for the professors to spend less time in their offices
instead of late sittings in the worldwide scenario. They have to travel for one
or two hours just to sign some of the important files and documents on
university premises. During that time the professors and scientists from the
public sectors universities have enjoyed their paid leaves while doing nothing
at all while in contrast professors from private sectors has lost their jobs. The
government has also stopped the annual increment of the universities professors
due to the fact of the weak economy and lack of funding. They have to be
facilitated throughout this period with paid salaries every month.
Schumpeter (1942) illustrated that it was great creative
destruction that higher education is still getting help during this pandemic.
However, we have seen that the sudden introduction of online and digital
learning has promptly taken into place in just a few weeks and months that
might be implemented after years and years. Hence, COVID-19 contributed to its
positive impact on the digital revolution in the education industry.
It
is a fact that COVID-19 has affected the overall performance and functions of
higher education worldwide. Most of the countries did not stop their education
and frequently adopted the online teaching methods within a short period and
successful in experiencing this digital learning environment (Quacquarelli
Symonds, 2020). This might result in affecting the overall lifestyles,
wellbeing, and functioning of students engaged in higher education.
There is a desperate need to integrate environmental and health
courses in the curriculum of higher education institutions. The university
management has to take measures to develop a responsive curriculum for their
students during present times. As the whole world is confronting with
environmental and health issues, this is why higher education institutions must
have to introduce these courses including other science courses that deal with
the environment and health problems. For this Türkoglu (2019) suggested that
learning materials should have to be developed on environmental literacy and
deliver the same to the wider audience in society.
The coronavirus pandemic stroke unexpectedly and forced the
academic stakeholders to act
fast. It appears that most of them reacted well. However, the
intriguing question is whether academia and higher education will return to the
‘offline status quo’ after the pandemic is resolved. The longer this shutdown
is going to last, the smaller is the probability that the ‘digital revolution’
in academia and higher education will be reversed after the return to normal.
HEC COVID-19 Guidance Overview
In response to the COVID-19 and the close of universities and post-grad
colleges all over the country, the Higher Education Commission has permitted
all public and private sector universities to start online classes. For this
initiative, HEC has established and disseminated a six-page policy guideline[2] on
March 13th, 2020. All universities have decided to
start arranging their structures to start good quality online education. The
objective is to ensure that teaching continues and that the impact of the necessary interruption
on the students' education is curtailed. According to
those guidelines, the Universities that have well-established and effective
functioning LMS may start online classes. But, Universities that are not yet
prepared and equipped for online directions due to diverse challenges may
strategize, attain, capacitate, and furnish to be able to implement online
classes from June 01, 2020. HEC has also organized a Technical Support
Committee (TSC) to provide all required backing for the successful shift to
online or mixture means of learning. HEC also directed the universities to
ensure the quality of online education services. The National Academy for
Higher Education (NAHE) is also playing its role to arrange and endorse online
tutorials on aids and proficiencies required for upright quality online teaching.
HEC's decision of online teaching is sound valued by concerned stakeholders.
HEC also prepared a working paper[3]
for the technology support committee which explains in detail how can
Universities prepare for the transition to virtual instruction. HEC has
developed and introduced the following mechanism to continue online education
during this transition.
|
Mechanism |
Responsibility |
|
Technology Support Committee (TSC) |
§ Supportive LMS and other related
software and hardware § Easy access to students |
|
National Academy of Higher Education (NAHE) |
§ Training programs for faculty for
online teaching § Online evaluation |
|
Education Testing Council (ETC) |
§ Guidelines § Ensure other alternatives evaluations \ § Online testing support services |
|
Quality Assurance Agency (QAA) |
§ Support and monitor OAC's § QEC's support |
|
National Knowledge Bank (NKB) |
§ Online readiness of libraries § Ensure the availability of online
materials § Outsourcing Coursera and EdX etc. |
HEC has also issued separate guidelines for assessments and
examination[4] on
May 21, 2020, which covers aspects like benefits and possible shortcomings, minimum
standards, and misuse of different approaches. These guidelines were also
developed in consultations with university management and leadership. The main
objective of these guidelines is to ensure that universities should have to
keep delivering quality education to their students. In the light of these
guidelines, all universities and DAIs were also instructed to issue transparent
assessment policies by June 1st, 2020. For faculty and staff
members, HEC also separates guidelines[5], for
the safety and security of the academic and non-academic staff of the DAIs and
universities during the COVID-19 outbreak, so that academic disruption is
minimized. These guidelines are issued by the health agencies of the federal
and provincial governments.
In response to the 2nd wave of HEC issued Policy
Guidance Note # 8[6]
effective from November 26, 2020, which broadly covers the close of all
educational institutions and allows to continue online classes. It also tells
about the winter holiday’s period till Jan 10, 2021, and on 11th
January, a review meeting will be held to access the situation and to take the decision
of opening/nonopening of the educational institutions. Postponement of all
exams planned in December 2020 except MDCAT, recruitment exams, entrance
exams,), or prescheduled small exams (>30 students) to be conducted under
safety conventions. VCs can allow essential individuals in small groups to come
to universities that may include low-income students who can’t afford/internet
access, foreign students, and final year M.Phil and Ph.D. students and faculty
members to deliver/prepare online lectures if it is necessary. Not more than
30% of the total enrolled students are allowed to come in such necessary
situations and universities will announce their policy on which category is
allowed at what time and with what safety measures. VC will not allow more than
30% of the total capacity of the hostels by ensuring all SOPs and will take
appropriate measures in place to isolate students if needed.
It is the responsibility of all of the VCs of the universities to
follow the SOPs introduced by the government officials and exercise them in true
letter and spirit effectively and efficiently. HEC also funding with an amount
of Rs. 10 million to each of the public sector universities to facilitate them
in establishing a supportive online system and infrastructure and to hire the
trained staff to assist the faculty members in their problems during online
communication. Covid Response Oversight Committee has been devised to
collaborate with the VCs of the universities within their region to ensure the
best practices and a feedback mechanism through interaction with the provincial
government officials in case of any cooperative actions.
HEC has further introduced National Knowledge Bank (NKB) that
provide access to online learning material, syllabus, curriculum, video
lectures link to digital libraries, assignments, quizzes, textbooks, PPTs and
exam questions.
Conclusion
How COVID-19 pandemic has supported higher education
institutions?
Schumpeter (1942)
illustrated that it was great creative destruction that higher education is
still getting help during this pandemic. However, we have seen that the sudden
introduction of online and digital learning has promptly taken into place in
just a few weeks and months that might be implemented after years and years.
Hence, COVID-19 contributed to its positive impact on the digital revolution in
the education industry.
In developed
countries, it is initiated and gets smooth easily and comparatively quickly as
they are developed and hi-tech equipped. In Pakistan, this is started and
gradually improving with the efforts of institutions and HEC support along
with. The coronavirus pandemic stroke unexpectedly and forced the
academic stakeholders to act fast. It appears that most of them reacted well.
The longer this shutdown is going to last, the smaller is the probability that
the ‘digital revolution’ in academia and higher education will be reversed
after the return to normal.
Weeden &
Cornwell (2020) stated that it is difficult to predict the future landscape of
higher educational institutions after the COVID-19 because it has a community
transmission threat due to the on-campus interactions between students and
staff. Efforts are being taken place to normalize the e-learning infrastructure
because the post-pandemic pedagogy is still unmeasurable even after the open
disclosure of the universities all over the world. According to
Farhadi (2019), the normalization of the e-learning system means that the form
of online education should stay in all of the universities where there will be
open options for students to continue their education on both modes of
education.
Online education has opened new doorways
and opportunities for all those students who are living in remote areas and
facing difficulties to attend a face to face education. They might be allowed
to continue their education through online e-learning while staying at their
homes. This is why even after the post-pandemic, both offline and online
e-learning options will be opened and left to the choice of the students and
faculty members. It will be easier because every university has built its
online education system and have experienced many online soft wares for online
interactions among students and teachers. The other form of teaching like
hybrid and blended are very helpful to improve the quality of education in face
to face learning once they have experienced the online and in-person video
sessions (Bowen, 2012).
In the end, we can easily defeat the transmission of COVID-19
through our joint efforts and willpower. What we do is to keep following the
safety health and hygiene standards to reduce the wipe of this deadly virus.
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