2. 1- Academic Problems:
Inefficient use of available resources.
Unequal distribution of Faculties among Public & Private Sector
Lack of Monitoring
Lack of standardization of Private Universities.
Emphasize on quantitative education rather than qualitative aspect of
education.
Inadequate attention to research and support for it.
3. 5- Social Problems:
Lack of moral training in Higher Education
Institutions
Promoting Westernization on the name of
Modernization
Creating social misbalances
7. ONLY 29 PERCENT OF LOW-INCOME STUDENTS GO TO
COLLEGE
7
29%
80%
8. ONLY 14 PERCENT OF LOW-INCOME STUDENTS COMPLETE
COLLEGE
8
60.7%
14.5%
9. 9
DISPARITIES IN ADVANCED COURSEWORK
0%
10%
20%
30%
40%
50%
60%
70%
Black Hispanic White Asian
% of total
populatio
n
% of test
takers
% of test
passers
14
%
9%
4%
18
%
18
% 16
%
58
% 56
%
62
%
6%
11
%
12
%
10. HIGHER EDUCATION IN LOW INCOME PEOPLE
In Pakistan, providing education to the masses had always been
state responsibility. Now there has been a major push for the
private provision of educational services. Moreover, corrupt
politicians, feudalism, injustice are such problems which have
further pressed the most pressed people of the country.
Education is a tremendous tool for social change as well as an
opportunity out of poverty traps. People trapped in the lower
classes have trouble climbing out of it because they lack the
tools to do so, because they live in a feudal society that actively
works to keep them there, and education can be a form of escape
hatch. But unfortunately schooling has been turned into a profit-
making commercial venture. Given the fact that private returns to
education are high, such a move has reinforced income
inequalities. It has become big business and to top it, it is
generating a lot of black money today.
Editor's Notes
Since 2002, the national high school dropout rate has decreased for Hispanic and black students and for those students whose families are living in the lowest-income quartile.
It’s encouraging that the dropout rate also has decreased for students across all races.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2013). The Condition of Education 2013, Tables 128 and 129, http://nces.ed.gov/programs/coe/
A report from the U.S. Department of Education shows that the high school graduation rate is at its highest level in American history.
Eighty percent—the graduation rate for the class of 2011—represents not only the collective progress we’ve made as a nation, but as communities, schools, students, and families.
While the nation’s overall dropout rate is declining, the dropout rate is still unacceptably high, if all students are to succeed in a knowledge-based economy.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), Averaged Freshmen Graduation Rates, http://nces.ed.gov/ccd/data_tables.asp
Too many low-income children, particularly minority students, aren’t receiving the education they need to reach the middle class or to achieve the American dream.
Fully 96 percent of students from the highest income group complete high school, while only 63 percent of those from the lowest income quartile do.
SOURCE: National Longitudinal Surveys, U.S. Department of Labor, Bureau of Labor Statistics (http://www.bls.gov/nls/home.htm) as analyzed by U.S. Department of Education, Policy and Program Studies Service
The gap between students in the highest income quartile and the lowest income quartile becomes great when we look at college enrollment.
Eighty percent of high-income students enroll in college, while only 29 percent of low-income students do.
SOURCE: Bailey, M. J., & Dynarski, S. M. (2011). "Gains and Gaps: Changing Inequality in U.S. College Entry and Completion" (Working Paper 17633). Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/papers/w17633.pdf. Calculations based on National Longitudinal Survey of Youth, 1979 and 1997, as analyzed by U.S. Department of Education, Policy and Program Studies Service
When we look at who graduates from college, the gap separating those with high and low family incomes is staggering.
About one in seven of our nation’s lowest-income students graduate from college.
Compare that to more than 60 percent of students in the highest-income quartile who earn a bachelor’s degree.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014363
Across the country, there are great disparities by race in terms of the percentage of students who take advanced courses while in high school.
For example, African-American students make up about 14 percent of the total population, but only 4 percent of the population receiving a passing score of “3” or better on the Advanced Placement (AP) exam.
By contrast, Asian, Asian-American, and Pacific Islander students are 6 percent of the overall population, but they represent 12 percent of those students passing the AP exam.
SOURCE: The 9th Annual AP Report to the Nation, February 13, 2013, Page 20, Figure 5, The College Board. Downloaded from www.collegeboard.org on March 14, 2013, as analyzed by the U.S. Department of Education, Policy and Program Studies Service