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Development Triangle
Economic Development is the dream of every
politician, citizen, bureaucrat and military personal in the world.
It has become an established fact that neither political acumen of
democrats nor heavily armed military can rescue collapse of any
country and nation if it becomes economically bankrupt. At the time
of disintegration USSR was the first country having large number of
nuclear war-heads as compare to rest of the world. But all these
military force not rescued USSR from collapse rather brought about
of the incident. Capitalist Economic system and corporate sector
have changed dimension of the global world and now economic might
is the only parameter and indicator which is used to test overall
power of the country. Resource distribution among nations,
opportunities of investment and employment, political leadership,
scientific development and political stability are the factors
which determine economic development. Nations understood philosophy
of the determinant playing dominant role in development process
went ahead of other countries while other nations especially Muslim
community having 70% of natural resources in the world lagged
behind in technological and economic development Education play
dominant role in economic development if curriculum, method of
teaching, coordination between industry and educational institution
exists in any country. On contrary mushrooming of educational
institutions, superficial increase in literacy rate and rising
numbers of graduates having no productivity in real world does not
qualify for the goal of economic development.
Development Triangle is the philosophy in which three major
stakeholders are interconnected in such a way where rotation of
support is passed from one actor to another. And in such a way
sustainable growth is achieved by the said country. In the triangle
Government play major role and paved way for industry by providing
efficient and skilled labor force in the market to meet demand of
industry. Hence government, educational institutions and industries
inter-relationship confirm development triangle in the country. In
the chain process on one side there is government with the role of
establishing such educational institutions and curriculum which is
required by existing industrial sector. Curriculum, mode of
teaching, activities of the institutes are regulated and designed
by government in commensurate with the need of industry. After
completion of education graduates smoothly move in the industry
where opportunities are always open for them on the basis of skill
they learnt in their college and university studies. Education and
training which they learn in their schools have co-relation with
demand of industries in the country as well as job markets.
Ultimate result of the whole exercise will be non-existence of
un-employment supply of skilled labor and increase in productivity
of the industry in any country.
It is unfortunate that such phenomenon is lacking in all developing
countries including Pakistan. In Less Developed Countries first
problem faced by the people and local industry is un-skilled and
less productive labor force which result low wage rate and less
prosperity of the people. In Pakistan government and NGOs try to
improve literacy rate irrespective of local industrial needs. If
educated class increases without their utilization in local economy
mere un-productive, theory based educated force can’t enhance
economic growth and productivity. Now a day our country Pakistan
faces the same situation, as our universities and local industries
have no co-relation in any sector of study. The curriculum and mode
of studies practiced in our universities and colleges are outdated,
based on rot-knowledge providing no opportunity for students to
independently think and create some new idea which is the prime
objective of universities in the world. In corporate sector large
umber of companies sponsors universities and their research project
which results invention and innovation in the world. Here in
Pakistan the situation is totally different as the courses reads in
our colleges and universities have no practical value in job
market. All the emphasis is done on memorization of facts and
figure instead of conceptual understanding and practical work.
Especially our M.Scs are most vulnerable class of society due to
limited scope of their study. Majority of these science graduates
opt only one field in their practical life that is teaching in
college and school cadre and nothing more. Because there is no
research infrastructure exists in our country for science graduates
in which they practically use their knowledge and contribute to the
country and national economy. Consequently these graduates move to
education sector and produce more parasites like graduates and this
vicious circle of unemployment and joblessness in our country
continues without end. It is unfortunate to mention here that
present useless, unproductive and parasite like graduates produce
more such category people through schools and colleges and there
will be glut of unproductive labor force in the economy in future.
Interesting fact of the matter is that there is no fault of the
students who opt science and general subjects in their graduation
and post-graduation level because it is the university and
government inefficiency which give impractical, unproductive and
less beneficial course of study to the youth and causes
unemployment and joblessness in the economy. The philosophy of
development triangle does not apply in our country and educational
institutions. If there would have been integration among
educational institutions, Industrial needs and government
educational policy it would result enhancement in job opportunities
for the youth.
In this grim situation only vibrant educational institutions like
Lahore University of Management Science (LUMS) Institute of
Business Administration (IBA), Quaid-e-Azam University Islamabad,
NUST, FAST, and COMSAT came out and gave direction to our nation
and government about course of study and market need of the day. In
this connection these educational institutions practical work
oriented courses and professional degrees not only made our youth
productive man-power but also improved their standing in and out
side of the country. Now graduates of these institutions have wide
market access in domestic industries and multi-national
corporations. Having success stories in the form of these
institutions and graduates government of the day and especially
educational ministry should design their education policy in
accordance to the need of the market. If education policy is
designed in such a manner where course and method of teaching
matches market demand it will beneficial for government, students
and local industry. Consequently triangle of development principle
is realized.
Ghani ur Rehman
Chitral
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