The Digitalization of Pakistan's Universities?

2022 ◽  
pp. 171-188
Author(s):  
Mehreen Malik ◽  
Muhammad Mustafa Raziq ◽  
Matthew M. C. Allen ◽  
Mansoor Ahmad
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Industrial Revolution ◽  
Developing Economies ◽  
Developed Countries ◽  
Education Sector ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Developed World ◽  
Increased Pressure

Higher educational institutes today need to focus on identifying the requirements of industry as well as the market, so that they can help students develop the necessary skills and enable them to work with intelligent machines in today's era of the 4th industrial revolution which is also termed digitalization. Digitalization has increased pressure on educational institutions to update their existing curricula and course contents. It is important to note that, while industry as well as educational institutions in the developed world are rather quick on embracing such trends, developing economies often lag behind. Universities in developed countries are mostly on the path towards a hybrid way of teaching, while those in developing countries, such as Pakistan, frequently struggle to make these changes. This chapter seeks to provide suggestions and recommendations for the higher education sector, including universities and policymakers. It identifies the role that the higher education sector must play in preparing and upskilling future employees for Pakistan's digital future.

scholarly journals The International Dimension of the Brazilian Higher Education System Through the Prism of South-South Cooperation

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
José Antonio Brum ◽  
Marcelo Knobel
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Education System ◽  
Research Collaboration ◽  
Developed Countries ◽  
Local Context ◽  
Higher Education System ◽  
Coopération Internationale ◽  
The Past ◽  
Developed World

International cooperation is a growing trend among research universities. In the past, this took the form of collaboration between researchers in developing countries with those in the developed world that enjoy superior access to fnancial and technical resources as well as infrastructure. More recently, the collaboration map has begun to change, as scientists in developed countries recognised how local context can affect their work, and those in developing countries are slowly building their research capabilities. Furthermore, South-South research collaboration is considered increasingly important, alongside developments in science and higher education in these countries. Following a brief overview of the Brazilian higher education system, this article discusses the complexity of establishing international collaboration, citing a few programmes aiming at strengthening South-South cooperation. La coopération internationale ne cesse de croitre au sein des universités de recherche. Dans le passé, elle prenait la forme d’une collaboration entre les chercheurs de pays en voie de développement et ceux de pays développés, qui ont accès à des ressources fnancières et techniques ainsi que des infrastructures supérieures. Plus récemment, le format des collaborations a commencé à changer, alors que les scientifques des pays développés reconnaissent la manière dont le contexte local impacte leur travail, tandis que ceux des pays en voie de développement créent doucement des capacités de recherche. Par ailleurs, la collaboration de recherche sud-sud est de plus en plus considérée essentielle, parallèlement aux développements de la science et de l’enseignement supérieur dans ces pays. Après une brève introduction au système d’enseignement supérieur brésilien, cet article aborde la complexité de la mise en place de partenariats internationaux, en faisant référence à quelques programmes visant à renforcer les coopérations sud-sud.

scholarly journals Cloud Computing in Education in Developing Countries

2017 ◽  
Vol 10 (2) ◽  
pp. 87 ◽  
Author(s):  
Faten Karim ◽  
Giselle Rampersad
Keyword(s):  
Cloud Computing ◽  
Developing Countries ◽  
Technology Adoption ◽  
Tertiary Education ◽  
Developed Countries ◽  
Education Sector ◽  
It Infrastructure ◽  
Cloud Computing Adoption ◽  
Limited Degree ◽  
Set Up

The main advantage of cloud computing is to reduce the IT cost. By using cloud computing, organisations do not have to set up an IT infrastructure, and instead are able to rent resources and give payment only for the using services. Even with the appealing of cloud computing benefits, it is still in infancy in developing countries due to many reasons. Technology adoption has been explored to a limited degree in developing countries, particularly in relation to cloud computing in the tertiary education sector. Existing studies have examined technology adoption in developed countries and to a lesser extent in developing countries in non-education contexts such as e-government. This paper contributes to the cloud computing adoption literature in developing countries, and specifically in Saudi Arabian universities. 

scholarly journals Digital Service Taxes and Their Application

2021 ◽  
Author(s):  
Megersa Kelbesa
Keyword(s):  
Developing Countries ◽  
Economic Impact ◽  
Developing Economies ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Developed Countries ◽  
Evidence Base ◽  
Digital Economy ◽  
Economic Activities ◽  
Digital Service

Many developing economies have seen a rise in e-commerce activity within their borders, and a decline in income from traditional industries as a result of COVID-19, meaning the digital economy offers a potentially unexploited source of tax revenue. . As a result, more developing countries may soon begin adopting some sort of digital tax. The economic activities which may be subject to the Digital Services Tax (DST) may vary from country to country. It will, therefore, be necessary for businesses operating in multiple jurisdictions across developing countries to keep up with the changes in digital taxes. Before implementing a DST scheme, developing countries are advised to perform an in-depth cost-benefit analysis and due considerations. Some developing (and several developed) countries have already unilaterally implemented a “provisional” DST system. Other developing countries are on the process of implementing DST or have simply announced that they will implement a DST soon. Although most of the countries so far actively working on DST (are rich countries, a growing list of developing countries are joining the process. Some examples include the following: Malaysia, Indonesia, Kenya, Nigeria, Argentina and, Chile. It is important to mention that the literature on DST is very limited – although growing, and the evidence base around the economic impacts is particularly scarce. This is partly due to the quite recent nature of DST implementation. The evidence is even scarcer for developing countries – Due to these limitations, this rapid evidence review looks at different types of available literature – including reports and blogs issued by international financial institutions and development agencies. The rest of the report will give an overview of key proposed approaches to tax the digital economy, provide a very brief account of the economic impact of DST, provide a brief mapping of the implementation of digital service taxes in developing countries, provide a brief description of each DST system and about the economic impact of the DST, finally a brief account or attributes of a “good” DST system.

scholarly journals DESARROLLO DE COMPETENCIAS PARA LA INVESTIGACIÓN EN ESTUDIANTES DE EDUCACIÓN SUPERIOR: UNA EXPERIENCIA EN MÉXICO

2018 ◽  
Vol 3 (1) ◽  
pp. 43 ◽  
Author(s):  
Jorge Hernández Contreras ◽  
Antonio Ponce Rojo ◽  
Pedro Moreno Badajós ◽  
Adriana Castañeda Barajas
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Developed Countries ◽  
Educación Superior ◽  
Educacion Superior ◽  
Recursos Humanos ◽  
Development Of Competencies ◽  
The Moment ◽  
Keywords Education ◽  
The University

El desarrollo  de competencias para la investigación en estudiantes de Educación Superior es una tarea ardua. Sin embargo, la formación de recursos humanos en investigación debe ser una de las tareas permanentes de las Universidades, esto debido a que posibilita a los países en desarrollo el poder acceder a mejores niveles de bienestar social en materia de crecimiento económico, producción de ciencia, tecnología y mejora de la calidad educativa. El presente reporte muestra los resultados del esfuerzo de los últimos 12 años del Centro Universitario de los Lagos de la Universidad de Guadalajara, quien tiene como eje fundamental la investigación y como parte inherente el desarrollo de competencias en investigación en estudiantes universitarios. Esperando que dichos recursos humanos que han sido formados en la investigación en un mediano y/o largo plazo vengan a incrementar, enriquecer y realizar el relevo generacional de los investigadores en la región centro occidente de México. PALABRAS CLAVE: Competencias; Investigación; Incorporación Temprana; Universidad. DEVELOPMENT OF COMPETENCIES FOR RESEARCH IN HIGHER EDUCATION STUDENTS: AN EXPERIENCE IN MEXICO ABSTRACT The formation of human resources in research is an arduous task for Public Universities, especially in developing countries, must become a fundamental axis in reaching higher levels of social welfare in the matter of economic growth, production of science and technology and improvement of quality of education. At the moment a great disparity exists where developed countries, are “the unique” producers of knowledge and the developing countries are only consumers. In this work, we present the results of the effort of the last 12 years in the University of Guadalajara at Lagos de Moreno, which its fundamental axis is the scientific research. Like inherent part of the formation of university students, they will increase, enrich and to became in to the generational relief of the researchers in Jalisco state and perhaps of the Mexican Republic. KEYWORDS: Education; Investigation; Educational Resources; Higher Education.

Enterprise 2.0 Impact on Company Performance in Developing Countries

2012 ◽  
pp. 172-197 ◽  
Author(s):  
Jacques Bughin
Keyword(s):  
Developing Countries ◽  
Developing Economies ◽  
Developed Countries ◽  
Company Performance ◽  
Enterprise 2.0 ◽  
Global Survey ◽  
Social Technologies

This chapter draws on findings from a unique global survey to analyze how Enterprise 2.0 has been adopted in developing economies and how much it contributes to individual company performance. Two results stand out. While the use of social technologies by companies is gaining momentum, adoption remains patchy and still lags in developed countries. Nevertheless, clear evidence exists that Enterprise 2.0 in developing countries, when used at scale, lifts company performance, especially when integrated into workflows and when companies redefine their processes and operating models through social technologies.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Uterine cancer

2020 ◽  
pp. 777-786
Author(s):  
Nomonde H. Mbatani ◽  
Dominic G.D. Richards
Keyword(s):  
Developing Countries ◽  
Uterine Cancer ◽  
Significant Risk ◽  
Developed Countries ◽  
Stromal Tissue ◽  
Endogenous Oestrogen ◽  
Disease Specific Mortality ◽  
Uterine Cancers ◽  
Endometrial Carcinomas ◽  
Developed World

Uterine cancers are the most common female genital cancer in the developed world and the fourth most common malignancy in women. In South Africa and most developing countries it is the second most common genital tract malignancy after cervical carcinoma. While the incidence of uterine cancers is marginally higher in developed countries (5.9 vs 4 per 100,000), the disease-specific mortality rate is higher in developing countries. Uterine cancers include tumours that develop in the endometrium (carcinomas), the endometrial support cells (endometrial stromal sarcomas), and the myometrium (sarcomas). Endometrial carcinomas represent over 90% of uterine cancers, the incidence of which is increasing and is most likely driven by longer life expectancy, obesity, and a sedentary lifestyle. Most endometrial carcinomas present in postmenopausal women; however, in women with significant risk factors (such as unopposed endogenous oestrogen production as occurs in women with polycystic ovarian syndrome) or a genetic predisposition such as hereditary non-polyposis colorectal cancer (HNPCC)/Lynch 2 syndrome, tumours may present before the age of 40 years. Sarcomas constitute less than 10% of uterine cancers, the majority of which are leiomyosarcomas. Only 2% of uterine sarcomas originate in the endometrial stromal tissue. Most sarcomas present between the age of 40 and 60 years. For the purpose of this chapter, endometrial carcinomas and sarcomas will be discussed separately.

ICT in Regional Development

2005 ◽  
pp. 387-392
Author(s):  
Saundarjya Borbora ◽  
Mrinal Kanti Dutta
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Regional Development ◽  
Developing Economies ◽  
Developed Countries ◽  
The World ◽  
Information And Communication ◽  
Increase Productivity ◽  
Internet Connections ◽  
The Developed Countries

Economic development and information and communication technology (ICT) are found to move together in the present day era of globalization. ICT can contribute significantly in economic development of a region by providing adequate information at the minimum of time and cost, thereby enhancing productivity in different sectors of an economy. This fact is substantiated by several studies (Kraemer & Dedrick, 2001; Pohjola, 2001). Some country specific studies like that of Singapore (Wong, 2001) also highlighted similar results. ICT diffusion in the world has been quite rapid since the mid 1990s. While the developed countries have benefited substantially from the ICT growth, the developing countries could not reap similar benefits out of it which has resulted in emergence of a digital divide across the countries (Economist, 2000; Nkrumah, 2000; Norris, 2001). This divide is noticed not only across countries but also within a country and this is more prominent in developing economies like India. ICT diffusion is another area which needs more attention in India as it will lead to ICT access and application of ICT in real sectors to increase productivity and output. During the past one decade India has made rapid advances in ICT growth as reflected in the increase in the number of Internet connections and users. The growth of Internet connections and users in the country is shown in Table 1.

Marketization and Educational Institutions

2020 ◽  
Author(s):  
Pedro Nuno Teixeira
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Social Effects ◽  
Educational Institutions ◽  
Market Forces ◽  
Educational Organizations ◽  
Political Factors ◽  
Economic Organizations ◽  
Competitive Forces ◽  
The Way

The way education is perceived socially and politically has changed significantly over the last half century. The growing pervasiveness of economic analysis in education has contributed significantly, among other societal and political factors, to a reformulation in the way educational organizations are conceived, particularly due to the economic and social effects of their activity. One of the major dimensions of that change has been the strengthening of a discourse that emphasized the advantages of market and competitive forces over public regulation and of privatization and quasi-private rationales over public ones. Despite significant social and political resistances, the education sector has been experiencing a growing influence of market and competitive forces, and this is particularly visible in the higher education sector. Hence, several policy developments have led to the strengthening of market forces and competition in higher education. This encompasses changes in the contextual conditions through which market forces have been strengthened and the subsequent impact of marketization, competition, and privatization policies at the institutional level. However, this faces resistance, not least due to the peculiarities of educational sectors and institutions, that begs reflection about the potential and limitations of approaching education institutions as economic organizations.

WTO Rules and Agricultural Development Cooperation between Developed and Developing Countries

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Won-Mog Choi
Keyword(s):  
Developing Countries ◽  
Agricultural Development ◽  
Developing Economies ◽  
Developed Countries ◽  
Substantial Effect ◽  
Development Cooperation ◽  
Potential Contribution ◽  
Investment Projects ◽  
The North ◽  
Actionable Subsidies

For many developed countries with confined land resources and high costs of labour, agricultural farming in foreign territories provides attractive business opportunities. Such investment projects will also be welcomed by many hosting developing countries given the substantial effect of economic development and employment. In this sense, agricultural development cooperation at an international level could contribute to the solution of the North-South problem. Notwithstanding this necessity and potential contribution, it is doubtful whether the current WTO legal system can fully support this type of cooperation. Various governmental supports involving the cooperation projects could be determined as prohibited or actionable subsidies as well as discriminatory measures. WTO provisions regarding the special and differential treatment for the developing economies are of no help. This paper identifies legal problems involving agricultural development cooperation between developed and developing countries and explores ways to interpret relevant WTO rules and to amend them in order to solve the problems.

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