330
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R A K E S H B A S A N T A N D PA R T H A M U K H O PA D H YAY
TABLE 14. Qualifications (Highest Degree) of Full-Time Faculty Members, Pakistan, 2003–4
Sector Bachelor Number of faculty members Distance learning 9 Public 1,059 Private 1,151 Total 2,219 Share of sector total (percent) Distance learning Public Private Total
4.9 10.1 29.0 15.2
Master
Master (16+ years)
Master of philosophy
PhD
Total
110 4,525 1,480 6,115
0 1,319 508 1,827
22 1,019 284 1,325
41 2,549 540 3,130
182 10,471 3,963 14,616
60.4 43.2 37.3 41.8
0.0 12.6 12.8 12.5
12.1 9.7 7.2 9.1
22.5 24.3 13.6 21.4
100.0 100.0 100.0 100.0
Source: Pakistan, Higher Education Commission, “Statistical Booklet on Higher Education.” Note: Percentages may not sum to 100 because of rounding.
Sri Lanka In Sri Lanka the National Policy on Education is rooted in Ordinance 31 of 1939 (significantly amended, 1945 through 1953) and in the Education Code. The Sri Lanka University Grants Commission was established in 1979 to oversee the functioning of universities. The system has gradually expanded; student intake increased from 4,950 in 1980 to 16,635 in 2006, and the country has 15 universities consisting of 78 faculties and 425 departments, with academic staff numbering 3,818. The universities are almost entirely funded by the government. Control by the national government limits the scope for experimentation and autonomy.33 Annual enrollment in universities is about 2.4 percent of the age cohort. In addition, many professional institutes and cross-border higher education institutions offer diploma- and degree-level courses (Gamage 2007). Taking all these students together, gross enrollment in higher education in Sri Lanka is more than 12 percent of the age cohort. Stephen (2007) identifies 19 private foreign education providers that offer 74 courses. Five sectors account for 84 percent of these course offerings: information technology (28 courses); engineering (10); business administration (10); accounting, finance, and banking (9); and tourism and hospitality (5). There are 23 representatives of universities from 12 countries. The most numerous are from Australia, the United Kingdom, New Zealand, Malaysia, and Singapore, in that order. Currently, there is no formal system of quality assurance or accreditation of diplomas and degrees awarded by cross-border educational institutions. Given this environment, Esham (2008) finds that the common types of UIL in Sri Lanka are limited to consultancies and training programs, student internships, and informal interactions at third-party meetings such as conferences. Among departments,