Educate YOUTHAnd

Help This Nation

Grow!

Modernizing Education and Training

•All citizens need to acquire and continually update their knowledge, skills and competences through lifelong learning, and the specific needs of those at risk of social exclusion need to be taken into account.•This will help to raise labour force participation and increase economic growth, while ensuring social cohesion. Too little attention is paid and too few financial resources are allocated to increasing access to adult learning opportunities. Older workers and the low-skilled are particularly affected.

Modernizing Education and Training…

•The persistently high numbers of young people leaving school without basic qualifications and skills are a worrying signal that initial education systems are not always providing the necessary foundations for lifelong learning.•As for the reforms of higher education and vocational training, funding remains a key challenge and an obstacle to implementing the modernization agenda for many countries.• Strengthening collaboration between higher education and industry is recognized by most countries as a basic requirement for innovation and increased competitiveness, but too few have a comprehensive approach to this issue.•Part of the problem is that national innovation strategies too often do not incorporate higher education reforms.

Modernizing Education and Training…

•Most countries concentrate on target populations in this context, in particular on young people, as vocational education and training programmes have a positive effect on reducing dropout rates. The professional development of vocational teachers and trainers also remains a real challenge for most countries.

Speeding Up The Pace of Reforms

• Today, tertiary education includes higher education, teacher training, vocational training at the post-secondary level, trade qualifications and industry exams.

• Emphasis has been on its contribution to enhancing productivity and community development, cultural well-being and environmental sustainability. It can encourage the development of personal and community responsibility and global citizenship.

• The global demand for skilled workers is being driven by a number of factors including advances in technology and changing markets, shift in the nature of work, industry and occupational restructuring, demanding and discerning customers, drive towards greater productivity, and efficiency within organization.

Speeding Up The Pace of Reforms…

• It is clear that the demand for tertiary education is rising but there are issues that need collective solutions. By 2020, 40% of the global workforce will be knowledge workers, with a need for tertiary qualifications. The concern is ability of the institutions to cater for the rising demand.

• National reforms are moving forward, however, it is particularly worrying that there is too little progress against the established benchmarks. Unless significantly greater efforts are made in the areas of early school-leaving, completion of upper-secondary education and key competences, a larger proportion of the next generation will face social exclusion, at great cost to the economy and society.

Education in Pakistan

• Public expenditure on education as a percentage of GDP is lowest in Pakistan due to the fiscal resources constraint that paved the way to synchronization in terms of GDP allocation. According to Pakistan Social and Living Measurement (PSLM) Survey data (2007-08), the overall literacy rate (age 10 years and above) is 56% (69% for male and 44% for female) in 2007- 08 compared to 55% (67% for male and 42% for female) in 2006-07. Literacy remains higher in urban areas (71%) than in rural areas (49%) and more in men (69%) compared to women (44%).

Education in Pakistan…

• Improved access to quality higher education can ensure that the country reaps the benefits from globalization and increased productivity in the domestic production processes. There is need to put energies at the macro level to ensure the change and enable universities to play a significant role to bring change at the massive level. Universities are a nation’s primary source of knowledge creation and talent. Smart people are the most critical resource to any economy, and especially to the rapidly growing knowledge-based economy

Who We Are• University of Management and Technology (UMT) was established in

1990 as Institute of Leadership and Management (ILM), a project of ILM Trust, by leading educationists, professionals, and industrialists with an aim to enhance the organizational and individual effectiveness. Guided by the noble mission of helping others in actualizing their limitless human potential to its finest shape, ILM sought to respond to the challenges of information-based economy, globalization, and ever increasing complexity.

Who We Are• UMT - now an independent, not-for-profit, private university - received

its degree-granting charter first as Institute of Management and Technology (IMT) in 2002 through an Act of Punjab Assembly. Later, on 16 June 2004 IMT became University of Management and Technology (UMT) through the passing of a similar Act by the Government. It is a Category ‘W’ University which is top ranking for a private university. Pakistan Engineering Council (PEC) has accredited the engineering programs at UMT

What Role Do We Have• The unique aim of UMT is to develop leaders and managers in different

fields and professions. Its multidisciplinary programs blend management expertise with the technical knowledge. Orientation to the information system and technology, particularly within the context of profession is an important feature of the educational and training programs of the UMT. It plans to establish well-equipped laboratories in all major disciplines to provide researchers appropriate facilities to test their ideas.

What Role Do We Have…• UMT has developed into a center of excellence for higher learning

in this region. We are committed to the noble task of dissemination of knowledge and wisdom to develop human resources. UMT excels as a holistic organization guided by strategic coherence and integration of diversified functions. The wide array of activities currently being undertaken range from academic education, professional development and executive training to research and publishing

• Around 4,250 students are pursuing professional education at graduate and master levels in the areas of management sciences, information technology, education and arts, media and communications, and commerce and accounting. It is hence, the social benefits, which are prominently aimed at in our academic and extra-curricular pursuits. The liberal financial assistance policy enables the talented youth to acquire quality education despite financial inabilities.

The Deadlock

• The analysis of demand and supply from quantitative background suggests that the country is not able to match the demand for higher education with the supply. University has attracted quality knowledge seekers by introducing international best standards. Historic pattern of growth in joiners is tabulated here:

Knowledge Seekers

2004

2005

2006

2007

2008

2009

2010

2,094

2,159

2,098

2,400

3,010

3,574

4,250

The Deadlock…

• Since the time the university has been shifted to its owned campus, a continuous growth in applicants has been observed; and driven by such factors we have now run out of accommodation capacity to enroll anymore students in diverse disciplines that are being currently offered to the candidates.

• A recent pre-feasibility study in the related statistics and trends, conducted for such purpose, indicates that the enrollment stats are to reach 5,000 this winter (as a result of admissions in fall session). By the end of this financial year enrollment of the university will have reached over 6,000 knowledge seekers and, therefore, has justified expansion of the campus to increase its rated accommodation capacity.

The Deadlock…

• We believe such an initiative can help managing the pressures on limited capacity currently available for new admissions. Shown below are the extracts of aforementioned pre-feasibility study, the scope of which has been limited to consideration of adding a new level to the existing academic block of the campus.

Shown below are the extracts of aforementioned pre-feasibility study, the scope of which has been limited to consideration of adding a new level to the existing academic block of the campus;

Unit type Floor Segment No of unitsOccupancy

per unitTotal

Accomodation

Level 4:Standard rooms North block 6 50 300

South block 6 50 300Centre Block 1 40 40

640

Lab rooms North block 2 70 140South block 2 70 140Centre Block 2 50 100

380Level 3:Standard rooms North block 6 50 300

South block 6 50 300600

1620

Planned Accommodation for Academic Block Extension

Students Accommodation

(Contd.)

Unit type Floor Segment No of unitsOccupancy

per unitTotal

Accomodation

Planned Accommodation for Academic Block Extension

Faculty offices North block 4 2 8South block 4 2 8Centre Block 4 2 8Centre Block 1 3 3Centre Block 9 1 9

36

Total capacity generation (excld. Labs & Faculty offices) 1240

Lab rooms capacity generation 380

Faculty accommodation 36

Faculty Accommodation

Level Floor SegmentTotal covered

area(Sq.ft)

Construction rate per square

feet(PKR)

Cost of construction

(PKR)

Legnth Breadth

Level 4 Centre block 109 119 12,931 2,500 32,328,333North block 79 194 15,203 2,500 38,007,083

98 87 8,483 2,500 21,206,250South block 79 194 15,203 2,500 38,007,083

98 87 8,483 2,500 21,206,25060,302 150,755,000

Level 3 North block 86.5 78.5 6,790 2,500 16,975,625(Open To Sky) South block 86.5 78.5 6,790 2,500 16,975,625

13,581 33,951,250

73,883 184,706,250

Covered Area Computations - Constrution Plan

Dimensions (ft)