project it (final) advent of information technology in pakistan

8/11/2019 Project IT (Final) ADVENT OF INFORMATION TECHNOLOGY IN PAKISTAN

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PROJECT REPORT

“ADVENT OF INFORMATION TECHNOLOGYIN PAKISTAN”

Project Report s!"#tte$ to%

S#r K&'(#$ J'"#( A)s'r#* Presto) +)#,ers#t-* Dep'rt"e)t o. /s#)ess A$"#)#str't#o)*

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D'te$ Re2#str't#o) N"!er4

56 A2st* 7689 8::7;885658



ACKNO<LEDGEMENTS

One of the greatest learning of my life is “if you want a new contribution, you have

got to make a whole new preparation”. The Preston University has enabled me to prepare this

proect as a part of !"# $"anking and %inance& curriculum, which has truly served the

purpose.

' am indebted to the several newspapers to allow me to undergo the proect #()*+T

O% '+%O!#T'O+ T*-+O/O01 '+ P#2'3T#+ as a part of !"# $"anking and

%inance& course.

!y sincere thanks to my guide *a4 #lvi, 0! operation for his valuable guidance and

standing beside me throughout the proect. ' e5press my gratitude to him, for giving very

strong support in the process and taking very keen interest in the working students like me.



ANNE=+RE

' hereby declare that the proect report entitled “#()*+T O% '+%O!#T'O+

T*-+O/O01 '+ P#2'3T#+” submitted in partial fulfillment of the re6uirements for the

degree of !asters of "usiness #dministration to K&'(#$ J'"#( A)s'r# Preston University, in

my original work and not submitted for the awards of any other degree, diploma, fellowshipor any other similar title or pri4es.

P('ce4 K'r'c&# M S'1#! S&'&>'$

Re2#str't#o) No3 8::7;885658



To <HOM IT MAY CONCERN

This is to certify that the proect report entitled “#()*+T O% '+%O!#T'O+

T*-+O/O01 '+ P#2'3T#+” submitted in partial fulfillment of the re6uirements for the

degree of !asters of "usiness #dministration of Preston University, department of business

administration.

e has worked under my supervision and guidance and that no part of this report has

been submitted for the award of any other (egree, (iploma, %ellowship or other similar titles

or pri4es and that the work has not been published in any ournal or maga4ine.

Re2#str't#o) No4 8::7;885658

CERTIFIED /Y

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GM; Oper't#o)

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TA/LE OF CONTENTS

C&'pters PARTIC+LARS P'2e No3

*5ecutive 3ummary 7

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'ntroduction

(emand of special attention

%acts

istory

'mportance

2ey to success

/iterature review

'mproving students

'mpacts

Opportunity for growth

Path to networking

+etwork 3ystems

Primary focus of *-

Points of actions by *-

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88

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99

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E=EC+TIVE S+MMARY



This study was designed to serve as co"pre&e)s#,e development report on Technical

education in Pakistan. 'n this conte5t, the study aims to give particular attention to important

changes that occurred in the information technology sector since independence. 'nformation

technology is concerned with the improvements in a variety of human and organi4ational

pro!(e";so(,#)2 endeavors through the design, development, and use of tec&)o(o2#c'((-

based systems and processes that enhance the efficiency and effectiveness of information in a

variety of strategic, tactical, and operational situations (esignAmethodologyAapproachB

The study is a 1'(#t't#,e and 1')t#t't#,e analysis based on secondary information. Thediscussion co)ce)tr'tes on structure, access, 6uality, and future prospects of information

technology in Pakistan. 't is argued that if 6uality does not match 6uantity, and the

information technology sector fails to bring out enlightened, highly skilled, trained, motivated

and ethically committed individuals, the countries cannot meet any of its development

obectives.

F#)$#)2sB To attract the brightest students towards information technology in different

paradigms. *ducate others about the benefits of educational technology. *nhance your educational e5perience by taking an online course. Jo#) an organi4ation that aims to create

educational opportunities or improve education through technology. IT pro$cts make the

learning environment #)ter'ct#,e and e)2'2#)2, providing for sper#or 'ssess"e)t of

comprehension, increased performance, automatic grading, and #)cre'se$ pro$ct#,#t-.

Ke-or$sC 'T. *-, 0+P, /P0, /!3

-#PT* 8



'+TO(U-T'O+

'slamic epublic of P'0#st') is !or$ere$ by A.2&')#st') in the northwest, Ir') in the

southwest, the former U33 and C&#)' in the north, I)$#' in the east, and the Ar'!#') Se'

in the south. 't is a Ms(#" st'te formed after partition of 'ndia in 8?:= into two separate

partsDwest Pakistan and *ast Pakistan.

*ast Pakistan, which is now "angladesh. The e$c't#o) #s !eco"#)2 one of the $e.#)#)2

e)terpr#ses of the 78st ce)tr- with the emergence of 2(o!'(#>'t#o) and #)cre's#)2 global

co"pet#t#o). 'n the fast changing and competitive world, education and technology are the

"'ster 0e-s for respectable sr,#,'( and pro2ress of Pakistan.

Pakistan is $eter"#)e$ to respond pos#t#,e(- to emerging )ee$s, opport)#t#es and

c&'((e)2es of globali4ation.

*ducation is being considered a key to change and progress. Pro2ress ')$ prosper#t- of thecountry $epe)$s on the 0#)$ o. e$c't#o) that is provided to the people. *ducation assists

&'r"o)#os development of the individual. 't increases the economic, social and political

adustment of the individual in the society.



-#PT* 9

(*!#+( O% 3P*-'#/

#TT*+T'O+



*ducation is an essential prere6uisite for an efficient and e6uitable development process. 't is

a recogni4ed fact that without a minimum education level for the entire population, a human

centered development process cannot be sustained. uman aspect of development has not

been given due consideration in the past and now it demands special attention in order to

facilitate all segments of the society. 't provides people greater opportunities and choices to

improve their lives. 'n other words through the process of education, human beings develop

such abilities, skills and attitudes that help them to modify their behavior according to social,

economic and political demands.

*ducation is considered the most important way of human capital formation, which is

prere6uisite for sustaining the development of nations $!ercy +. %ode& The combination of

education and technology has been considered the main key to human progress. *ducation

feeds technology, which in turn forms the basis for education. 't is therefore not surprising

that to be “developed” is to have had education based on western knowledge, science and

technology. This today is considered as progress.

'mportance of information technology :

Proceedings of 7rd 'nternational -onference on "usiness !anagement $'3"+C ?=>E?<?E

?7<>E@=E7&



-#PT* 7

%#-T3

%or the maority of underdeveloped countries the 6uality of life is deteriorating despite

several decades of development efforts. *conomic growth has stagnated, with 0+P per capita



insignificant compared to the higher income countries. #s if to make matters worse,

population growth is higher in these countries and is accompanied by increasing poor health,

a disproportionately high level of poverty and hunger, low educational levels,

increasing civil strife, and a deteriorating infrastructure base. The gap between the

(evelopedF and GUnderdevelopedF countries is therefore widening by the minutes.

%ortunately, the emergence of several powerful institutional forces such as the information

revolution and the democrati4ation of ideas are changing the global economy by affecting the

relationship of markets, products, competition and trade. %or The first time, developing

economies have a chance to leapfrog over certain cumbersome development steps and

constraints to speed up the development process, if only their educational systems, which

feed technological development with the necessary skills, is overhauled $%iske 8??=&. "irth

and the 0rowth of 'nformation Technology in Pakistan

-#PT* :

'3TO1



He may find the theoretical foundation of 'nformation TechnologyA-omputers in 7@@".- but

the practical implementation of the modern computing era started when #lan Turing named

the machine as a computer in 8?:@ which rapidly grew and the field went into the research of

building intelligent machinesB resultantly in 8?:; two years before the independence of

Pakistan the first +eural +etwork !achine was created and was named as perception !ark '.

The computers came to Pakistan in mid <@Fs when secondEgeneration computer was installed

at 2arachi. Presently, there are over 8>@@ mainframe and minicomputers, about half of which

are in the government sector. The growth in the number of computers during the last ten years

was over 7;I. This has been possible due the governments liberal import policy and

reductionAremoval of duties 't is estimated that there are roughly :;@,@@@ new computers

every year in Pakistan. Hhile this seems a pitifully the small number, it represents a threeE

fold increase -ompared to 8??<E 8??=. #nalyst predicts that this number will increase :E;

times in The ne5t three years.



-#PT* :

'!POT#+-*

The place of Technology in a revised educational system

The mention of the use of multimedia and information technology in education in the poorer

3ubE3aharan countries may be followed by 6uestions of finance. #s a matter of fact,

achieving 6uality education in these countries by use of information technology is a far

cheaper alternative. !ost educational institutions in these countries lack 6uality facilities,

ournals, conferences, etc. The 6uality of educational materials is often poor. /ibrary

collections have become out of date. /aboratory e6uipment is most often old, in disrepair and

outEofEdate, while current budgets for consumables are lacking. 't would seem almostimpossible for these countries to setup efficient educational systems but for the availability of



multimedia and information technology. *fficient growth bases with vast multimedia content

can be setup at a minute fraction of the cost of setting up modern facilities comparable to that

of developed countries. Hith the advent of the internet and Horld Hide Heb, and already

e5isting knowledge bases, many educational institutions will be able to make use of the same

resource thus further minimi4ing the cost re6uirement. The internet opens up a way of

e5ponentially e5panding the physical limits of the school, giving students and teachers access

to each other, e5perts and resource around the world. 'nformation technologies help create

more e6uitable and accessible education systems.

3tudents can use technologies to access courses not available at their schoolB rural students

can complete their studies without leaving their communities, and adults can take advantage

of a more fle5ible study schedule. -ultural development will also benefit as knowledgeEbasesof art, culture and history can be easily created, made widely accessible and easily updated.

0overnments should therefore set as a task to make the internet as widely available to their

people as possible. Part of the costs of financing this trend should be borne by the private

sector as they are beneficiaries of the more vibrant and dynamic workforce it produces.

$3harma, 8??>&, 'nformation technology is an amalgam of some wonderful inventions of

the 9@th century in electronics and communication.

(uring a very short span of time it has ac6uired an important place in almost all aspects of

human life and particularly in the field of education. Underdeveloped countries have taken

some bold steps to adapt and absorb the advances in information technology by constitution

of national task force. #t the same time

'mportance of information technology <


?7<>E@=E7&

globali4ation having opened the doors wide to alien influence, the governments have decided

to take all steps to make countries an 'T super power by adoption of 'T as a national program

so as to enable personal and national growth. The 'T G#ction PlanJ intends to involve all

walks of life e.g.education, industry, commerce, banking, insurance, finance, revenue,

communication, media, human resource development and defense etc. The steps taken

facilitates in providing effective education in almost all disciplines and particularly for the

business schools, to use newer technologies so as to ensure better management education to

all $3harma,8??>&. %or the maority of underdeveloped countries the 6uality of life is



deteriorating despite several decades of development efforts. *conomic growth has stagnated,

with 0+P per capita insignificant compared to the higher income countries. #s if to make

matters worse, population growth is higher in these countries and is accompanied by

increasing poor health, a disproportionately high level of poverty and hunger, low educational

levels, increasing civil strife, and a deteriorating infrastructure base. The

gap between the



-#PT* ;

2*1 TO 3U--*33

Kuality education is a universal goal. 't is common to hear arguments that instructional

technology will be the key to educational 6uality as we enter the new millenium $%iske and

ammond, 8??=&. 'nvestment in educational technology is urged upon policyEmakers as the

path to educational 6uality $!ergendollar, 8??<&. 'n fact, enthusiasts for educational

technology argue that 6uality has and will continue to increase rapidly, creating a Lnew

educational cultureL $-onnick, 8??=&. Hhatever problems e5ist are seen as ones which can be

handled through better administrative and technological planning E that is, technology

believers perceive no intrinsic obstacles to total 6uality assurance using information

technology in higher education $ oth and 3anders, 8??<&.

(efinitions of information technology

'nformation technology involved with the transmission and storage of information, especially

the development, installation, implementation, and management of computer systems within

companies, universities, and other organi4ations. 3tands for L'nformation Technology,L and is

pronounced L'.T.L 't refers to anything related to computing technology, such as networking,

hardware, software, the 'nternet, or the people that work with these technologies. !any

companies now have 'T departments for managing the computers, networks, and other

'mportance of information technology =




?7<>E@=E7&

technical areas of their businesses. 'T obs include computer programming, network

administration, computer engineering, Heb development, technical support, and many other

related occupations. 3ince we live in the Linformation age,L information technology has

become a part of our everyday lives. That means the term L'T,L already highly overused, is

here to stay. .$httpCAAwww.answers.comAtopicAinformationEtechnologyMi5448-)>urr&

'n the broadest sense, information technology refers to both the hardware and software that

are used to store, retrieve, and manipulate information. #t the lowest level you have the

servers with an operating system. 'nstalled on these servers are things like database and web

serving software. The servers are connected to each other and to users via a network

infrastructure. #nd the users accessing these servers have their own hardware, operating

system, and software tools.

Technology tasked with processing, storing and communication of information eg computers,

mobile phones, P(#s. 0eographical effects have been widespread as the advances in 'T have

begun to dramatically change behaviour eg working from home, reducing business trips,

shopping from home.$ www.tuition.com.hkAgeographyAi.htm & The term L'TL encompasses

the methods and techni6ues used in information handling and retrieval by automatic means.

The means include computers, telecommunications and office systems or any combination of

these elements. $www.intosaiitaudit.orgAdirectoryAmiscAglossary.html&

3ubects taught at all levels from school to university concerned with all aspects of

programming and operating computers or using data and systems generated by the use of

computer for business or technical developments.

$www.ceresconsult.demon.co.ukAhtmlAglossaryNofNterms.html&



-#PT* <

/'T*#TU* *)'*H

#lfred "ork is a leading educational technology guru, having for years headed the

#ssociation for -omputer !achinerys 3pecial 'nterest 0roup on -omputer Uses in*ducation and having advised on this subect for the +ational 'nstitute of *ducation and

having been named

'mportance of information technology >


?7<>E@=E7&

Outstanding -omputer *ducator by the #ssociation of *ducational (ata 3ystems, among

other honors. 'n 8??? "ork was interviewed by *ducom eview, the ournal of *(U-#U3*

$formerly *(U-O!&, the leading association of colleges and universities for the

advancement of educational technology. 'n this interview $*ducom eview, 8???&, "ork set

forth several aspects of his vision of Lthe future of educationCL

*ducation will become highlyB

8. I)ter'ct#,e, engaging the student every 9@ seconds or so for a response, much in contrast

to presentEday passive lecture methods.

9. I)$#,#$'(#>e$, with worldEaccessible records of learning attempts by particular students,

to enable computer presentation of education tailored for each students past learning

e5periences and styles.

7. F(eB#!(e in interaction, enabling naturalElanguage tutoring using the 3ocratic method of

tutorial 6uestion and student response.

:. Access#!(e, opening opportunities for the disadvantaged in this country as well as for the

millions in developing nations.



;. -omputerEmediated, replacing $not supplementing, which would be an added cost& the

lecture method in courses for 8; or more students.

(istance education will begin to displace campusEbased education because the high costs of

an interactive computerEmediated course can be ustified only through their use by a large

number of students than only distance education can provide.

'n "orks view, LTeaching faculty, in the sense we know them today, may cease to e5ist,

e5cept for in small, advanced coursesL $p. :?&. e foresees the conversion of large, lowerE

division courses E about ;@I of university teaching E to online formats, resulting in

Lsignificant improvement in learning, at lower costL $p. ;@&. e warns that those institutions

which do not go this route may prove unable to survive the competition of the coming era.

"ork is hardly the only technology spokesperson who believes that computerEmediated

distance education will spell the end of the traditional university as we know it. 0eorge

!ason

'mportance of information technology ?


?7<>E@=E7&

Universitys Peter (enning $8??=& made such an argument before the +ational 3cience

%oundation, basing himself on four argumentsC

$8& T&e (#!r'r- 's ' p&-s#c'( p('ce is soon to be replaced by digital libraries accessible

worldwide by almost anyone.

$9& The Lco"")#t- o. sc&o('rs around the library is soon to be replaced by communities

of specialists linked electronically, divorced from geographical location.

$7& The #$e'(;t-p#c'( s"'(( )$er2r'$'te c('ss has become unaffordable and cannotcompete with commerciallyEprovided education on the same subects, such as computer

science, nor can universities compete with commercial courses glit4 and entertainment

production values.

$:& Jo! strctre has changed such that universities can no longer hope to prepare students

for or promise them a Llifelong careerL, the central selling point of higher education until

recently.



*well, Peter and ane Hellman $8??=&. efashioning accountabilityC Toward a LcoordinatedL

system of 6uality assurance for higher education. (enver, -OC *ducation -ommission of the

3tates. Policy Papers on igher *ducation -arole "arone $8??<C 9>&, #ssociate )ice

-hancellor for 'nformation Technology at the University of -aliforniaE(avis wrote of

traditional disciplines, L-an our campuses afford to teach those disciplines in the same

manner as they have for decades or centuriesQ ' would argue that most cannot...Technology

costs money, lots of money...To pay for it planners and managers, at all levels, must engage in

the unpalatable e5ercise of budget reallocation

'ncreasingly, nations need a skilled, knowledgeable workforce and a citi4enry e6uipped to

function in a comple5 world. -ompetent workers and citi4ens, in turn, need a sound

understanding of science and mathematicsB elementary and secondary schools are responsiblefor ensuring that they ac6uire this knowledge. 1et in the United 3tates in recent decades, few

parents, policymakers, legislators, or educators have been satisfied with student achievement

in mathematics and science. This dissatisfaction has spawned numerous efforts to reform and

improve schools.



-#PT* =

'!PO)'+0 3TU(*+T3

Twenty years have passed since # +ation #t isk urged higher academic standards, better

teacher preparation, and greater accountability for schools as ways of improving student

'mportance of information technology 8@


?7<>E@=E7&

achievement $+ational -ommission on *5cellence in *ducation 8?>7&. Other reports and

commissions subse6uently set ambitious goals, among them that U.3. students would rank

first in the world in mathematics and science achievement by the year 9@@@ $U.3.

(epartment of *ducation 8?>?&. Hhen 9@@@ arrived, another national commission concluded

that U.3. students were devastatingly far from this goal $+ational -ommission on

!athematics and 3cience Teaching for the 98st -entury 9@@@&.

3eeking to give school reform efforts new momentum, the %ederal +o -hild /eft "ehind

$+-/"& #ct of 9@@8 introduced strong accountability measures for schools, re6uiring them to

demonstrate progress in boosting student achievement. $This act became law in 9@@9.& The

act specifies steps that states must take and timelines for their implementationB these steps

included immediate development of standards for mathematics and development of standards

for science by academic year 9@@;. $#cademic year 9@@; refers to the school year that begins

in fall 9@@;.& The +-/" #ct also re6uires school districts to assess student performance

every year in grades 7 through >, beginning in academic year 9@@; for mathematics and in

academic year 9@@= for science. 3chools that do not demonstrate progress in improving

achievement for all students will initially receive assistance, but they subse6uently will be

subect to sanctions if they still fail to show improvement.



-#PT* >

'!P#-T3

'mpact of Technology on (elivery system 'n most of the business schools knowledge and

information are delivered with teaching aids like slide proector, overhead proector and /-( proector. owever, in distance mode of learning various other tools like audioEvisual tapes,

broadcast on radio and telecast through T.)., teleconferencing through satellite, floppy

diskettes and -(EO!3, networking via *+*T and '+T*+*T and direct to home (T

technology are being used or may be used in a big way to impart management education in

remote areas also. Hith access to internet, the learners have a reach to an unrestricted pool of

knowledge, through the Heb T.). while operating at their home. ence the homes will come

to harbor the )irtualJ class room. Hith the help of broadcast T.). the best available

professionals, emeritus professors and functional specialists can interact directly to a large

number of learners. 'n remote areas where networking is not available or may not prove cost

effective -(EO!3 run on a multimedia P- are treated to be the best

'mportance of information technology 88


?7<>E@=E7&

option of taking business education. uge information, data, figures, pictorials, documents,

graphics may be stored within them along with audio and video effect. %urther internet

communication is a very useful medium of imparting knowledge as classroom situations may

be created at home with the access to *Email and web browsing on the Horld Hide Heb,

which is now commonly available due to the launch of web television. -omputers play a

useful role in creating learning material. Through multimedia symbiotic advantage may be

gathered by integration of various types of information such as clip art, animation graphics,

music, voice and live interaction that makes the delivery effective. (igital multimedia has



made T.). interactive. 't has elevated its functionality to information delivery and education.

The consumers of this information have a choice to call for information they need. # selected

program can be viewed at the convenience of the viewer and not when relayed. !ultimedia

computer can be used for training on management education in a oneEtoEone situation with

the student. !ultimedia system is treated to be more learner friendly as compared to T.). as it

enables to control the response of instruction transfer process as per the pace of the learners

grasping capacity and preference so as to purposive and situation specific interface with the

available information package. This creates an identical condition to the classroom on

computer monitor without engaging a teacher and the given package can be browsed again

and again by the learner to match with his or her own learning process. 'n management

discipline students come with mature personality.

-#PT* >



-#PT* ?

OPPOTU+'T1 %O

0OHT

-omputer based learning provides them an opportunity for self growth rather than being

taught which stimulates them as they themselves make an appraisal of their achievements in

the learning process. On the other hand teachers may also concentrate themselves on

development and research related activities as they are relieved from routine monotonous

tasks such as tasking, drill, practice and sharing of information. ence, the new system

reduces dependence on conventional and less cost effective infrastructure on elements of

learning and also avoids wastage of time to assemble in a class room. 't is now reali4ed that

'T tools have some relative advantages as compared to conventional mode of information

sharing. This generates the need for computer which is not only useful in sharing knowledge

but also imbibes skills re6uired in a prospective manager such as conceptual, behavioral,

analytical and administrative. 'n business schools case



?7<>E@=E7&

studies, workshop, proect work, business games supplements conceptual learning. To

develop the ability to apply knowledge in real life and hypothetical situations different soft

wares are developed. +owEaEdays most of the management literature is also published with

-( O! to provide visual effect to printed material. *lectronic /ibrary and +etworking The



impact of 'T on University libraries and more so on the business school libraries is bound to

be drastic, if not detrimental. The print material is forced to beat a retreat. The libraries of

future will be called electronic libraries. 'nstead of books, these will have optical disks which

could be used at home or anywhere through a small portable electronic reader. -omputer

applications to library and information field increase the efficiency of the day to day library

work.



-#PT* 8@

P#T TO +*THO2'+0

#n electronic computer network connecting millions of computers all over the world is the

'nternet. 't provides the path for the continuous flow of data among computers using protocol

software. 't is the information superhighway. 'ts basic applications like ftp, email and remote

logEin allow flow of information. 'ts various tools like 0opher, and #rchie allow for fast

access to reliable data. 'ts various services like Usenet service, Telnet service etc. further

enhance its capabilities. 'nternet is the fastest medium of access to information of all types at

the click of a mouse. 't is an essential element in libraries today, which is providing new

dimensions to the way libraries ac6uire process, store and disseminate information. Today

most of the business school libraries have access to online information service and have

ac6uired -( O!s and have mounted them on networks with wider access. The goal of

better management education, however, can be served by taking a more focused approach of

building internet that connects the management institutions similar to 'ndian 'nstitutes of

!anagement and can be utili4ed by member institutions only. The 'ntranets may be

implemented to connect business schools in each state or those on common platforms. The

tools necessary to share resources will include use of internet connectivity through (OT,)3+/, or other '3Ps, web browsers and security firewall as the heart of 'ntranet. 't will

re6uire software packages for discussion forums, network electronic bulletin boards and list

servers for low volume discussion groups as well as for member institutions with the limited

connectivity and bandwidth. !any applications can be administered on the business

educational 'ntranet such as sharing of library





?7<>E@=E7&

resources, proects and research work, faculty interaction and collaboration, student

placement information and video conferencing. To conclude with, through libraries today we

have moved from documentation to information and in the ne5t decade will move from

information to knowledge. 'mpact of 'T on (istance *ducation He are passing through the

age of information technology. The new technology likewise other areas have helped in

improving distance education for management program. Hith advanced communication

technology, teaching learning process has become faster, nonconventional and interesting.

(istance education is the foreErunner in e5ploiting the potential of information technology so

as to reach the learners, teach them, while assuring also its future, especially in the thirdworld countries like 'ndia. (istance education acts as a social catalyst in developing countries

and supports the obectivist model of knowledge transmission. Peters has observed three

important features of distance educationC first, the use of technical mediaB second, the mass

education of students at a distance,B and third, the industriali4ation of teaching process. 't is

felt that distance education must adapt new technology tailored to individual learner within

the 'ndian environment. owever, the technology should be costEeffective, interactive and

innovative. (uring last 9@ years the Open University system has shown substantial growth

and development, both 6uantitative and 6ualitative. #t present there are ten open universities

in the country including the 'ndira 0andhi +ational Open University $'0+OU&. !ost of them

are offering management education. '0+OU is the fastest growing education system in the

world, with over si5 hundred thousand students, more than fifty programs comprising over

si5 hundred courses. 't is the largest university in the country and the second largest in the

world. The cataclysmic changes taking place in the telecom and 'T sector are being

increasingly absorbed by the university and now it plans to install )3#T based terminal

across the country. 'n an attempt to implement an interactive *T) for distance learning

program for management, the '0+OU has conducted teleconferences for 8. (istant students

9. -ounselors handling counseling sessions at study centers 7. egional (irectors and

supporting staff of the university.

'mportance of information technology 8:



-#PT* 88

+*THO23 313T*!3

The interactive network system has three basic components vi4

8. The te'c&#)2 e)$,

9. The rece#,#)2 e)$, and

7. The sp'ce cr'.t IT E$c't#o) .or Prospect#,e M')'2ers Hith the advent of the new

millennium, 'nternet based computer hardware and software will usher in. !ost of the

business schools in Pakistan are now plentifully supplied with P-s and related technologies.

owever, most of the machines are under utili4ed. #fter earning degree in management,

maority of the students aspires for employment in industry, commerce and service sector.

*mployers in these areas with that their prospective managers should not only be 6ualified in

different functional areas of management but also possess necessary knowledge regarding

popular application software packages, application programming and also understanding

about how the P-s may be used optimally at their placement situations. 't is suggested that

initially an e5posure of basic concepts of hardware and software, word processing,

spreadsheets, (atabase, +etwork and 'nternet is ade6uate.

'nformation Technology eforms



-#PT* 89

P'!#1 %O-U3 O% *-

Primary focus of *- is higher *ducation development however recently *- has begun

information technology reforms $called eEreforms& while it aims to improve situation of social

sector primarily reduction in poverty and challenges of economic stability. !ain *Eforms

programs are followingC

83 P'0#st') E$c't#o)'( Rese'rc& Netor0 ?PERN@

73 P'0#st') E$c't#o)'( Rese'rc& Netor0 7 ?PERN@

53 D#2#t'( (#!r'r-

93 P'0#st') Rese'rc& Repos#tor- ?PRR@

:3 e;(e'r)#)2

<. V#$eo Co).ere)c#)2 $httpCAAwww.hec.gov.pkAhtmlsA3%indi.htm&.

'mportance of information technology 8;



-#PT* 87

PO'+T3 O% #-T'O+3 "1

*-

: curricula in 'nformation Technology and Telecommunication have been moderni4ed and

revised twice in the last = years and the 7rd revision is under process to add innovation and

bring it at par with international standards covering the following subects.

'nformation Technology -omputer 3cience -omputer *ngineering 3oftware *ngineering

De,e(op"e)t Projects

:? (evelopment proects in 'nformation Technology have been approved.

Tr'#)#)2 corsesor0s&ops

> -ourses A Horkshops held during 9@@9 R 9@@> in -omputer 3cience with 98= participants.

Fore#2) Sc&o('rs&#ps

#bout ;8> scholarships in the field of 'nformation Technology and Telecommunications have

been awarded for studies in technologically advanced countries $#ustria, #ustralia, -anada,

-hina, %rance, 0ermany, 'taly, +etherland, +ew Sealand, 3outh 2orea, 3weden, U2, U3#,

Thailand, and +orway&.

I)$#2e)os Sc&o('rs&#ps

:8; 3cholarships awarded in the field of 'nformation Technology and Telecommunication.

3eminarsA-onferences



:@ national A international seminarsAconferences have been sponsored to consolidate A share

our academic and research e5periencesA achievements at national as well as international

level along with giving international e5posure to teachers and researchers in their respective

fields.

Tr',e( Gr')ts

'mportance of information technology 8<


?7<>E@=E7&

9<< -ases of Travel 0rants have been approved mainly to the faculty of public and private

sector universities and degree awarding institutions for presenting their research papers in

'nternational conferences abroad.

Te)re Tr'c0 S-ste"

9; #ssistant Professors, #ssociate Professors and Professors had oined in Universities under

the Tenure Track 3ystem in -omputer 3ciences.

Ph(s. produced by Pakistani Universities

8; Ph(s. had been produced by Pakistani universities in -omputer and 'nformation

Technology.

Ph.(. 3upervisors

>> #pproved Ph.(. 3upervisors in -omputer 3ciences are working in universities in Pakistan.

Accre$#t't#o) Co)c#(

The igher *ducation -ommission approved the establishment of +ational -omputing

*ducation #ccreditation -ouncil.

N't#o)'( Rese'rc& Pro2r'""e .or +)#,ers#t#es

87 esearch Proects are funded by the igher *ducation -ommission in 'nformation

Technology.



CONCL+SION

'n developing societies like Pakistan the problem is not poverty, low production, and low

level o per capita income or 0+P. The real problem is that we are not ade6uately and

professionally managed. !ost of our industrial and service sector units are either under

managed or unmanaged. Therefore, what we need is managerialisation of all the institutions

in our .ecoEsocio. 3ystem. This re6uires a large number of professionally 6ualified managers.

'n 'ndia there is a need of management education for all. The growing demand of managers in

various segments of economy may not be met with campus centric management education.

Through open and distance mode of learning e6uipped with advent of modern information

technology

'mportance of information technology 8=


?7<>E@=E7&

we may develop a cadre of 6ualified managers to solve most of grave problems of the

country. Hith the liberali4ation, privati4ation and globali4ation $/P0& of economy, we are in

the transformation process from being a technically backward country towards being at par

with rest of the world in the 98st century. This transition phase has thrown up many

challenges and opportunities which need to be e5ploited and managed to restructure the

education system in general and management education in specific for a bright future. The

strengths of 'T advancements can be harnessed for reEframing the management educationduring this process.

'nformation technology is very helpful for the head teachers, teachers and students in learning

and betterment for the school disciplineB to help the policy maker in policy making and its

implementation, to create the change in teaching methodology, to refine the teacher structure.

*ducational technology, the incorporation of information technology into the learning

e5perience, is a term that continues to evolve alongside technological advancements in the

field.



The issue of educational technology has played a maor part in improving the learning

outcomes of individuals by personali4ing the learning e5perience. The immediate

responsiveness of computer based programs, and the selfEpaced private learning environment

that educational technology warrants seeks to promote higher levels of motivation among

students worldwide. 't has also provided greater access to education such as in the case of

increased accommodation for students with severe physical disabilities and for students living

in remote locations.

*ducational technology has made the attainment of education possible for diverse groups

including those in remote areas of developing countries. 0et -onnected

Only #udience esponse 3ystems can engage todayFs learners and instantly provide feedback

for teachers to validate student achievement. E'T continues to lead in 0lobal esponse

solutions through innovation, reliability and value. E'T Provides 3upport for easy integration

into your /earning !anagement 3ystems $/!3& R Hhether you are using a /!3 system or

not. 'T provides you a simple framework for passing roles, grades, attendance, homework

assignments and

'mportance of information technology 8>



*%**+-*3

#iyer, 3.3. !anagement of *ducationC *fficiency of computer based training, proceedings of

3eminar on 'nternational Training and (evelopment -onference, +ew (elhi, 8?>= -onnick,

0eorge P. $8??=&. 'ssues and trends to take us into the twentyEfirst century. +ew (irections

for Teaching and /earning, =8$=E89&. *ducom eview $8???&. The future of learningC #n

interview with #lfred "ork. *ducom eview, 7:$:&C 9:E9=, :>E;@. *well, Peter and ane

Hellman $8??=&. efashioning accountabilityC Toward a %iske, *dmond and "ruce

ammond .$8??=&. 'dentifying 6uality in #merican colleges and universities. Planning for

igher *ducation, 9<$8&C >E8;. %iske, *dmond and "ruce ammond $8??=&. 'dentifying

6uality in #merican colleges and universities. Planning for igher *ducation, 9<$8&C >E8;.

'T #ction Plan, uly :, 8??>, by +ational Task %orce on 'T and 3oftware (evelopment, .

0overnment of 'ndia . 2apil (ev sharma $9@@8& (r. 'mpact of 'nformation Technology on

!anagement

2hurana, . *merging Trends in *ducational and Training !ethodologies, including

3atellite "ased Techni6ues, 'nteractive Techni6ues, Technical 3upport for /earning,

3eminarEcumEworkshop on 3ystems #pproach to Training and !odern 'nstructional

Techni6ues, !ilitary -ollege of Telecommunications *ngineering, !how $!.P.&,

3eptember 97, 8??=.

/eider, (orothy *. The use of 'T to *nhance !anagement 3chool *ducationC # Theoretical

)iew. !'3 Kuarterly, 3eptember, 8??;.

!ercy +. %ode$The impact of technology to education in the developing countries&

!ergendoller, ohn . $8??<&. !oving from technological possibility to richer student

/earningC evitali4ing infrastructure and reconstructed pedagogy. 3ection

'mportance of information technology 9@


?7<>E@=E7&



:C 0rading the policymakers solution. *ducational esearcher, 9;$>&C :7E:;. +ational

-ommission on *5cellence in *ducation. 8?>7. # +ation #t iskC The 'mperative for

*ducational eform. Hashington, (-.

+ational -ommission on !athematics and 3cience Teaching for the 98st -entury. 9@@@.

"efore 'ts Too /ate. Hashington, (-C U.3. (epartment of *ducation.

+ational -ouncil of Teachers of !athematics $+-T!&. 8?>?. -urriculum and

*valuation 3tandards for 3chool !athematics. eston, )#.

Organi4ation for *conomic -oEoperation and (evelopment $O*-(&. 9@@8. 2nowledge and

3kills for /ifeC %irst esults %rom the O*-( Programme for 'nternational 3tudent

#ssessment $P'3#&, 9@@@. Paris. Organisation for *conomic -oEoperation and (evelopment

$O*-(&. 9@@9. *ducation at a 0lanceC O*-( 'ndicators, 9@@9. Paris. P.#. 3hami,, (r.

'4a4EeE%a4eelat 2h. 3abir essian #cademy of *ducational Planning

and !anagement !inistry of *ducation 'slamabad 9@@;

Prashant, Praveen, Technology and !anagement *ducation (elivery, best student paper

competition of #ssociation of 'ndian !anagement 3chools, 8??=.

awlings, ". +ew TechnologyE +ew ProblemsC The knowledge 0ap between !anagement

and -omputing, The new !anagement -hallenges, 8?>>.

oth, "renda %. and (enisha 3anders $8??<&. 'nstructional technology to enhance teaching.

+ew (irections for igher *ducation, ?:C 98E79. 3cheme for -omputer #pplication Papers

at Postgraduate level in certain disciplines . U0- assistance therefore, 0uidelines for courses

in *merging #reas.U0-, +ew (elhi, 8??7.

project it (final) advent of information technology in pakistan

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