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Intellectual Capital and Wealth of Nations

RiazHaq

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While developing an industrial base is still necessary to build a large middle class and support the growth of intellectual capital, it is absolutely not sufficient. Clearly, the emerging economies, including China, India and Pakistan, require significant investments and efforts to develop human capital to catch up with the industrialized world in this new age of knowledge-based economy. They must start with sharper focus on basic human development through higher investments in nutrition, health and education. At the same, it is extremely important for the governments to pay greater attention to improving higher education and basic research.

South Asia Investor Review: Mind Over Matter Generates Wealth of Nations

Haq's Musings: Dr. Ata-ur-Rahman Defends Pakistan's Higher Education Reforms

Haq's Musings: Pakistanis Join Hunt for "God Particle"
 
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For a country that now has the reputation of neglecting the development of its vast human resource, it is possible to reach a somewhat different conclusion about the preparedness of the workforce. When the data for the schooling of the young is examined in some detail, and in the context of what is occurring in other countries of South Asia, Pakistan seems well positioned to develop a modern economy. The data used here are from the work done by the economists Robert Baro and Jhong-Wha Lee at Harvard University. Looking at this data, it appears that compared to other large countries of South Asia, Pakistan is doing better in an area that could be tremendously important for its economic and social future.

In 2010, India had 67 per cent of the 15-plus age group in school while Pakistan had 62 per cent. However, it is at the other end of the educational spectrum — what educationists call the tertiary stage — that Pakistan seems to be doing considerably better than other South Asian countries.

In 1950, for India and Pakistan, the proportion of people attending tertiary institutions was 0.6 per cent. Since this has increased to 5.8 per cent for India, a ten-fold increase, and to 5.5 per cent for Pakistan, a nine-fold growth. For Bangladesh, the increase was spectacular, a twenty-fold growth. However, it is the impressive increase for Pakistan that provides the element of surprise.

Pakistan does well in one critical area — the drop-out rate in tertiary education. Those who complete tertiary education in Pakistan account for a larger proportion of persons who enter school at this level. The proportion is much higher for girls, another surprising finding for Pakistan.

With a considerably lower drop-out rate at the tertiary level, it is not surprising that the number of years students spend in school in Pakistan (5.6 years) is higher than that in India (5.1 years) but a bit lower than that for Bangladesh ( 5.8 years). For tertiary education alone, Pakistan’s youth spend more time being educated than those in Bangladesh and India.

It is in the last two decades that the real brake occurred in Pakistan. The proportion of the 15-plus age group receiving tertiary education in Pakistan increased from only 2.4 per cent in 1990 to 5.5 per cent in 2010. The proportion of students completing tertiary education in Pakistan is 41 per cent higher than that for India. Better performance, when measured in terms of the proportion of the population receiving tertiary education, matters a great deal for the economic future. As Baro and Lee point out, the estimated rate of return is very high for tertiary education, close to 18 per cent. This is only 10 per cent for secondary education and almost zero for primary education. The state, by only concentrating on primary education, is not buying a better future for the citizenry. It must make it possible to develop tertiary education as well.

The answer to the question — why has Pakistan done so much better than other large South Asian countries? — leads us into the realm of speculation. An argument can be made that the nationalisation of privately-managed education in the 1970s and the resulting expansion in the role of public education resulted in a serious deterioration of educational standards. This troubled the well-to-do segments of the population who had the means to pay for good education if it could be provided. This brought the private sector into education and its role expanded rapidly.

The demographic changes occurring in the West and the pressure on the state to pull back from such activities as education, research and innovation means that enormous opportunities are being created for the populous countries of South Asia. In light of the little noticed progress it has made in tertiary education, Pakistan seems well positioned to take advantage of the opportunities becoming available in the new economy.

Preparing the population for a modern economy – The Express Tribune
 
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Here are some of the facts about Pakistan's progress in science and technology that never make the headlines in the mainstream media anywhere, including Pakistan:

-Pakistan has been ScienceWatch’s Rising Star for scientific papers published in various international journals.

-Pakistan is among a handful of nations with dozens of scientists working on CERN’s high-profile SuperCollider Project. Several SuperCollider components were built in Pakistan.

-Jinnah Antarctic Station puts Pakistan among a dozen nations doing research in Antarctica.

-Pakistan’s IT Industry is worth $2.8 billion and growing

-Pakistan leads the world in biometric IT services with the world’s biggest biometric database.

-Top-selling Blackberry application was developed by a Pakistani company Pepper.pk

Haq's Musings: Pakistan's Story After 64 Years of Independence
 
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Dr. Teepu Siddique, a Pakistani-American doctor and professor, has identified an ALS causing gene, according to a report in Science journal:

Research that has discovered a new gene whose mutations cause 5 percent of inherited cases of ALS (amyotrophic lateral sclerosis) is part of a national study led by the Northwestern University Feinberg School of Medicine.

The study reported in Science today (Feb. 27) points to a common cellular deficiency in the fatal neurological disorder, said Teepu Siddique, MD, Les Turner ALS Foundation/Herbert C. Wenske Foundation Professor in the Davee Department of Neurology and Clinical Neurological Sciences and Department of Cell and Molecular Biology and director of the Division of Neuromuscular Medicine at the Feinberg School.

The new research is part of a national collaboration directed by Dr. Siddique, the principal investigator for the “Genetics of ALS” project funded at Feinberg by the National Institutes of Health.

Earlier research by Siddique and colleagues extended the genetic knowledge of familial (inherited) ALS by identifying the first and second ALS genes (the SOD1 gene in 1993 and the ALSIN gene in 2001), in addition to identifying loci on chromosomes 9, 15, 16, and X.

The study published today discovered aFUS/TLS gene mutations in ALS families collected through efforts of the NIH-funded multi-center project and included among others a large Italian family previously studied by Drs. Siddique and Cortelli.

ALS affects the motor neurons in the central nervous system. As motor neurons die, the brain’s ability to send signals to the body’s muscles is compromised. This leads to loss of voluntary muscle movement, paralysis, and eventually death from respiratory failure. The cause of most cases of ALS is not known.

“The purpose of this national study is to understand what triggers the death of motor neurons in order to find new cellular models of ALS, with the ultimate goal of advancing research that leads to a treatment for this fatal disease,” Dr. Siddique said. “Approximately 10 percent of ALS cases are inherited.”

“The discovery of this gene mutation shows new kinds of molecular defects that damage motor neurons and it implicates defective pathways previously identified in other genetic forms of ALS,” said Dr. Siddique.

The new findings were reported in Science by the University of Massachusetts Medical School, one of three institutions that collaborate with Dr. Siddique on the national study. Other authors from the consortium include M.A. Pericak-Vance (University of Miami) and Jonathan Haines (Vanderbilt University). Robert H. Brown Jr., MD, chair and professor of neurology at University of Massachusetts Medical School, was senior investigator of the study and lead author of the Science paper.

In addition to funding from the NIH, Siddique’s ALS research is supported by the Les Turner ALS Foundation, Vena E. Schaff ALS Research Fund, Harold Post Research Professorship, Herbert and Florence C. Wenske Foundation, Ralph and Marian Falk Medical Research Trust, The David C. Asselin MD Memorial Fund, Les Turner ALS Foundation/Herbert C. Wenske Foundation Professorship, Help America Foundation, and the ALS Therapy Alliance, Inc.

Researchers Identify ALS Gene Mutation
 
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Here's an inspirational story of a young man from rural Balochistan who graduated from Harvard University:

Located on the outskirts of Quetta, is the barren valley of Mariabad where the Hazara lead slow-paced lives. These tribal people, living in narrow brick huts speckled along the rugged hillside, typically sell loose cloth, sweaters or tea for their livelihood.

Like most poor people, their aspirations rarely go beyond sustaining themselves in this underdeveloped nook of Balochistan. Many of them live and die in Mariabad — unaware of the complex concerns and tremendous pace of life in urban centres like Karachi and Lahore.

But one student — the son of a trader who sold Quaid-e-Azam style caps in Mariabad for a living — dared to tread a radically different path. Karrar Hussain Jaffar transcended the confines of an obscure town in Balochistan, where people rarely educate themselves beyond matriculation, to study at the prestigious Harvard University. His story — a narrative about the wondrous possibilities of equal educational opportunities — is truly inspirational.

“My childhood friends, with whom I spent my youth playing cricket, drive suzukis and rickshaws in Quetta for a living, while I am a PhD student in the US,” says Karrar in a humble tone. “I often wonder why God chose me, out of all the people in my community, to get ahead in life?”
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But his herculean struggle with English often left him frustrated.
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Often feeling like a misfit during his first year at university, Karrar mostly spent his days with other NOP students. “But after a year I managed to befriend other students from Lyceum and Karachi Grammar school.”

He sheepishly adds, “After a year I figured out that ‘what’s up?’ is equivalent to saying salaam.”

Karrar graduated on the Dean’s honour list, with a cumulative grade point average of 3.7 and 3.68 in his majors, Maths and Economics, respectively.

“I got job offers in the banking industry after graduating but I turned them down because I wanted to tread an academic path,” he explains in a categorical tone.

A year after graduating, Karrar got a Fulbright scholarship to study in the US.

“I simply told the interview panel that I want to come back to Balochistan after completing my studies. That’s where my home is; that’s where I belong,” he explains passionately.

But perhaps the most memorable moment in his life — an incident he recalls quite animatedly — was when he found out that he made it to Harvard University.

“I had no internet at home in Mariabad so I walked 15 minutes or so to a nearby internet cafe to check my email for Harvard’s decision,” he explains. “When I saw the acceptance email, I just thought it was too good to be true.”

Yet after he raced back home to reveal the news to his parents, his moment of rapture soon transformed into a session of lengthy clarification.

“My mother asked me what Harvard was and my father asked me to wait for potential offers by other universities” he says with a laugh. “It took a while to convince them that I got into the world’s top university.”

But ironically for a student, who was left disconcerted by the ‘westernised’ student body at LUMS, adjusting to life at an American institution was smooth sailing.

“After LUMS, I was very used to being around different types of people so studying and living in the US was not such a problem.”

Karrar completed his Master’s last year and is currently pursuing a PhD in Economics from the University of Southern California.
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“I can make them realise the value of education,” he says.

One student
 
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Wow! Look at Israel's tertiary education! 84% in 2007! This must count some post high school education. If it is a full BS degree or higher, then I don't think the USA would be at 61%.
 
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Whys is India not a scientific power, asks an Op Ed in The Hindu:

.....It is the robustness of scientific research and innovation that sets apart great powers from the mediocre ones.

We have good scientists, but why has India not produced outstanding scientists who make path-breaking discoveries that will make the world sit up and take notice? Should we continue to be satisfied with tweaking borrowed technologies? Is reverse engineering an innovative phenomenon?

All debates about scientific research inevitably end up zeroing in on the deficiencies of our educational system as the root cause of the abysmal record in scientific research. This is only part of the story.

A nation's culture — belief systems, values, attitudes — plays a significant role in determining the quality of scientific research. The Oriental attitudes differ from the Occidental values in many respects. Asian societies are basically collectivist, that is, the collective good of society ranks higher than individual happiness and achievements. People do not ask what they can do for their country; they are always asking what the country will do for them. They look up to the state for guidance, leadership and direction. There is no burning individual ambition to excel and achieve something new.

In the West, individuals try to achieve their potential through their own efforts, aided and facilitated by enabling laws and institutions. Self-reliance is the key objective of life. An independent life requires a free and questioning mindset that takes nothing for granted and constantly challenges conventional wisdom. Children are encouraged to push the frontiers of knowledge by self-examination and open-minded enquiry. It is only a sceptical and dissenting mind that often thinks out of the box to explore new vistas of knowledge.

Collectivism promotes conformism and deference to authority whether it is parents, elders, teachers or the government. It is heresy to question established values and customs.

We pass on our passivity and uncritical attitudes to our children. No wonder, the educational system encourages rote learning and unquestioning acceptance of what is taught in the classrooms and stated in the textbooks. How can we expect our children to suddenly develop an enquiring and inquisitive attitude when they have been brought up in a milieu that discourages ‘disruptive' thoughts?

India and China were once advanced nations before foreign rule drained their resources and sapped their willpower and scientific traditions. Cultures tend to become conservative and defensive when subjected to long spells of colonial exploitation.

Indians are great believers in destiny. But our tradition does not frown upon free will and individual excellence. We must realise that our ability for free action remains unhampered despite what destiny may hold in store for us.
Fear of failure

Another flaw in our culture that prevents individual excellence is the fear of failure. The stigma associated with failure makes our children risk-averse while choosing their courses and careers.

Scientific research is a long-drawn war on received wisdom that requires many battles before it can be won. Science was not built in a day. Some of the battles can end in defeat. In the West, they celebrate failure as a stepping stone to success.

Educational reforms must be preceded by mental deconditioning of parents, teachers, educationists and policymakers — throwing away the cobwebs of uncritical submissiveness to conventional knowledge. Let us bring up a generation that will not hesitate to ask inconvenient questions. This generation will be the torch-bearer of a scientific revolution that will unleash cutting-edge research to make the Nobel Prize committee sit up and take notice....

The Hindu : Opinion / Open Page : Why India is not a great scientific power
 
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Indian students rank near the bottom on PISA, a global test of learning standards conducted in 74 nations this year. TIMSS, another standardized international test, produced similar results earlier in 2003.

These results are not only a wake-up call for the "India Shining" brigade, but also raise serious questions about the credibility of India's western cheerleaders like Indian-American journalist Fareed Zakaria and New York Times' columnist Tom Friedman.

Haq's Musings: PISA & TIMSS Confirm Low Quality of Indian Education
 
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Indian students rank near the bottom on PISA, a global test of learning standards conducted in 74 nations this year. TIMSS, another standardized international test, produced similar results earlier in 2003.

These results are not only a wake-up call for the "India Shining" brigade, but also raise serious questions about the credibility of India's western cheerleaders like Indian-American journalist Fareed Zakaria and New York Times' columnist Tom Friedman.

Haq's Musings: PISA & TIMSS Confirm Low Quality of Indian Education

how Pakistani students performed in PISA?
 
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While developing an industrial base is still necessary to build a large middle class and support the growth of intellectual capital, it is absolutely not sufficient. Clearly, the emerging economies, including China, India and Pakistan, require significant investments and efforts to develop human capital to catch up with the industrialized world in this new age of knowledge-based economy. They must start with sharper focus on basic human development through higher investments in nutrition, health and education. At the same, it is extremely important for the governments to pay greater attention to improving higher education and basic research.

South Asia Investor Review: Mind Over Matter Generates Wealth of Nations

Haq's Musings: Dr. Ata-ur-Rahman Defends Pakistan's Higher Education Reforms

Haq's Musings: Pakistanis Join Hunt for "God Particle"

I appreciate your concern
but I doubt you will go very far with this line of reasoning.
 
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Best of luck to Pakistan,,,, We know we have to improve alot in education.. we are in right direction though...
 
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Wealth of Nations....reminds me of the great Adam Smith.
 
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