No incentive to engage

With exception of a few universities, our major public universities have few initiatives to engage community at large

The early 2000s saw a dramatic shift in Pakistan’s higher education sector. There was new energy and new money. Billions were spent on creating new institutions and tens of thousands were sent abroad for higher education. While there is disagreement on the policies of that era, with some arguing that this period put Pakistani universities on the world map while others would lament the poorly thought incentives for research created corruption, nonetheless it is clear that Pakistani universities have changed from what they used to be. There are more universities now and the research enterprise is much larger though the quality remains highly variable and unsatisfactory, than it was a generation ago. There is one metric, however, in which the universities have remained stubborn and resistant. That metric is public engagement.

My colleagues and I have been arguing for some time about the need for science festivals for the community at large, in an effort to boost awareness, to create an appreciation for nature and its wonders, and to provide a platform for inquiry and curiosity. There is no better partner for these activities than universities that take pride in creating and disseminating knowledge. Yet, time and again, as we approach university leaders and administrators, they show nothing but inertia. The university administrators, who we have spoken to, have no idea or interest in engaging the broader community in rich, rigorous and meaningful events. When we speak to them about partnership to create science awareness in society, through sustained and meaningful events, we might as well be talking to a wall. Beyond a sports event or an occasional family fun day with rides and eating stalls, there is no incentive and no initiative in engaging society at large.

Some may argue that there are events for the public in which universities participate. Literature festivals and occasional discussions sponsored by universities are touted as positive examples. But a close examination tells us that these literature festivals or book readings are never for the masses. How likely is it that we may find a poor police constable with his young daughter at a literature festival in a fancy hotel? How often would we see a naib-qasid who loves to read attend a public lecture at an elite club? When was the last time a university truly thought about homelessness among those who live within a mile of its high walls?

At a time when there is a tremendous need for the universities to play a more constructive role in social cohesion, in tackling complex problems and in ensuring that their knowledge reaches beyond their gates, universities and their leadership are remarkably resistant to engage broader society. With the exception of a very few universities, which are largely private ones, our major public universities have few (if any) initiatives to engage the community at large. The list of events, programmes and initiatives for those who have no direct connection to the university are non-existent and the footprint of the university on the surrounding community in awareness, debate and analysis is nowhere to be found.

Leading universities around the world have realised that the ability of an institution to make an impact does not only rest upon two traditional pillars of teaching and scholarship. There is a third and equally important pillar of social engagement. There is a social responsibility of the institution of higher education as well. The university, as a centre of thought, inquiry and openness must also engage those who are not enrolled there. It must also make an impact on those who do not know how to read and write. It must do its share in easing the burden on those who are struggling and are aggressively pushed to the margins. This is not hard to create. The HEC and other funding agencies can make social impact as part of their grant requirements. Universities can also create incentives to enable its motivated students to go out, learn and inspire. The university must not just enable people to reach its libraries and laboratories, but must also take the knowledge from its libraries and laboratories to the people.

Published in The Express Tribune, December 19^th, 2017.

Like Opinion & Editorial on Facebook, follow @ETOpEd on Twitter to receive all updates on all our daily pieces.