HEC's new undergraduate policy: a path forward

Pakistan's new Undergraduate Education Policy is a pivotal step towards enhancing interdisciplinary learning.

Albert Einstein highlights the importance of the liberal arts education by saying: "The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks." Inspired by the classical traditions of ancient Greece and Rome, the liberal arts approach aims to create graduates who are not only experts in their fields but also skilled in thoughtful analysis, effective communication and ethical reasoning.

The Higher Education Commission (HEC) of Pakistan has adopted this approach in rolling out a mandatory, new Undergraduate Education Policy (UGE) in all public universities starting Fall 2024. This policy aims to reshape undergraduate education in Pakistan, with a focus on offering a broad and interdisciplinary curriculum that fosters critical thinking, intellectual curiosity, and a well-rounded knowledge base.

In my view, this new Undergraduate Education Policy defines a crucial step forward for Pakistan's educational standards. This strategic initiative has aligned our educational framework with global standards and involves a thorough restructuring of undergraduate programs. Key components include core courses of 'General Education', 'Interdisciplinary/Distribution Subjects', a compulsory 'Internship/Field Experience', and a 'Capstone Project', alongside the courses of a subject specialisation. It allows completion of an 'Associate Degree' programme after the completion of the course requirements of two years.

However, implementing the new policy across universities and affiliated colleges presents significant challenges. Firstly, there is a serious shortage of qualified teachers, especially in higher education institutions outside major cities. These institutions struggle to find educators capable of teaching a wide range of general education and interdisciplinary courses, which directly impacts education quality and the ability to offer diverse courses.

Secondly, many institutions, particularly in rural or underdeveloped areas, lack the necessary infrastructure and resources, such as modern teaching tools, libraries, laboratories and digital platforms, essential for a comprehensive learning experience expected of in this new approach.

Thirdly, and despite HEC's efforts to communicate policy guidelines, there is still a gap in understanding among faculty and administrative staff due to insufficient training by the implementing authorities and a lack of clarity regarding the policy's objectives and implementation strategies.

Finally, implementing a new educational policy often encounters resistance from faculty accustomed to traditional teaching methods and curricula. This resistance hinders the adoption of innovative teaching practices and interdisciplinary courses.

As the Vice Chancellor of GC University, Lahore, from 2019 to 2023, I took several steps to bridge the gap between policy and its implementation, enhancing education quality across our departments and affiliated colleges.

Firstly, in collaboration with Ulearn, a leading provider of educational technologies in Pakistan, we developed innovative strategies to support the implementation of the new undergraduate policy. Ulearn specialises in creating educational technologies, products and services tailored to the evolving needs of learning communities, particularly for general education courses. This partnership allowed us the capability to provide standardised educational resources across all our departments and affiliated colleges, ensuring consistent learning opportunities for all students.

We formed committees of experts to develop comprehensive content for General Education courses, focusing on interdisciplinary learning, critical thinking, creativity and practical knowledge application. The best teachers were selected to record lectures using Ulearn's state-of-the-art studio-classroom technologies. These recorded lectures have been prepared to be made available to students nationwide, addressing the challenge of teacher scarcity and ensuring quality education consistency.

Additionally, we adopted the HEC's policy to establish Quality Enhancement Cells (QECs) in affiliated colleges to maintain educational standards. These cells monitor and evaluate policy implementation, provide feedback and ensure continuous improvement in teaching and learning practices. This initiative helps achieve uniform education quality across all institutions.

To address understanding gaps and resistance to change, we also implemented a comprehensive training and capacity-building programme for faculty and administrative staff. Through workshops, seminars and hands-on training sessions, educators were equipped with the skills and knowledge needed to embrace the new policy. This fosters a culture of continuous learning and adaptation, empowering faculty to champion change and innovation in education.

The new HEC Undergraduate Policy also offers more flexible options for our students. They can now complete a two-year associate degree instead of the full four years for a BS. It also allows students to change their major specialisation or pursue a double major at the same institution. However, its most attractive feature remains its focus on interdisciplinary learning and practical knowledge, preparing students for real-world challenges. This approach helps students develop essential practical skills, making them more capable and effective contributors to society.

This article calls on all public sector universities and their affiliated colleges as well as private sector universities to fully embrace this vision and work together to transform higher education in Pakistan. By aligning our undergraduate programmes with those of top universities worldwide, the HEC has taken a significant step forward. However, many universities and their affiliated colleges are struggling to adapt to this shift. Addressing this issue urgently requires transformative leadership within universities, capable of elevating educational standards despite the constraints.