Rethinking Higher Education Governance in Pakistan: From Retrospect to Renewed Prospect

The article in Dawn offers a thoughtful examination of the evolution of the Higher Education Commission (Pakistan), capturing both the aspirations and the persistent structural challenges that have defined Pakistan’s higher education landscape. With commendable clarity, the author situates the HEC not merely as a regulatory body but as a pivotal force navigating the delicate balance among autonomy, accountability, and academic freedom issues central to the vitality of universities worldwide.

The article’s mixed appreciation of the broader ecosystem in which universities operate clarifies how policies on intellectual freedom, institutional leadership, and enabling environments can be shaped. Emphasizing that university success depends on shared governance underscores policymakers' vital role in fostering reforms that support autonomy and accountability, both of which are crucial to effective higher education governance in Pakistan.

The retrospective tone is both balanced and constructive, recognizing that while the HEC has played a transformative role since its establishment in 2002, significantly expanding access, research output, and institutional capacity, it continues to operate within constraints, including financial pressures and several others...... Clarifying how these challenges are addressed can help policymakers understand practical reform pathways, enhancing the article’s relevance to policy decisions.

The author also deserves sincere appreciation for demonstrating rare intellectual generosity by acknowledging even his strongest critics when their contributions advance the academic good. In a landscape where scholarly disagreements can often become polarized, this willingness to recognize merit across opposing viewpoints reflects a deeply rooted commitment to academic integrity and constructive discourse. By treating critical voices not as adversaries but as essential participants in the evolution of ideas, the author reinforces a culture of openness, mutual respect, and evidence-based engagement principles fundamental to the progress of any vibrant academic community.

Under the leadership of Prof. Dr. Niaz Ahmad Akhtar, the Higher Education Commission (Pakistan) is undergoing a steady, thoughtful course correction marked by inclusivity, consultation, and strategic clarity. His approach reflects a deep understanding that sustainable reform in higher education cannot be imposed from the top but must be co-created with universities, faculty, researchers, and industry stakeholders nationwide. By actively engaging voices from both the public and private sectors, he is fostering a culture of shared ownership and collective responsibility. Yet the true measure of this moment lies beyond leadership alone; the responsibility now rests with Pakistan’s entire academic community. It is for universities, scholars, and institutional leaders to rise to the occasion, align with this collaborative vision, and strengthen Dr. Niaz’s team through innovation, integrity, and a commitment to excellence. If this synergy is realized, Pakistan’s higher education system stands poised not only for reform but for genuine transformation.

While the article offers a comprehensive overview, it omits mention of the Foreign Faculty Hiring Program, a key initiative that brought distinguished international scholars to Pakistan. Recognizing its role in catalyzing research culture, mentorship, and global academic integration can inform stakeholders about successful strategies for elevating Pakistan's higher education standards and inspire similar initiatives in future reforms, thereby enriching the discussion on internationalization efforts.
 

Overall, the article is a significant contribution, measured, insightful, and essential reading for policymakers, academics, and all those invested in the future of higher education in Pakistan.

Commenting on the Prof. Atta Ur Rehman article Prof. Dr. Rauf Azam, Vice Chancellor, Government College University Faisalabad says:

A good recap and analysis.
Actually many of the policies had inherent flaws in their design and because these flaws were never corrected instead further structures were built on those flawed foundations the result was a perpetual increase in complexity.

TTS was one such structure. Salary for TTS had gotten approved as one-off privilege without a mechanism of revision or a link to any reference value so it lost its charm very quickly.

The universities were forced to institute research degrees beyond their capacity, hence producing low-quality PhDs who when joined as faculty further perpetuated lower quality.
The new higher education institutions mushroomed at such speed that the supply of adequately qualified, trained and/or experienced HR couldn't be sustained. This forced to rely on poor quality HR, both in teaching & non-teaching, positions in the system and caused a destruction to a great extent. 

Many of developmental plans kept on coming as cycles of floods & drought rather than a regular consistently flowing stream, both being devastating in nature and caused their due harm.
 

TTS and BPS living side-by-side has been an equivalent of two-nation-theory in universities and has nurtured a continuous stress.
 

Out of proportion emphasis on research as opposed to teaching has also caused a significant devastation. 
 

And, there have been many other similar design issues which coupled with the approach at the HEC to defend whatever was designed rather than improving it has damaged the sector. Poor HR and incapable implementation machinery at HEC has also been a great reason for poor results.