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Intellectual Capital and Wealth of Nations

If we do a comparison ... here is the problem

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vs

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Is an example of Evolution , one group - is excelling , while other falls behind rapidly

This evolutionary difference can't be visually understood in span of 10-15 years but when you view it with scope of around 100-150 years you will see how 1 group can lag behind the evolutionary process ... and become extinct over time

Pakistan in general is behind 30-40 years already vs rest of world

Why did Homo Sepiens survived while the "other human" sorta vanished .. could not adapt to changing environment over 1000+ years

"Some Argue" - that the successful Homo Sepiens , knew "knowledge to farm" so they could grow their crops to feed while the other brand of humans , were hunters , and when there were not enough animals to hunt they just ... vanished with no knowledge of farming

The usage of Drones , against the poor is just another example of how , one group can abuse the "Advantage over years and years" but I think people know where I am going towards
I agree with all you've written bro but That pic you've posted to represent Pakistan's educational system.... are not regular citizens ... They are flood victums from internal sindh......
 
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Because at least half of those Indians are Indian Americans that never spent a day in the Indian school systen. DUH.

And studies have shown private primary education in India in very bad too. The Silicon valley thing may be true, but SV doesn't even represent the Bay Area. The Ivy League thing, mine had way more Chinese from China and SE Asia diaspora than Indians from India. Way more. For example, Singapore basically only sent ethnic Chinese and Singapore government paid their tuition

Professors of Indian origin at Ivy League biz schools in great demand-Corporate Dossier-Features-The Economic Times on Mobile
 
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Can anybody tell me wat tis thread abt? some people taking abt ALS gene suddenly they talking abt pak and India school education. wats gng on?
 
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Can anybody tell me wat tis thread abt? some people taking abt ALS gene suddenly they talking abt pak and India school education. wats gng on?

This thread is about cooking some new stories to show India as a poor, improvised country where people are ALS!!! genetically dumb...On the other hand Pakistan is doing so great in all fields and have a very big IT industry with a massive massive out put of $2.8 Billion worth IT products, and soon going to out-phase the poor improvised country called India whose IT industry out put is just a little $72 Billion...

I don't understand why they take some incomplete data of India (data of two states Tamil Nadu & Himachal Pradesh) and compare that with them and say we are doing great, but reality gives a different picture...It's very simple, as per Wikipedia India literacy rate in 2011 is 75.06%, and for Pakistan it's 58% in 2009 (sorry to post a old data, this is what they have in Wikipedia), even if the rate of literacy increased by 10% in two years still there is a gap between India and Pakistan in literacy rate...It's good for Pakistan to project their positive points to the world, but in doing that process if they compare them with India then it's going to show them in real bad light, because India has achieved a massive development in all sectors in the past 20 years...
 
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Education Emergency Pakistan



Only 35 per cent of school children, aged 6-16, can read a story, while 50 per cent cannot read a sentence. – Photo by Fayyaz Ahmed


Today, Pakistan is crippled by an education emergency that threatens tens of millions of children.
No country can thrive in the modern world without educated citizens.
But the emergency has disastrous human, socialand economic consequences, and threatens the security of the country.
2011 is Pakistan’s Year of Education.
It’s time to think again about Pakistan’s most pressing long-term challenge.
The economic cost of not educating Pakistan is the equivalent of one flood every year. The onlydifference is that this is a self-inflicted disaster.
One in ten of the world’s out-of-school children is a Pakistani. That is the equivalent of the entire population of Lahore.
There is a zero per cent chance that the government will reach the millennium development goals by 2015 on education. On the other hand, India, Bangladesh and Sri Lankaare all on their way to achieving the same goals. India’s improvement rate is ten times that of Pakistan, Bangladesh’s is twice that of Pakistan.
But, despite this gloomy situation, determined efforts can show results in only two years. Whatis required is an additional spending of Rs.100 billion, a 50 per cent increase over current spending.
Pakistanis have a constitutional right to universal education, a little discussed or known fact of the law. What has been overlooked in the discourse on the 18th Amendment is that education has now become a right and no longer a privilege as it was previously. Article 25A sets up a possible scenario where a citizen can take the government to court for not providing them access, or even be the grounds for a suo moto action.
At current rates of progress, no person alive today will see a Pakistan with universal education as defined in our constitution. Balochistan would see it in 2100 or later.
Just one year of education for women in Pakistan can help reduce fertility by 10 per cent,controlling the other resource emergency this country faces.
There are 26 countries poorer than Pakistan butsend more of their children to school, demonstrating the issue is not about finances, but will and articulating demand effectively. It is too easy, and incorrect, to believe that Pakistan is too poor to provide this basic right.
Pakistan spent 2.5 per cent of its budget on schooling in 2005/2006. It now spends just 1.5 per cent in the areas that need it most. That is less than the subsidies given to PIA, PEPCO and Pakistan Steel. Provinces are allocated funds foreducation but fail to spend the money.
We presume the public school system is doing poorly because teachers are poorly paid, this is untrue. Public school teachers get paid 2/3rds more than their equivalent private low cost school counterparts; they earn four times that of the average parent of a child in their school. Despite this, on any given day 10-15 per cent of teachers will be absent from their duties teaching.
There is demand for education that is partly being addressed by low cost private schools, even one third of all rural children go to these schools (public schools can cost Rs.150 per month, low cost private schools the same or up to Rs.250). Despite the large presumption of themedia, both domestic and international, this gap is not actually being addressed by Madrassahs. Only six per cent of students go to Madrassahs.


Only 35 per cent of school children, aged 6-16, can read a story, while 50 per cent cannot read a sentence. Their performance is only slightly better than that of out-of-school children, of whom 24 per cent can read a story. This alarmingly demonstrates the ineffectiveness of schooling.
30,000 school buildings are in dangerous condition, posting a threat to the well being of children. Whereas 21,000 schools have no building whatsoever.



Donors are not the solution, while they grab headlines regarding their development work, government spending remains the majority by an overwhelming margin.

Education Emergency Pakistan | Pakistan | DAWN.COM
 
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Education Emergency Pakistan

I agree that Pakistan has an education crisis. But do you think the situation in India is better?

Primary education standards in India are as bad as in Papua New Guinea and crisis-torn Afghanistan and Yemen, according to a team of Indian development economists.

In a study of schools in the country’s most populous states they found that fast-paced economic growth has failed to improve India’s basic educational standards over the past 15 years. The Public Report on Basic Education Revisited showed some children were unable to read after three years of schooling across the Hindi-speaking northern belt.

India’s fast growth fails to lift primary education - FT.com
 
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Here's Meeta Senguota's blog post on PISA results in Times of India:

Our pedagogies and entire school systems are designed to feed a specific type of learning- generically known as learning by rote. We teach and learn for the assessment. And assessments, if they are to be standardized and defensible are often merely linear tests of information, not knowledge.

The traditional education system is often berated for belonging to the industrial age - where a standard product needs to be created, using standardized processes, where products move along an assembly line, from one level of preparedness to the next. Till finally, the product is ready for the job market. This is clearly a utilitarian view of education, where we need to feed the machinery of the present with efficiency, and for efficiency.

The meaning of the word learning has been debated and measured in literature largely via assessments. And yet, the purpose of education is often stated in more lofty terms - growth, progress, development; thought and society among others. Yet, our assessments do not reflect the stated purpose of education. While we practice and acknowledge that our teaching is geared to our assessments, and we also measure individual and systemic success via the same assessments, it becomes incumbent on us to focus our efforts on designing those assessments well.

Learning for each of us means different things. For some it means proficiency in the classic 3 R's - reading, writing and arithmetic. For others it is reflected in the ability to pass exams, or, in the number and range of competitions won. for some, it is the ability to carry an argument forward, to a cohesive end that demonstrates learning, while for people like me, it is clearly the ability to make good decisions that signifies that good learning has taken place. For some, learning is about good values- both at work and as a human being.

EduCable : Meeta Sengupta's blog-The Times Of India
 
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In a 2008 assessment, Indian students ranked second to last among seven emerging economies, as reported by Siliconindia:

Bangalore: The draught of education in India has reached the extreme as it ranks sixth among the seven emerging economies of the world, in terms of education quality. The country has scored only 3.3 points in the study, in terms of primary, secondary, tertiary and demographic parameters, while Russia topped the chart with 7.3 points.

As per the Assocham study, India was at the last position in terms of quality of secondary education while Russia and Brazil had maximum scores. The quality of tertiary education in India was lowest among the other emerging nations. The points it scored on the scale of 2, was 0.1. Even though the demographics of India are considered its strength, the country has scored the minimum in this too and was ranked at last place. Moreover, in terms of students enrollment for primary education, India is highly incompetitive with the gross enrollment ratio standing at 98.1.

"Serious attention needs to be paid towards the education system. India may stand to loose its competitive advantages against the other countries in long term if corrective measures are not taken to strengthen the Indian education system qualitatively," said Sajjan Jindal, ASSOCHAM President while releasing the ASSOCHAM Eco Pulse (AEP) Study 'Comparative Study of Emerging Economies on Quality of Education'. It was carried out on the basis of 20 parameters relating to primary, secondary, tertiary education and higher education and demography and data provided by UNESCO, IMF, WEF, Financial Times was used for the purpose.

Among the rest five countries, China has secured second place with scoring 6.7 points, while Brazil has positioned itself at third place with 5.56 score points as the quality of education in Brazil remains stable across all levels of primary, secondary and higher education. Mexico has been ranked at fourth place on the strength of its higher education. South Africa, a relatively new entrant to the club of developing economies, has managed to be on fifth place on the strength of its tertiary education and demographic qualities though it lags far behind in primary education. However, Indonesia stands at the last position with an overall score of 2.68 points. The gross enrolment ratio is highest in Brazil (148.5), followed by China (116.2) and Russia (113.8). Even Indonesia (110.9) and South Africa (105.1) enjoy better enrolment ratio than India.

However, only in terms of teacher-student ratio the country outsmarts all as in India for every forty students, there is one teacher.

India ranks second last in Quality Education
 
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We’re killing education

Dr Javaid R Laghari

Creation and application of literacy, education and knowledge through higher education are not one and the same thing. Literacy in Pakistan amounts to someone’s being able to read a newspaper and write a simple letter in a language. More focused on the adult population, Pakistan falls significantly behind many countries in literacy, and will not be able to achieve the MDG of 100 percent literacy by 2015. In the last five years, literacy has risen by only 3 percent to 58 percent, and therefore will probably reach 60 percent by 2015. The NCHD, which has now been devolved, failed to achieve the MDG in education. The number of adult illiterates is actually rising.

Education, which falls within the jurisdiction of the provincial governments, is in a sorry state of affairs in Pakistan. HDI 2011 ranks Pakistan 145 (out of 187 countries), showing gross enrolment ratios for primary and secondary education at 85 percent and 33.5 percent, respectively. The Education for All (EFA) Development Index ranks Pakistan at 118 out of 129 countries. Similarly, the Prosperity Index ranks Pakistan at 105 out of 110 countries in the education category.

The Pakistan Education Task Force 2010 reports that one-third of primary age children are not in school. It also reports that 35 percent of those children who do attend school and make it to grade 3 cannot do single-digit subtraction. On the other hand, a recent study by AKU IED found that around 70 percent of teachers teach for only 15 minutes in a 35-minute period, and 10 percent teach for less than five minutes. The Annual Status of Education Report 2010 shows drastic reduction in school enrolment from 16.7 percent in class 1 to 3.3 percent in class 10, and that more than half the children surveyed could not read even Urdu or a local language properly. About 4,000 “ghost schools” exist in Sindh alone.

Enrolment figures according to the Economic Survey of Pakistan 2010-11 show about 19 million are enrolled in primary schools, 5.2 million in secondary schools, 2.6 million in SSC and 1.2 million in HSSC. Out of 600,000 passing HSSC, only about 100,000 enter universities and 180,000 enter degree colleges, while another 200,000 are admitted as private students and distance students. There are just not enough room at schools, colleges and universities!


The only real difference is in the domain of higher education. Despite scarcity of funding, universities and campuses have opened in far-flung areas and new academic programmes and technologies have been introduced. Over 1,400 HEC scholars have completed their PhDs and joined the universities. Also, Pakistan’s share of research publications worldwide has gone up three-folds in the last eight years, which is quite an achievement. Eleven accreditation councils are functioning and focusing on improved curriculum, while 85 quality enhancement cells established at the universities are working to improve quality of education. Universities are being ranked for the first time, and as a result of these reforms, two universities are now among the top 300 technology universities of the world.

Accessibility to higher education in Pakistan for age-group 17-23 is still among the lowest in the world, about 7.8 percent. This is lower than Ghana’s at 9 percent and Cameroon’s 11 percent. South Korea enjoys among the highest accessibility at 98 percent, Finland at 94 percent and Israel at 60 percent. Among other countries having higher accessibilities are Turkey (38 percent), Iran (36 percent), Malaysia (32 percent) and Indonesia (21 percent). India is at 15 percent and increasing due to its heavy funding of higher-education. Even though the Pakistan Education Policy 2009 plans to increase accessibility to 10 percent by 2015, and to 15 percent by 2020, the government has reduced HEC funding.

Pakistan spends only 1.7 percent of GDP on education, or less than half of what Vietnam‚ Malaysia‚ Thailand‚ and Indonesia spend, respectively. Only six countries in the world spend less than Pakistan does on education. Within this already reduced pie for education, only 0.22 percent of the GDP (about 13 percent of the total education spending) goes to higher education. Pakistan’s commitment to the higher education sector was scaled back by 10 percent this year while India has raised its higher-education budget by 25 percent. This reduction in the HEC budget was in addition to the 40 percent cut imposed last year.

India is spending 3.5 percent of its GDP on education, with 1.03 percent, or $11.5 billion, on higher education alone. This federal allocation through the UGC is in addition to the states financially supporting university budgets, and in some cases providing up to 80 percent of the university budgets. Nine new prestigious IITs have been established in the last three years in addition to the seven original ones.

India’s political leadership is sending out all the right signals. India has a Knowledge Commission headed by a world-renowned expert serving as an adviser to the Prime Minister; a ministry of human resource development, and a strong and centralized UGC. Recently, the Indian cabinet approved setting up the National Commission on Higher Education and Research (NCHER), following the HEC Pakistan model.

Pakistan must invest foremost in education with renewed vigour. The lower education must focus on improving quality, while the HEC must be supported to raise Pakistan’s knowledge workers’ level to world standards. Any other direction will be suicidal for Pakistan’s education.

The writer is chairman of Pakistan’s Higher Education Commission. Email: jlaghari@hec.gov.pk
 
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I agree that Pakistan has an education crisis. But do you think the situation in India is better?

Primary education standards in India are as bad as in Papua New Guinea and crisis-torn Afghanistan and Yemen, according to a team of Indian development economists.

In a study of schools in the country’s most populous states they found that fast-paced economic growth has failed to improve India’s basic educational standards over the past 15 years. The Public Report on Basic Education Revisited showed some children were unable to read after three years of schooling across the Hindi-speaking northern belt.

India’s fast growth fails to lift primary education - FT.com
Education system not able to compete India,China, Brazil:Obama
Washington, Aug 9 (PTI)
"Markets will go up and down, but the underlyingchallenges have held steady for too long. We have an education system that is failing too manyof our kids," Obama said at a Democratic party event in Washington.
"If we don't fix that, then we're not going to be able to compete with China or India or Brazil, who are very hungry and know that whichever country has the best workforce, the most highly skilled workforce, is going to be the country that succeeds economically," he said.
Obama said as a result of the steps taken by his administration, they have had 17 months now of consecutive private sector job growth.
Corporate profits have been up. The credit markets have stabilized, he said.
"But what's absolutely true even before these last couple days in the stock market is that recovery wasn't happening fast enough, and some of the headwinds that we've been dealing with are ones that are going to take some time tofix," he said.
"The truth of the matter is that we now live in a global economy where everything is interconnected, and that means when you have problems in Europe and in Spain and in Italy and in Greece, those problems wash over into our shores," he said.
"We have competition from China and India and Brazil, places that most folks didn't think of in economic terms 30 or 40 years ago as competitorsof the US and now they're competing and they're producing more engineers and they're producing more scientists.
They are ready to steal market share, or at least win market share, from our companies, if we're not careful," said the US President.
"For all the progress that we've made over the last two- and-a-half years -- and that progress has been extraordinarily significant, not only health care reform but financial regulatory reform, making sure that we are starting to transform our education system with things like Race to the Top.
"Which says we're going to give more money to schools but we expect reform in exchange for more money; despite the transformations that have taken place in our foreign policy, where we are -- we have now ended the war in Iraq and weare transitioning into a posture where in Afghanistan, Afghans can take responsibility for their own security -- despite all those changes, we've got a lot of unfinished business," he said.
 
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Education system not able to compete India,China, Brazil:Obama
Washington, Aug 9 (PTI)

The PISA 2009+ raise serious questions about the credibility of Obama's assessment of India.

The conventional wisdom expressed in Obama Administration speeches and the like is that American students get crushed by kids in China and India on international tests of school achievement. But the evidence for this is not as abundant as you might assume ... especially not for India. While the city of Shanghai shot the lights out on the 2009 PISA, test scores haven't been released for other parts of China.

But, Westerners going back to Marco Polo have generally assumed the Chinese have a lot on the ball, so they are likely to do pretty well.

What about India, the other giga-country? I first noticed in early 1981 that there were a lot of smart Indians in the U.S., and over the decades this has become a cliche.

But, what about India itself? India has never participated as a country in broad-based international tests.

Steve Sailer's iSteve Blog: PISA scores: 2 Indian states flop
 
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The PISA 2009+ raise serious questions about the credibility of Obama's assessment of India.

The conventional wisdom expressed in Obama Administration speeches and the like is that American students get crushed by kids in China and India on international tests of school achievement. But the evidence for this is not as abundant as you might assume ... especially not for India. While the city of Shanghai shot the lights out on the 2009 PISA, test scores haven't been released for other parts of China.

But, Westerners going back to Marco Polo have generally assumed the Chinese have a lot on the ball, so they are likely to do pretty well.

What about India, the other giga-country? I first noticed in early 1981 that there were a lot of smart Indians in the U.S., and over the decades this has become a cliche.

But, what about India itself? India has never participated as a country in broad-based international tests.

Steve Sailer's iSteve Blog: PISA scores: 2 Indian states flop

We all know the credibility of US president and he is also well aware how much his speeches carry value in his country and all around the globe, so he is not an insane person to criticize their own education and students to decrease their moral...

Also the smart Indian's is not an cliche, India has moved a long way from 80's and today a private management school in India - ISB Hyderabad able to rank among global business school in a very short period of time. "The school's MBA-equivalent program was ranked #13 in the world in the 2011 Financial Times Global MBA Rankings. The school is notable for being the first Indian institution and youngest institution ever to be considered a top global business school by the Financial Times, ranking among the top 20 worldwide only seven years after opening". Now may be you are not able to see many young smart Indian educated fresh graduates in USA, becuse they are getting better job opportunity in India itself compared to 1981...


If the survey is done in Shanghai to measure China, then it will be appropriate to conduct such survey in Mumbai, Bangalore, Chennai or any metro cities from India...We in India know the education provided by the government run institutions are not up to global standards, but fortunately now India's major source of education is provided by private sector and most of them provide very high quality education, and that is the reason today the top engineering graduates form India are able to attract global companies for campus recruitment, and many are even able to get good salary with their fresh graduation...below is one such example:-

Facebook on Friday recruited one of its addicts from India. The website, which recently logged its 500 millionth active citizen, made an offer of about Rs 70 lakh for a posting in the United States, which has created a buzz on all IIT campuses where annual placements are on.

On the offer letter, officials from IIT-Kharagpur said Facebook offered a starting salary of $90,000, a relocation bonus of $10,000 and a one-time signing amount of $25,000 to the 21-year-old from Jamshedpur. But on the Kharagpur campus , students said DKS had also been offered ESOPs and the entire offer translates to about Rs 1.7 crore.

IIT student gets Rs 70 lakh job offer from Facebook - Economic Times

Also below link you can read more about the smart Indians in US and the tag is not a cliche...Infact indian american community is called the model minority in US:-
The model minority label has also recently included South Asian communities, in particular, Indian Americans, drawn from their disproportionate socioeconomic success.For example, according to the census report on Asian Americans issued in 2004 by the U.S. census bureau, 64% of Indian Americans had a Bachelor's degree or higher, the highest for all national origin groups. In the same census, 60% of Indian-Americans had management or professional jobs, compared with a national average of 33%. Indian Americans, along with Japanese and Filipino Americans, have some of the lowest poverty rates for all communities, as well as one of the lowest rates of single parent households (7% versus the national average of 15%). Indian Americans also earn the highest average income out of all national origin groups. This has resulted in several stereotypes such as that of the "Indian Doctor"

Indian American - Wikipedia, the free encyclopedia
 
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Fake scholarship

By Dr Tariq Rahman

In 1997, I received a letter from an institution in Cambridge stating that they had looked at my scholarly work and had decided to honour me for it. As my book, Language and Poltics in Pakistan, had been published by the Oxford University Press only a few months earlier and was getting excellent reviews so, in my naivety and hubris, I thought the news had reached Cambridge and thankfully agreed. Then came another letter saying they would also include my name in a book (some kind of Who’s who) but that I would have to pay a fee to receive the book and the certificate of achievement. And such is human folly and weakness that I paid the money and the impressive book and certificate duly arrived. But then such invitations became a deluge and I wrote to someone who wanted to honour me for ‘distinguished work in the year 1998’ that, apart from putting on weight, I had done nothing that year which deserved any such honour. I also wrote an article in The News (May 14, 1997) entitled “Dubious Honours” warning people against such scandals. But, much to my amusement, people not only kept receiving such honours but even reported them in the press with obvious pride.

A few months back, I fell for the ruse yet again. You would be quite right in saying “At your age too!” but hold your horses. The invitation seemed to be from a respectable journal on linguistics which was different, the editor claimed, from other journals in that it was online. And the reason they were asking me to contribute to it was because they had seen my scholarly work and citations to it. This is perfectly credible since now there is google.scholar.com which can give my publications and the citations to it, whereas in 1997 such facilities did not exist. Anyway, the long and the short of it is that I fell for it and sent an article to the journal. After a few days, the editor wrote back saying that I should suggest the names of referees as I knew this field better than others. I understood immediately that this was a substandard publication as I could suggest the names of my friends and, in any case, what kind of journal was this which did not have a list of referees to whom my work could be sent? I gave no reply and expected that the thing would be dropped. But editors of this kind are made of sterner stuff and lo and behold, I received the glad tidings that my article had been recommended by the referees and that it would be published. But would I kindly attend to the matter of a small fee for the publication. Of course, I did not and gave no reply. I hope the matter was dropped then but Dr Isa Daudpota fears otherwise.

Dr Isa Daudpota is a man of great courage and persistence. He has been active in unearthing substandard theses from 2004 or earlier. In a letter of November 2010 to Dr Javaid Leghari, chairman of the HEC, he pointed out the fake journals which masquerade as foreign journals on Pakistan’s academic landscape. This letter he also sent me in November 2011 and I told him of my own experience, whereupon he said that they would have published my article even without the money just to get my name for their fraudulent publication. He also said that many peoples’ names — VIP academics, of course — are on the editorial boards of such journals and they do not even know about it. Now I do not consider myself an academic VIP but, maybe, given the dearth of published academics, it is possible that other people do. So let me make it clear that I gave my name to the editorial board of only two HEC recognised Pakistani journals and that, too, should have come to an end since I requested them to drop my name. I am, however, still on the editorial board of the Bulletin of the School of Oriental and African Studies (London). Likewise, I am also not a visiting faculty member anywhere in Pakistan so if my name crops up in journals or in university departments please feel free to inform me so that action can be initiated against such fraudulent people.

Hats off to people who expose such frauds. First, Isa Daudpota who did not stop at writing to the HEC and people like me. His article in Dawn (Dec 01, 2011) entitled “Scourge of Fake Journals” brought these facts to public view. In response to this, Dr Abdullah Sadiq, former Rector of the GIKI, wrote that parliament should make laws awarding exemplary punishments to people publishing in these journals. Specific cases of fraud, such as that of the African Journal of Business Management, were pointed out again by Daudpota in another letter on “Management Sciences Publishing Racket”. It has 50 articles by some of our HEC’s approved supervisors, says Daudpota. Like the journal I mentioned, the author recommends the referees and sends $500 for each published article. He goes on to talk of an Australian journal with a Pakistani assistant professor on its editorial board. There is yet another Pakistani on the board and it appears that this second person published 20 papers in 18 months. It appears that out of 71 academics (approved supervisors in the field of Management Sciences), there are 39 who submitted 180 papers to these fake journals. About 80 per cent who did so had Pakistani doctorates. Daudpota does not give the real names of these people (though he did name people in the earlier letter to the HEC) but names are not important except for legal action which can hardly be taken yet as there is no law against such activities so far. What is important is that the HEC should not count publications in just any journal, whether local or foreign. There are prestigious, acceptable and dubious journals from various academically advanced countries to choose from and lists of such journals could be prepared. Some Pakistani journals may also be on the lists of acceptable journals but there should be a point-weightage system to give more significance to top-level journals. For the rank of full professor in a research university on high salary (TTS scales), one should have published at least one-third of one’s work in prestigious journals and the rest in acceptable ones including our own journals. For teaching universities, which covers most of our so-called ‘universities’, this condition can be relaxed so that no work needs to be published in prestigious journals but then the salaries of such professors should not be in the high scales (i.e. they should be in BPS salaries). And for university colleges, this may be further relaxed but, again, the salaries can be lower too. This will reduce the pressure on academics to publish in fake journals and resort to plagiarism and academic fraud at a high level.

Published in The Express Tribune, January 3rd, 2012.:smokin:
 
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Publishing scam

Q. Isa Daudpota

AS an Internet user you would have experienced the Nigerian lottery scam. But you may not have heard of the academic scam of the African Journal of Business Management (AJBM) — unless you are in one of the countless management schools that have sprung up in Pakistan since the 1980s.There it tops the popularity chart. The Higher Education Commission (HEC)-approved supervisors for PhD students in management sciences have published nearly 50 articles in it.
Should one be proud of the four Pakistanis who are on its long editorial board? No! This is so even though the AJBM appears in the (previously reliable) Thomson Reuters listing of journals.

Why? To understand this let’s see how this and similarly dubious business journals work. Its reviewers are recommended by authors. It does not check the relationship between the reviewers and the authors, nor verify the reputation of the reviewers.

If submitting a paper, you can create a fake email, nominate Prof X who does not exist and use the email address you created, where the paper is sent for reviewing, if at all. The journal gets $500 for an ‘accepted’ paper.

The mechanism ought to be clear by now. AJBM, a member of a large family of similarly dubious publications headquartered in Nairobi with over 100 such journals, sends out spam mail to academics globally enticing contributions from writers.

Friends of friends join their editorial board. Members of these boards probably can publish their own articles for free or at a discount, while recommending the journals to others.

Africa is not the only continent maligned by such operations. Down under is the Australian Journal of Business and Management Research on whose board is a Pakistani assistant professor — let’s call him Prof A. (For all we know this journal may have its offices in Faisalabad, which is the hub of many such dubious publications, and of which the HEC was told eight years ago by the writer. But it decided to pay no attention.)

Our Prof A does not operate in isolation. I learned this after informing Prof Susan Taylor, chair of Human Resource Management and Organisational Change, University of Maryland, whose name was displayed as editor of the International Journal of Business and Social Research without her knowledge. Her university’s attorney got its website squashed.

This journal had another Pakistani on its board — let’s call him Prof B — a prolific paper-producer who churned out 20 international publications in 18 months in such dubious journals. What’s even more interesting is that these two professors, A and B, did their PhD under the same supervisor, Prof C.


Prof C clearly practises what he preaches; he is a prolific contributor to such unsavoury journals. In recognition of his work, the HEC gave him, with 56 others, the 2010 Best University Teacher Award.

Such gross violation of academic etiquette prompted me to download the résumés of all 71 HEC-recognised PhD supervisors in management sciences to carry out a rough analysis of their publishing work in HEC-recognised journals. The result is
mind-boggling.

These academics fall into two categories: 21 did their PhD in Pakistan; 50 went abroad (to largely second- or third-rate universities).

Of these 71 academics 39 (18 with PhDs from Pakistan and 21 from foreign universities) published 180 articles in dubious journals. Eighty per cent of those with Pakistani PhDs contributed to such journals. Having relatively better training and having learnt higher research ethics the overseas-trained academics contributed less to such publications: 40 per cent.


Overall, the 39 academics involved in such padding of their résumés bagged 4.6 publications each on average.

Undergraduates and postgraduates students trained by such academics are unlikely to learn the high ethics of research, and honest business practices. Surely this ought to agitate the business community and universities. Information about such fake dubious has been provided to the HEC and the documents are available to the reader by writing to the author of this piece.

The writer is an independent researcher.

daudpota@gmail.com
 
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Publishing scam

Q. Isa Daudpota

AS an Internet user you would have experienced the Nigerian lottery scam. But you may not have heard of the academic scam of the African Journal of Business Management (AJBM) — unless you are in one of the countless management schools that have sprung up in Pakistan since the 1980s.There it tops the popularity chart. The Higher Education Commission (HEC)-approved supervisors for PhD students in management sciences have published nearly 50 articles in it.
Should one be proud of the four Pakistanis who are on its long editorial board? No! This is so even though the AJBM appears in the (previously reliable) Thomson Reuters listing of journals.

Why? To understand this let’s see how this and similarly dubious business journals work. Its reviewers are recommended by authors. It does not check the relationship between the reviewers and the authors, nor verify the reputation of the reviewers.

If submitting a paper, you can create a fake email, nominate Prof X who does not exist and use the email address you created, where the paper is sent for reviewing, if at all. The journal gets $500 for an ‘accepted’ paper.

The mechanism ought to be clear by now. AJBM, a member of a large family of similarly dubious publications headquartered in Nairobi with over 100 such journals, sends out spam mail to academics globally enticing contributions from writers.

Friends of friends join their editorial board. Members of these boards probably can publish their own articles for free or at a discount, while recommending the journals to others.

Africa is not the only continent maligned by such operations. Down under is the Australian Journal of Business and Management Research on whose board is a Pakistani assistant professor — let’s call him Prof A. (For all we know this journal may have its offices in Faisalabad, which is the hub of many such dubious publications, and of which the HEC was told eight years ago by the writer. But it decided to pay no attention.)

Our Prof A does not operate in isolation. I learned this after informing Prof Susan Taylor, chair of Human Resource Management and Organisational Change, University of Maryland, whose name was displayed as editor of the International Journal of Business and Social Research without her knowledge. Her university’s attorney got its website squashed.

This journal had another Pakistani on its board — let’s call him Prof B — a prolific paper-producer who churned out 20 international publications in 18 months in such dubious journals. What’s even more interesting is that these two professors, A and B, did their PhD under the same supervisor, Prof C.


Prof C clearly practises what he preaches; he is a prolific contributor to such unsavoury journals. In recognition of his work, the HEC gave him, with 56 others, the 2010 Best University Teacher Award.

Such gross violation of academic etiquette prompted me to download the résumés of all 71 HEC-recognised PhD supervisors in management sciences to carry out a rough analysis of their publishing work in HEC-recognised journals. The result is
mind-boggling.

These academics fall into two categories: 21 did their PhD in Pakistan; 50 went abroad (to largely second- or third-rate universities).

Of these 71 academics 39 (18 with PhDs from Pakistan and 21 from foreign universities) published 180 articles in dubious journals. Eighty per cent of those with Pakistani PhDs contributed to such journals. Having relatively better training and having learnt higher research ethics the overseas-trained academics contributed less to such publications: 40 per cent.


Overall, the 39 academics involved in such padding of their résumés bagged 4.6 publications each on average.

Undergraduates and postgraduates students trained by such academics are unlikely to learn the high ethics of research, and honest business practices. Surely this ought to agitate the business community and universities. Information about such fake dubious has been provided to the HEC and the documents are available to the reader by writing to the author of this piece.

The writer is an independent researcher.

daudpota@gmail.com


Here is an excerpt from Calcutta's Telegraph newspaper report about science fraud in India:

Some of India’s most respected scientists are accused of covering up wrongdoing by others. Not surprisingly, not everybody is happy with the SSV’s efforts. One scientist derisively calls it a “self-appointed watchdog” while another likens it to Don Quixote, charging at imaginary windmills.

Yet the evidence is out in the open. Physicist K.R. Rao, associate editor of Current Science, a peer-reviewed research journal published by the Indian Academy of Sciences, Bangalore, says he has detected 80 cases of plagiarism — major and minor — in articles submitted to the journal in recent years.

Earlier this year, chemistry professor P. Chiranjeevi at the Sri Venkateswara University, Tirupati, was punished for copying from others’ research. Repeated attempts to reach him failed, but a member of the investigating committee says Chiranjeevi denied any wrongdoing when he appeared before it. The committee indicted him, and Chiranjeevi was barred from holding administrative posts or taking new research students.

In October last year, a team of materials scientists from Anna University, Chennai, and the Indira Gandhi Centre for Atomic Research, Kalpakkam, was found to have published a paper on ionic conductivity that was a copy of a previous paper by a Swedish team. But the one who hit the headlines was Raghunath Mashelkar, former director general of the Council of Scientific and Industrial Research.

In March 2007, Mashelkar admitted in a letter to the SSV that sections of a book he had co-authored on intellectual property rights had reproduced verbatim material from a paper by a British scholar without crediting him. “…I am highly embarrassed by this and I have decided to take some hard actions,” he wrote. He said he would stop further editions of the book and not take any personal gains from it.

A few months earlier, the US Journal of Biological Chemistry (JBC) retracted a research paper by Gopal Kundu and his colleagues at Pune’s National Centre for Cell Science (NCCS). Kundu was accused of using the same data or images relating to proteins in two unconnected articles submitted to the journal. Kundu holds there was “absolutely no wrongdoing” by his team. He says another international journal has accepted the data.

But the authorities are still wary of confronting such accusations. Three committees, for instance, looked into the Kundu affair. A seven-member panel of top scientists exonerated him despite JBC’s withdrawal of the paper. Panel chairman G. Padmanaban says the journal’s decision was not “wrong”, but “harsh”.

The inconsistency between the Padmanaban committee’s views and JBC’s decision to withdraw Kundu’s paper has prompted some scientists to take the issue up. Rahul Siddharthan, a physicist and computational biologist at the Institute of Mathematical Sciences, Chennai, says he stepped into the controversy with “a sense of deep indignation” at the way the committee decided to dispose of the case. He says the duplication — intentional or unintentional — of images is so “blatantly obvious” that he cannot understand how a top scientists’ committee can dismiss the charges.

Some scientists at Lucknow’s Central Institute of Medicinal and Aromatic Plants have complained to the SSV that their director, Suman Preet Singh Khanuja, has been claiming credit for too many research papers. Since he took over as director in 2001, Khanuja has published more than 140 papers and staked his claim to at least 40 patents. Some question how a director can find time to produce on an average 20 research papers a year. A large number of the papers appeared in a journal produced by his institution and of which he is the chief editor.

The Telegraph - Calcutta (Kolkata) | 7days | Science’s fallen stars
 
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