Role of Higher Education Commission in promotion of Education in Global Perspective: Analytical Study of Higher Education System of Pakistan

The burgeoning history of educational system of Pakistan echoes an ambivalent image of educational practices as well as vague policies at every stage. In 2002, university grants commission (UGC) got replaced with Higher education commission (HEC) and the focus of the government of Pakistan pivoted towards providing higher education. HEC came up with pragmatic and conclusive approach to eradicate education-related concerns. The prospective goal was the achievement of high-quality educational system to progress along the global educational framework. HEC, thus introduced variety of plans, programs, and projects in order to attain its goals. For example, designing of curriculum in accordance with the global perspective, admitting foreign academicians,  underpinning, funding, and supporting arts, humanities, social sciences, IT, and their research domains, and domestic as well as foreign scholarship scheming are among the major roles contributed by HEC in promoting higher education in global perspective. Moreover, developmental schemes for highly-qualified and experienced faculty members, establishment of tenure track service (TTS) framework, commencement of learning innovation division are the progresses attained by HEC. Additionally, HEC has launched the courses highlighting the significance and execution of incorporation technology in Education. Also, HEC has established Quality assurance and quality enhancement cells in public and private educational sectors.  The current study is thus focused upon exploring and highlighting the role of higher education commission in promoting higher education in Pakistan in the global perspective. Also, this paper delve into higher educational problems in Pakistan along with their viable way outs available in a revolutionary locale.  As education is influential to the universally consolidative expansion and evolution of a state at every stage, therefore the scholars have queried and scrutinized the current educational framework whilst objectively monitoring, reviewing, as well as experiencing it. For this purpose, the current research is analytic, theoretical-cum-pragmatic, universally consolidative, and characteristically revolutionary.