The Population Debate: Curse or Opportunity?

By Prof. Engr. Dr. Khuram Pervez Amber The persistent weaker linkage between industries and universities in Pakistan requires strategic interventions from all stakeholders. Pakistan cannot expect systemic industrial growth while its higher education institutions and industrial sectors operate in silos. Number of universities in Pakistan has dramatically increased over the past two decades. At current, there are nearly 280 universities in Pakistan which are producing thousands of graduates every year. But the concerns of industries remain valid that the graduates lack the necessary technical knowledge and skills which are required in the industries. These concerns of industries are particularly reported in disciplines such as engineering, computer science and the applied sciences, where employers frequently report a mismatch between academic preparation and industrial requirements. Although there are some valuable initiatives by the HEC, PEC, and NTC which include mandatory industrial internships of six to eight weeks for the engineering and technology students, the impact of such initiatives is limited due to multiple factors. Another initiative of HEC to strengthen university academia linkage is the establishment of the Office of Research, Innovation, and Commercialization (ORICs) in universities. However, the effectiveness of this initiative has not been successful at the desired level as in many universities, ORICs operate with limited staff and resources, while directors of ORICs are usually on additional charges. Expecting a small office alone to build industrial linkages for an entire university is unrealistic. Currently, out of nearly 260 universities, only 95 universities have established ORICs. In the recent ORIC ranking of HEC, only seven of 95 universities achieved the top category, i.e. “W” category. One of the major unexplored reasons behind this fragile linkage between industry and academia is the limited or no industrial exposure of university teachers. Most university teachers move directly from their bachelor’s degrees into master’s and PhD programs. Through this route, such individuals may become academically qualified teachers, but this route does not make them professionals having knowledge of industrial practices, industrial standards, and industry-oriented innovations. In many cases, a teacher teaches an industrial system which he/she has never experienced. This approach may clear theoretical concepts of students, but such students will certainly struggle when they would face real- life industrial problems after their induction in industry. So why do our university teachers require industrial exposure in their field of research? The answer is simple. A teacher with industrial exposure brings his industrial experience into the classrooms, laboratories, projects, and discussions on daily basis. Industrial experience of such teachers would not only improve the technical understanding of students about various industrial systems but also enhance students’ problem-solving skills. It would further help students to understand industrial expectations. So how could universities help their faculty members to get industrial experience? This could be achieved through implementation of structured industrial placement/professional development programs under ORICs for university teachers particularly working in engineering, technology and applied sciences faculties. Under this program, university teachers can spend six months to twelve months in an industry related to their field of interest/research on a turn-by-turn basis. During this period, such faculty members will keep receiving their monthly salaries as usual. So, what will be the major benefits of this model? There will be significant improvement in the pedagogical skills of faculty members as they will be teaching with practical examples, industrial case studies and real-world problem-solving approaches. During their placement in the industry, faculty members would make connections with the industrial experts/managers/engineers which would help them in future to supervise industry-relevant research, secure collaborative projects and contribute to technology transfer. They would identify operational challenges requiring research-based solutions. Upon returning to universities, they can transform these challenges into student projects, postgraduate research topics and consultancy opportunities. This would help create a healthier research culture focused on solving local industrial problems. University graduates will have problem solving skills that are required by industry. Over time, this model would help bridge the trust deficit that exists between academia and industry. Admittedly, implementing such a policy would not be easy. Challenges such as shortage of faculty, and increased teaching workloads are genuine challenges. There are also cultural barriers within academia, where industrial experience is often valued less than traditional academic achievements. However, these barriers are manageable. HEC and professional bodies such as PEC, and universities can jointly develop and implement structured industrial placement programs for faculty members. The industrial experience can be recognized within promotion criteria of faculty members, accreditation frameworks and quality assurance standards. In the nutshell, to produce industry ready graduates, the industrial exposure of university faculty members is indispensable. Their industrial experience will result in a stronger academia-industry linkage which is essential for economic growth, innovation and technological progress. Until universities and industries begin working together more meaningfully, Pakistan will continue producing degrees faster than opportunities. Prof. Engr. Dr. Khuram Pervez Amber (CEng, MEI, PE, FHEA) The writer is serving as Director QEC at Mirpur University of Science and Technology, AJ&K.

Elon Musk’s SpaceX rocket has crashed into the Moon’s surface while travelling at a speed of 5,400 miles per hour while a telescope in Chile captured evidence of the impact. The European Southern Observatory’s (ESO) Very Large Telescope observed the impact on August 5 and detected colorful spectral lines of sodium and lithium gas. These were produced by clouds of lunar dust that were thrown up by the impact. The ESO telescope recorded the “chemical fingerprints” of the gas cloud which remained visible for around 5 to 10 minutes. The cloud was estimated to extend across dozens of kilometers. Experts had previously said that the impact could provide valuable data for future space experiments and help scientists analyze the effects of collisions involving human-made space debris. As NASA plans to establish a permanent human base on the Moon in the future understanding what happens when space debris strikes the lunar surface will be important. Impact site The impact occurred at a location on the Moon that is considered to be near the boundary between the sunlit and dark regions. When the impact sent clouds of dust into the air, they briefly became illuminated by sunlight. However, observing them with the naked eye from Earth was almost impossible. Although several satellites are currently orbiting the Moon, none was positioned at the time of the impact to directly observe it. The rocket fragment was approximately as tall as a five-story building and weighed around 4 tons. NASA’s Lunar Reconnaissance Orbiter and South Korea’s Korea Pathfinder Lunar Orbiter are being considered for photographing the impact site. These images could help determine how much damage was caused by the rocket although it may take several days to collect and analyze the information. It is worth noting that the SpaceX Falcon 9 rocket was launched in January 2025 and carried two landers toward the Moon. Its boosters returned to Earth while the upper stage continued carrying the landers toward the Moon.