This Paper proposes solutions to the problems that have resulted from the fact that most of the developing countries such as Pakistan have borrowed the higher education model from advanced countries, such as United States and Europe where already well developed infrastructures of education, high technology, economic, industrial, health among other are present. In these countries the 12th grade education is considered as basic education, which is perceived essential and is provided free of cost to every citizen, an it forms the basis and an integral part of higher education.
This paper stresses that the 12th grade education must be made essential for all citizens, and should be provided at no or at subsidized cost. The basic education makes the individuals vigilant, responsible, creative and productive as well as it is fundamental to the success and effectiveness of higher education.
In developing countries the quality of primary and secondary education (basic education) is poor as the teachers are poorly qualified, and the medium of teaching is in vernacular languages rather than in English. For uniformity in basic education, the medium of teaching must be in English, and the curricula must be revised to be compatible to those of advanced countries such as United States and Great Britain.
This paper points out that most of the developing countries must have an effective and rigorous university-industry relationship established to achieve the national objectives for advancing the frontiers of knowledge, producing the skilled and educated manpower, sustainable socio-economic development and growth.
It is discussed that the government agencies such as HEC in Pakistan is unfair in allocating the resources as it allocates substantial portion to Public Universities and very little to private Universities, even though all universities serve equally the educational needs of children of the same nation. Such disparities must be removed.
It is also discussed that Pakistan Engineering Council should be responsible for promoting, regulating and monitoring the applications of engineering principles and practices, but rather it is involved in controlling the quality of teaching, even though engineering degree is not a teaching degree, and teaching is not a utopia of exact science or engineering. Therefore, such anomalies must be corrected.