ANALYSIS OF “MASTERS DEGREE PROGRAMS” OFFERED BY KARDAN INSTITUTE OF HIGHER EDUCATION...

CHAPTER – ONE

Introduction

1.1. Background of the study

This study is solely conducted in relation with education

sector of Afghanistan, its history, current condition and

status, existing demand and challenges in the way of

education and necessary actions and measures to be taken

improvement and development in the view of competitive

atmosphere.

Education in Afghanistan includes K-12 (High School 12

Grade) that is supervised by Ministry of Education (MoE)

and Higher education (University education /

undergraduate degree) which is under supervision of

Ministry of Higher Education (MoHE).

Afghanistan has been unfortunate country over the

history. It has always been hunted by politics of

neighbor countries as well as other leading and powerful

countries for achieving and attaining their own

objectives and purposes. On the other hand it is

landlocked, no access to seaport which caused to be

dependent on neighboring countries and accept some sought

of their political influence for doing economic

activities. Afghanistan low economic condition caused to

remain adopting and following others rules and

regulations, rather than having its own. According to the

Human Development Index, Afghanistan is the 15th least

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developed country in the world. This is due to decades of

war and negligence of the international community. In the

same way, the education sector has remained weak and out

of date. It is not comparable even with neighboring

countries and countries in the region. The curriculum,

methodology and educational material used in both schools

and universities are 40 years old.

History of Secondary school in Afghanistan begins since

1903, when the Habibia High School was established by

King Habibullah Khan in Kabul. With the passage of time

people started approaching towards education sector which

caused increase in number of schools. Education was

improved under the rule of King Zahir Shah between 1933

and 1973 by making primary schools available to almost

half of the population who were younger than 12 years of

age; and by expanding the secondary school system in the

country. After the decades of war in late 2001

substantial international aid received to restore the

education system. Around 7,000 schools were operating in

20 out of 34 provinces by the end of 2003, with 27,000

teachers teaching 4.2 million children. By 2006, over 4

million male and female students were enrolled in schools

throughout the country. In spite of reopening of

government universities and establishment of many private

universities there have been significant obstacles and

problems to education in Afghanistan, many of which

resulted from lack of funding. The obstacles included,

planning curricula and school program which required

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significant amount of budget which comes from external

donors each year. Instability has been one of the great

problems and challenges over the past decade for Afghan

government in all areas. Based on a survey in 2007 60% of

students were studying in tents or other unprotected

structures, therefore some parents refused to let their

children attend schools in such conditions. Lack of women

teachers was another issue that concerned some parents,

especially in more traditionalist and remote areas.

Higher education history began in 1931 by laying down

footstone of Kabul University with the only faculty of

medical. Number of faculties has been increased with the

passage of time and significant improvements have been

incurred, such as registration of Kabul University in the

green book of UNESCO and its diploma is know at

international level.

Afghanistan higher education sector had considerable

progress and development as Afghan government established

Ministry of Higher Education in 1977 to regularize,

expand and develop Afghanistan’s institutions of higher

education. The ministry is paving the way for the

advancement of higher education in Afghanistan to an

international level; in addition it has a very important

role in many areas of organizing and directing the higher

education system. The ministry is responsible for

establishment of a national higher education curriculum,

special education programs, in-service training and

promoting further education for university faculty

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members. Ministry of Higher Education develops

partnership with international universities for two way

information exchange and to increase opportunities for

Afghans for scholarships of overseas studies. In recent

years the ministry has been witness of significant

improvements which include the establishment of a

national university credit system and online connection

with other universities.

Afghan higher education sector during past 10 years had a

capacity of absorbing only 20,000 students per annum,

while the number of high school graduate students

annually was more then 100,000. As per Afghan Ministry of

Higher education since past two years the situation has

become double, the higher education sector can accept

around 40,000 students with the number of students appear

in Entry Test are almost 200,000. It shows increase in

the demand for higher education with high rate, while

many private institutes are also operating since past

nine years.

Till year 2003 the Afghan higher education system

continued with only government universities and

institutes, there was no participation and involvement of

private sector. With the increased demand of higher

education and less capacity of government universities

and institutes, Afghan government realized the necessity

and significance of private institutions; hence in the

year 2003 it awarded permission to private institutes to

start their operation. The first institute that got

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registered was KARDAN. As the first institute it entered

into the private education sector with unique product and

could obtain market leadership up to a great extent.

KARDAN started with only two programs i.e. BBA (Bachelor

of Business Administration) and BCS (Bachelor of Computer

Science) with little number of students. KARDAN had

improvements over the period of time by increasing the

number of programs from two to five. Because of the

increased demand for higher education so many other

private institutes have also been established in Kabul.

Afterward the demand for higher education in private

institutes has increase in all over Afghanistan and

caused to expand the progression of private institutes to

provinces and the number of registered private institutes

with MoHE in the year 2012 reached up to more than 50.

The private institutes are operating under close

observation and control of Ministry of Higher Education.

They are following their own educational curriculums with

coordination of the ministry; and the certificates

provided by private institutes are to be verified and

endorsed by MoHE.

In Afghanistan so far the highest degree taught is the

bachelor. Neither governmental nor private universities

are offering Master or above education facilities except

American University (AUAF) and Iran Islamic University.

Students are going abroad to acquire graduate and post

graduate education through limited scholarships or

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personal finance which doesn’t satisfy the extensive

demand. Consequently, there is severe need for graduate

education program to be taught inside Afghanistan.

1.2. Problem Statement

Ideally, the mission of KARDAN institute is to play a

major role in the development of Afghanistan through

achieving academic excellence by attracting students with

outstanding intellectual abilities. Currently KARDAN

offers undergraduate and diploma programs which do not

fulfill the current time demand and need. If KARDAN

continues with the current program and does not initiate

graduate and post graduate programs, on one hand it is

not loyal with its mission and on the other hand other

private institutes will avail this opportunity as it is

severe need of Afghans.

Assessment of market for master program studies within

KARDAN undergraduate students has become essential, as

the requirement and necessity of this era is advance &

update knowledge and 21st century is era of knowledge and

information.

During the past decade there was utmost improvement in

the education sector, especially higher education. People

realized the importance of education in their

professional life as well as in social life. Master

degree could be acquired outside of Afghanistan. Some

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people avail the opportunity of scholarship coming

through Afghan government. which is insufficient in term

of numbers. Few people can achieve master degree through

personal finance which is not affordable for majority of

undergraduate students those wish to achieve.

As per the rough survey adopted in private institutes,

majority of students in private institutes are having

jobs during the day and in the evenings they are

studying. Keeping in consideration that most of the

students have got good positions at their jobs and are

keen to keep them, this reason will also prevent them

from going abroad for master studies. On the other hand

these students will be enthusiastic towards master

studies inside Afghanistan to acquire the degree, to

fulfill their needs and to retain their jobs. The above

mentioned reasons justify and validate high demand for

master program studies inside Afghanistan.

Additionally, Kabul being the capital city of Afghanistan

is having maximum government, NGO and private sector

offices in comparison to the provinces. People living in

Kabul have more access to education and other living

facilities as compare to people of provinces and other

remote areas. During past years population in Kabul has

been increased up 6 million rapidly.

From the above reasons it is vivid and obvious that, it

is a great opportunity for KARDAN to offer master program

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and maintain its position as monopolist in the private

education sector in Afghanistan.

1.3. Objective of the studyThe objectives of the study are on the basis of reality

considering the environment; likelihood, challenges, and

feasibility of higher education in private institutes

specifically post studies for undergraduate students. The

main objectives of the study are as follows:

i. To analyze market and its capacity among KIHE

students for initiating Master program by the

institute

ii. To determine students’ views and

satisfaction/contentment level from the institute as

well as their expectation and demands

iii. To reveal the extent of students’ enthusiasm towards

education continuance

1.4. Significance or Rational of the StudyThis study is specifically designed for KARDAN institute

of higher education to determine demand for master

studies program at present as well as for future. In

addition it also could be used by other private

institutes operating currently in Afghanistan especially

in Kabul to know about students’ expectations and hidden

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problems in the field of higher education in private

sector.

1.5. Overview of all chapters

Chapter One: – Introduction

This chapter includes Introduction to the

report i.e. the background and history of

education in Afghanistan, which includes

information regarding both Secondary and

Higher Education, problem statement,

objectives & significance of the study.

Chapter Two: – Literature Review

This chapter contains information regarding

current situation of education in

Afghanistan, as well as improvements in

education. Furthermore, it includes KARDAN

institute history, vision, and mission and

KARDAN leadership intension to start master

program studies. In addition it cites about

the institute’s capacity as well as obstacles

and challenges in the way of implementation

of the plan.

Chapter Three: – Methodology

This chapter covers research design,

population and sample size, data collection

methods and procedure, procedures used,

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source of the data, limitation & constrains,

scope of the study, data analysis and

interpretation & presentation.

Chapter Four: – Data analysis and Discussions

This chapter is comprised of analysis of the

collected data for the study and discussing

several aspects of findings from different

dimensions within scope of the study.

Chapter Five: – Recommendations and Conclusion

Last chapter of the study is comprised from

conclusion of the study and highlighting

certain factor and providing recommendation &

suggestions about the problem in the light of

analysis performed on the collected data and

their findings

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CHAPTER – TWO

Literature Review

2.1 Education history in Afghanistan

Education has long precedent in Afghanistan since 19th

century during Amir Abdul Rahman Khan ruling age before

Afghanistan independence. Afterward in 1903 the Habibia

High School was established by King Habibullah Khan in

Kabul and officially started its operation. With the

spreading awareness regarding education all over the

country, many people leaned and turned to education. With

the passage of time and approaching of people towards

education sector, numbers of schools have been increased.

Education was improved under the rule of King Zahir Shah

between 1933 and 1973 by making primary schools available

to almost half of the population who were younger than 12

years of age and by expanding the secondary school system

in the country. After the decades of war in late 2001

substantial international aid received to restore the

education system. Around 7,000 schools were operating in

20 out of 34 provinces by the end of 2003, with 27,000

teachers teaching 4.2 million children. By 2006, over 4

million male and female students were enrolled in schools

throughout the country. In spite of reopening of

government universities and establishment of many private

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universities there have been significant obstacles and

problems to education in Afghanistan, many of which

resulted from lack of funding. The obstacles included,

planning curricula and school program which required

significant amount of budget which comes from external

donors each year. Instability has been one of the great

problems and challenges over the past decade for Afghan

government in all areas. Based on a survey in 2007 60% of

students were studying in tents or other unprotected

structures, therefore some parents refused to let their

children attend schools in such conditions. Lack of women

teachers was another issue that concerned some parents,

especially in more traditionalist and remote areas.

2.2 Current obstacles & challenges for education inAfghanistan

Furthermore, there have continuously been obstacles and

problems which intensely threaten the recently developed

education system in Afghanistan. Some of the prominent

and major challenges could be highlighted as:

2.2.1 ViolenceAfghanistan is one of the worst affected countries by

violence against schools, with 670 incidents of attacks

on education in only one year (2008). Violence on

students have prevented close to 5 million afghan

children from attending school in year 2010. In terms

of death rates, Afghanistan had 439 teachers, education

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employees and students killed in 2006-9, one of the

highest in the world.

2.2.2 Teacher's credentialsSince the Taliban regime was collapsed in 2001, up to 6

million girls and boys started attending school. In

2012, the supply of students far exceeded the pool of

qualified teachers. According to statistics provided by

the Ministry of Education, 80 percent of the country’s

165,000 teachers have achieved the equivalent of a high

school education or did not complete their post-

secondary studies.

2.2.3 Extremist curriculumSince the toppling of the Taliban regime, under the

combined efforts of Afghan and international experts,

the curriculum has been changed from extremist Islamic

teachings to one relatively better with new books, and

better training. Yet, there still remains no standard

curriculum for secondary school textbooks and high

school textbooks remain unfortunately inadequate in

number and content.

2.2.4 InfrastructureIn 2012, there were insufficient schools. Around 4,500

schools are being built according to a recent

government report. 40 percent of schools were conducted

in permanent buildings. The rest held classes in the

UNICEF shelters or were "desert schools" with students

and teachers gathering in the desert near a village.

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2.2.5 Child laborIn 2007, more that half of the population of

Afghanistan was under the age of 18. UNICEF estimates

that close to a quarter of Afghan children between the

ages of seven and fourteen were working. In rural

areas, the problem is worse and there are more girls

working than boys. This disrupts children’s education

and possibly prevents them from schooling completely.

2.3 Improvements & achievements in education duringrecent decade Besides so many obstacles and problems, the following

achievements were made in education sector during last

decade:

Between 2001 and 2010, primary school enrolment rosefrom around 1 million to nearly 7 million (asevenfold increase in eight years) and theproportion of girls from virtually zero to 37%.

The number of teachers in general education hasrisen sevenfold, but their qualifications are low.About 31% are women.

Since 2003, over 5,000 school buildings have beenrehabilitated or newly constructed. Just over 50% ofschools have usable buildings.

Nearly 7 million children are enrolled in schools ,around 37% or 2.5 million of them are girls;

Over 4,500 school buildings constructed with activecommunity involvement to provide better and saferlearning environments;

An over eight-fold increase in the number ofteachers to 170,000 (30% female);

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Teacher Training Centers (TTCs) have increased from4 to 42 – at least one per province with male andfemale boarding facilities (38% female).

Over 100,000 students graduated from grade 12 in

2011/1390 (26% female)

Based on the information released by UNICEF in November

2011, some update information regarding education in

Afghanistan is as follows:

Adult literacy rate (15+ years) 39 %

Adult female literacy rate (15+ years) 13 %

Number of total schools, Grade 1-12 12,740

Number of community-based schools 3,843

Number of primary school teachers 170,000

Number of female teachers 51,000

Primary and secondary students 7.3 million (4.6million boys, 2.4million girls)

2.4 KARDAN History

With a rapidly growing economy and ever expanding

frontiers of knowledge and technology, Afghanistan stands

at the point of economic take-off. Consequently, there is

a very high demand for skilled and motivated human

resource. KARDAN Institute of Higher Education with its

progressive and innovative outlook and a multi-

disciplinary character is emerging as a centre of

excellence for training and development.

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In 2003a higher education institute was established,

which then brought an evolution in the higher education

of Afghanistan, and changed the lives of thousands of

individuals and families.

KIHE gets its name from a Dari word, which means

professional, and the logo portrays the name in Dari. The

name clearly and simply explains the vision, to graduate

professionals. All the staff members at KIHE clearly

understand this vision and they all put exceptional

efforts in making professionals from every single

student. The students have also realized the fact that

KIHE is the place where they can become professionals;

therefore, it makes it the dream of every Afghan citizen

to be a part of KIHE.

KIHE began its operation in a small classroom with 15

students, in a country, where privatization in higher

education was being experienced for the first time, and

now it has become the biggest and leading private higher

education institute in the country.

KIHE offers high quality and yet accessible higher

education in the disciplines of management sciences,

information technology, engineering and social sciences

at under graduate and diploma level. KIHE strives to

remain as the leading Institute in Afghanistan, and

emerge among the top leading universities of the world.

KIHE’s objectives are high and the approach is positive.

With a carefully worked out road-map, a mission oriented

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approach and an excellent blend of high quality faculty

and available resources, this Institute is well poised to

play a significant role in the development of human

resource capital in Afghanistan. KIHE’s doors will be

always open to talented national and international

students, and will welcome enterprising and research

oriented scholars to join our faculty.

2.4.1 KARDAN VisionOur vision is to be a 21st century academic institute

whose research, service, and graduates provide a

foundation of leadership for Afghanistan and the world.

We pursue our vision in the belief that our academic

network founded in excellence, integrity, and innovation

with a distinctive commitment to ethics, tolerance, and

social responsibility, which engages with the society and

as a change agent for economic growth and development and

it will go a long way in producing a new generation of

leaders and entrepreneurs in a complex domestic and

global environment.

2.4.2 KARDAN Mission KARDAN Institute of Higher Education aspires to play a

major role in the development of Afghanistan and achieve

academic excellence through unparalleled teaching,

holistic education and civic engagement in line with the

cultural heritage, Islam, and latest trends and

technologies, aimed at bringing drastic change in the

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behavior, attitude and skills of the Afghans. To achieve

this, we:

Offer diverse undergraduate and diploma programs based on

curriculum that are in line with the varying management

trends.

Provide exceptional faculty that aim to advance

management theory and practice by analyzing knowledge

through learning, research, classroom application, and

service in public and private sectors.

Attract students with outstanding intellectual abilities

who are dedicated to personal as well as social and

economic development of Afghanistan.

2.5 KARDAN management intension and planning

Taking into account constantly increased demand for

higher education in Afghanistan over past 5 years, KARDAN

institute management intended to initiate Master Study

Program opportunity for Afghans. The management has

already been passed through some necessary steps. The

steps include negotiation with Ministry of Higher

Education obtaining sanction from Ministry of Higher

Education (MoHE) for offering Master Program, arrangement

for necessary resources such as teachers, making

curriculum, classrooms etc.

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(Dr. Sayed Umar Farooq, Vice Chancellor Academic KARDAN

institute, personal communication, December 26, 2012) and

(Mr. Murtaza Massod Niazi, Dean BBA & Economics KARDAN

institute, personal communication, December 26, 2012)

Currently round about 5,000 students are studying BBA,

BCS, BSc.E, LLB and Engineering faculties. 50% of the

students are in BBA faculty and the remaining 50% are

divided in rest of faculties. On regular basis the

institute graduated students as well as students

graduated from public and private universities are asking

for Master Studies Program starting. The management

priority and market demand is to start Master studies in

Business Administration, Laws and Engineering. The

institute management is in negotiation with Ministry of

Higher Education (MoHE) about starting Master Studies

Program, terms/conditions, criteria and rules set-out by

the ministry. KARDAN institute has capacity to offer and

well manage Master Studies Program as curriculum/course

outline is prepared, qualified professors and other

relevant resources are available without any difficulty.

In the initial results from negotiation with Ministry of

Higher Education, the ministry somehow agreed to award

the approval to KARDAN institute for only 40 students at

a time but the institute is insisting on a minimum of 200

students.

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2.6 Feasibility

The competitive advantage and good point of KARDAN

institute is that, it entered as the first private

institute in Afghanistan higher education sector,

captured maximum portion of the market, by providing

quality education gained good image and market leadership

and during past ten years period it could maintain it

very well. By providing good quality education, KARDAN

earned very good name and trust among Afghans, as their

students (Graduate and non-graduate) working in

organizations are performing well as compare to other

institutes students, therefore, most of the people have

good opinion about it.

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CHAPTER – THREE

Methodology

3.1 Procedure

The intention of this chapter is to discuss and

illustrate the research methodology used for this project

report and the data collected.

The main aim of this project report is to investigate and

explore market and its strength for master studies

program offered by KARDAN particularly amongst its

undergraduate students. Meanwhile, this study is

conducted to know students’ satisfaction level with

KARDAN institute, and find out areas where students

propose and suggest changes and improvements.

This research essentially carried out based on primary

data collected from KARDAN administration through

personal interviews and from students through detailed

questionnaire as well as through personal visit and

discussions to know about their perceptions, views,

demands and willingness. In addition, information

regarding education history in Afghanistan and some

recent statistics and figures collected from Ministry of

Education and Ministry of Higher Education of Afghanistan

through interviews as well as from their web-sites

through internet.

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3.2 Population and SampleThe researcher used simple-random-probability sampling

method for the study. The population of the study

comprised of students from all departments studying

bachelor program in KARDAN institute of higher education.

Number of the target population is almost 5,000, out of

the total population 250 students were taken as sample

for the study. Among the five faculties at KARDAN, 50

students per faculty were distributed questionnaire to

concede a sample of 500 respondents.

3.3 Data Collect Tools (Instruments)This study is too much specific and definite about KARDAN

institute; keeping this factor in mind the researcher

used the following methods and tools to collect data:

3.3.1 InterviewsTo collect accurate and relevant information about the

study, the researcher personally visited officials at

KARDAN institute Dr. Sayed Umar Farooq, Vice Chancellor

Academic KARDAN institute and Mr. Murtaza Massod Niazi,

Dean BBA & Economics KARDAN institute.

In addition the researcher visited Ministry of

Education and Ministry of Higher Education and

discussed with government official various factors from

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different dimensions and aspects to better explore and

highlight useful information.

3.3.2 Questionnaire Primary data was collected using structured open and

self-administered questionnaire. The researcher felt

that the respondents had enough knowledge about the

current situation and somehow about future. The

dichotomous, category and likert scales questions were

used to measure perception, attitude, values and

behavior, to help minimize subjectivity and make

possible use quantitative analysis. The respondents

were to check one of the offered five fixed alternative

expressions such as strongly disagree, agree, neutral,

disagree and strongly disagree comprising of a field.

In this five point continuum, values 1, 2,3,4,5, were

assigned.

The questionnaires were distributed directly to the

respondent through the researcher personal visits. The

senior management officials of KARDAN institute were

convinced easily to provide accurate and realistic

information, so that the result and findings of this

research could be helpful in decision making in this

regard. KARDAN institute senior management official

were questioned regarding their planning and intention

about issues, factors, obstacles & problems that affect

and influence their decision.

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The questionnaire was developed and consisted of two

major parts:

The first part questions were to obtain information

about the respondents such as gender, age, marital

status, employment status, the field of study,

educational goal, the source of financial support etc.

and nominal measurement scale were used. The second

part questions were designed to seek out the

satisfaction and contentment of the students from

KARDAN institute current situation and conditions. In

the meantime, second part included questions to

investigate about the respondents' perceptions,

expectations, and changes they suggested and

recommended for further betterment and improvement of

the KARDAN institute position, interval measurement

scale were used.

3.3.3 ObservationThis was another approach used to collect information

about the study by researcher’s personal visits through

observation, talking in person with students and

discussing about some additional factors other than

mentioned in the questionnaire to find out more and

more about the study.

3.4 Limitations of the StudyThe major constraints of this study were:

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3.4.1 Time factorDue to the fact that the time spotted and allocated for

this study was short, the researcher was compelled to

take a case of master degree program only among KARDAN

students. This however made the research reliable and

valid results.

3.4.2 Financial constraintsLack of sufficient funds also had its contribution in

the restriction in the scope of this study. The

researcher however, engaged the use of his personal

savings and went for cost effective data collection

tools and methods to cut on costs.

3.4.3 Lack of cooperationThe researcher encountered a lot of resistance while

carrying out this study due to the fact that the topic

under study touched on the sensitive issues such as

secret and confidential information. In addition, some

departments at ministry of education and higher

education did not have willingness to provide data or

they did not have update data in this regards. The

researcher overcame this limitation by accompanying

each questionnaire with a paragraph informing

respondents’ that the research study was purely for

academic purposes and that the responses given would be

treated with utmost confidentiality between the

researcher and the respondent.

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Beside the subject matter was clearly explined to the

respondents (students) for filling the questinnaire,

even then the respondents were not convinced to

cooperate in the process and some cases they deny

filling the quesitonnaire.

3.5 Scope of the StudyThe research that conducted particularly covers Master

Program Studies offered by KARDAN and the data which is

used typically belongs to KARDAN institute and

Afghanistan education sector. Most figures and statistics

are taken from KARDAN institute, Ministry of Education

and Ministry of Higher Education.

3.6 Data Analysis, Interpretation and PresentationExploratory data analysis (EDA) method used by researcher

for this study. The returned questionnaires were checked

for consistency and the correct ones were coded. Data

analysis involved exploratory statistics such as

percentages and frequencies; the output was in form of

tables, charts and graphs. Interpretation was done to

allow for findings and recommendations.

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CHAPTER – FOUR

Analysis and findings

4.1 Analysis and findings

Table – Gender of respondents

Frequency Percent CumulativePercent

Male 214 85.6 85.6Female 36 14.4 100.0Total 250 100.0

Chart – Gender of respondents

Sample of 250 respondents is represented by 214 male and

36 female students that is 85.6% and 14.4% students

respectively.

In Afghanistan half of the population is comprised from

female, while their contribution among the respondents

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and in KARDAN institute as whole is very less and

inconspicuous. Generally in Afghanistan there are so many

constrains and problems for female to participate in

society and social affairs. KARDAN institute should

assess, and take necessary measures to provide safe and

peaceful environment for female students so that they can

feel comfortable and get encouraged to come for

education. This way KARDAN institute can increase number

of students and enhance their contribution among private

education sector. Table – Marital Status of respondents

Frequency Percent Cumulative

PercentSingle 191 76.4 76.4Married 59 23.6 100.0Total 250 100.0

Chart – Marital Status of respondents

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Among 250 respondents 191 were single i.e. 76% and 59

respondents i.e. 24 % were married. However this factor

does not directly influence decision making of the

students, but even then as the living system in

Afghanistan is collectivism and mostly the decision

making lies in the hand of elder family members such as

married ones, therefore it affects somehow indirectly the

result.

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Table – Age of respondents


Percent15-20 62 24.8 24.821-25 114 45.6 70.426-30 46 18.4 88.831& Above 28 11.2 100.0Total 250 100.0

Chart – Age of respondents

Age analysis of the sample evidenced that 62 respondents

representing 24.8 % of total sample are in the range of

15 – 20 years, 114 respondents representing 45.6 % of

total sample are in the range of 21 – 25, 46 respondents

representing 18.4 % of total sample are in the range of

26 – 30, and 28 respondents representing 11.2 % of total

sample are in the range of 26 – 30.

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Age also has effect on decision making in Afghanistan.

Normally here youngs above 20 are deemed as mature and

have some freedom in their lives, while teen agers below

20 years cannot make their decision.

In the above analysis only 24.8 % of the respondents are

in range of 20 and below, while 75.2 % with a great

difference is above 20. Therefore, the information

provided by the respondents are quite realistic for

making decision by KARDAN institute regarding Master

Studies Program.

Table – Employment status of respondents


PercentEmployed 151 60.4 60.4Unemployed 61 24.4 84.8Personal

Business

38 15.2 100.0

Total 250 100.0

Chart – Employment status of respondents

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Out of the 250 respondents, 151 are employed representing

60.4 % of the sample, 61 are unemployed representing 24.4

% and 38 are involved in their personal businesses

representing 15.2 % of sample.

If we see to income, it is one of the factors which have

direct impact or relation with decision making. If a

person is having income source, then he/she can decide

easily about its education or any other necessary

spending. But if a person is having willingness and

tendency to continue its education with no income or

money, then the tendency and willingness remain only a

desire or wish.

In the above analysis, it is found that only 24.4 % of

the respondents are unemployed, on the other hand a great

percentage of 75.6 are either employed or engaged in

their personal business, it means no tension for fee

payment and easy to decide.

32

Table – Program you are studying


PercentBBA 50 20.0 20.0BCS 50 20.0 40.0BSc.

Economics

50 20.0 60.0

LLB 50 20.0 80.0Engineering 50 20.0 100.0Total 250 100.0

Chart – Program you are studying

KARDAN institute currently offers bachelor program in the

above mentioned five departments. An equal sample size of

50 students per department have been selected and

implemented. The intension was to know about preference

33

of the different departments students towards Master

Program Studies that will support and facilitate KARDAN

institute to select appropriate program which is as per

the majority students’ expectation and demand.

34

Table – What is your ultimate educational goal?


PercentBachelor 30 12.0 12.0Master 125 50.0 62.0MS / M.Phil 47 18.8 80.8PHD 48 19.2 100.0Total 250 100.0

Chart – What is your ultimate educational goal?

In the responses regarding ultimate educational goal,

answer of 30 respondents was Bachelor Degree which is 12

% of the sample, 125 respondents answer was Master Degree

which is 50 % of the sample, 47 respondents answer was

MS/M. Phil Degree which is 18.8 % of the sample and 47

35

respondents answer was PHD Degree which is 19.2 % of the

sample.

From the above information it is clear that 88 % a

significant percentage of the respondents (students) want

to further continue their education and it is strong

indication that KARDAN institute can initiate the

program.

36

Table – What is the source that supports you

financially for your studies?


PercentFamily 105 42.0 42.0Salary 86 34.4 76.4Organization 28 11.2 87.6Personal Business 31 12.4 100.0Total 250 100.0

Chart – What is the source that supports you financially for your studies?

Out of 250 respondents, 105 respondent representing 42 %

of the sample were supported financially by their

families, 86 respondent representing 34.4 % of the sample

were supported through their own pay, 28 respondent

37

representing 11.2 % of the sample were supported by

organization where they work and 31 respondents

respondent representing 12.4 % of the sample had their

personal business.

Among the respondents, 42% rely on and are supported by

their families while 58% financial support is through

their own earnings. This 58% indicates that majority of

the students are independently financially and have

freedom of choice and selection and will definitely go

for Master Studies Program and their choice will be

KARDAN institute.

Table – Are you satisfied with KARDAN institute and

want to continue your current bachelor education


PercentYes 242 96.8 96.8No 8 3.2 100.0Total 250 100.0

Chart – Are you satisfied with KARDAN institute and want to continue your current bachelor education

38

Satisfaction analysis shows that 242 respondents out of

250 are satisfied with the Bachelor program i.e. 96.8 %

of the sample and only 8 respondents are unhappy with the

bachelor program offered by the institute i.e. 3.2 % of

the sample.

Satisfaction and contentment of the students from

bachelor programs offered by KARDAN in five different

faculties are utmost important for its current position

stability and further progression and development as

well as decision making about Master and higher degrees.

39

Table – How would you classify KARDAN’s reputation and

credibility among private educational institutes in

Afghanistan?


PercentExcellent 128 51.2 51.2Good 79 31.6 82.8Fair 41 16.4 99.2Not effective 1 .4 99.6Poor 1 .4 100.0Total 250 100.0

Chart – How would you classify KARDAN’s reputation and credibility among private educational institutes in Afghanistan?

128 respondents representing 51.2 % of the sample

strongly voted that the institute has good image,

reputation & credibility among private institutes in

Afghanistan, 79 respondents representing 31.6 % of sample

40

agree with the good image of the institute, 41

respondents representing 16.4 % are satisfied with the

institute and rink the reputation of the institute fair,

4 respondents representing 0.4 % assume not effective

whereas same number of respondents rink the institute

image poor among other private institutes Afghanistan.

As a basic result, 92.2 % of the respondents out of 250students sample assume that KARDAN has good image amongprivate educational institutes in Afghanistan.

41

Table – Bachelor program brought significantimprovements in my professional life.


PercentStrong 121 48.4 48.4Medium 91 36.4 84.8Neutral 37 14.8 99.6Not effective 1 .4 100.0Total 250 100.0

Chart – Bachelor program brought significant improvements in my professional life.


strongly agree that higher education had strong effect

and significant improvement in their professional lives,

91 respondents representing 36.4% of the sample also

agree that starting and continuing higher education

somehow affected their professional lives in positive

direction, 37 respondents representing 14.8 % of the

42

sample stated that there were not much effect on their

professional lives due to starting higher education, and

1 respondent representing 0.4. % of the sample stated

that there were no effects on their professional lives

because of starting higher education.

As a summary, 84.8 % of the respondents agree that there

were improvement, promotion, advancement and progress in

their job and business environment.

43

Table – Impact of higher education on my economic status

(Earning, salary etc.).


PercentStrong 115 46.0 46.0Medium 114 45.6 91.6Neutral 16 6.4 98.0Not effective 3 1.2 99.2Poor 2 .8 100.0Total 250 100.0

Chart – Impact of higher education on my economic status (Earning, salary etc.).

115 respondents representing 46 % of the sample strongly

agree that higher education had strong and direct impact

on their economic status, 114 respondents representing

45.6% of the sample neutrally agree that education

somehow affected their economic status in positive

direction, 3 respondents representing 1.2 % of the sample

44

stated that there were no impact on their economic status

due to starting higher education, and 2 respondent

representing 0.8. % of the sample stated that there were

no effects on their economic status because of starting

higher education.

As a summary, 98 % of the respondents agree that therewere impact and changes in their economic activities suchas salary increments, more earnings and businessdevelopment and improvement.

45

Table – Effect of higher education on my social lifeimprovement


PercentStrong 143 57.2 57.2Medium 99 39.6 96.8Neutral 7 2.8 99.6Poor 1 .4 100.0Total 250 100.0

Chart – Effect of higher education on my social life improvement


strongly agree that higher education had strongly

improved their social lives, 99 respondents representing

39.6 % of the sample neutrally agreed that starting and

continuing higher education affected their social lives,

46

7 respondents representing 2.8 % of the sample stated

that there were not much effect on their social lives due

to starting higher education, and 1 respondent

representing 0.4. % of the sample stated that there were

no effects on their social lives because of higher

education.

As a summary, 96.8 % of the respondents agree that atleast there were by some means good changes andimprovements in their attraction with people in thesociety.

47

Table – Higher education had good impact on my attitudeand behavior change


PercentStrong 137 54.8 54.8Medium 106 42.4 97.2Neutral 7 2.8 100.0Total 250 100.0

Chart – Higher education had good impact on my attitudeand behavior change


strongly agree that higher education had impact on their

attitude and behavior change, 106 respondents

representing 42.4 % of the sample also agreed that

starting and continuing higher education caused to change

48

their attitude and behavior, and 7 respondents

representing 2.8 % of the sample stated neutrally that

there were neither positive nor negative change in their

attitude and behavior change due to starting higher

education.

As a summary, 97.2 % of the respondents agree that their

attitude and behavior positively changed due to starting

and studying higher education in institute.

49

Table – How did you come to know about KARDAN

institute?


PercentAdvertisement 24 9.6 9.6Family 49 19.6 29.2Friends 108 43.2 72.4Colleagues 27 10.8 83.2Search 42 16.8 100.0Total 250 100.0

Chart – How did you come to know about KARDAN institute?

24 respondents representing 9.6 % of the sample came to

know about KARDAN institute through advertisement, 49

respondents representing 19.6 % of the sample came to

know about KARDAN institute by their families, 108

50


know about the institute through their friends, 27

respondents representing 10.8 % came to know about KARDAN

institute through their co-workers and colleagues and 42


know about KARDAN institute through their personal

search.

As a result, only 9.6 % of the sample have got

information about KARDAN institute through advertisement,

the rest have got awareness regarding KARDAN through,

their families, friends or colleagues.

Table – What is your opinion regarding advertisement

activities of KARDAN on public awareness and admission

decision


PercentExcellent 26 10.4 10.4Good 43 17.2 27.6Moderate 66 26.4 54.0Not effective 57 22.8 76.8Poor 58 23.2 100.0Total 250 100.0

51

Chart – What is your opinion regarding advertisement activities of KARDAN on public awareness and admission decision

26 respondents representing 10.4 % of sample ranked

KARDAN advertisement activities excellent, 43 respondents

representing 17.2 % of sample ranked good, 66 respondents

representing 26.4 % of sample ranked fair, 57 respondents

representing 22.8 % ranked not effective, while 58

respondents representing 23.2 % of sample ranked poor.

As a primary result 46 % of the 500 students sample

ranked KARDAN advertisement activities impact poor and

not effective on public awareness and admission decision.

52

Table – What do you think of KARDAN Fee?


PercentVery High 137 54.8 54.8High 110 44.0 98.8Moderate 2 .8 99.6Low 1 .4 100.0Total 250 100.0

Chart – What do you think of KARDAN Fee?

Fee structure was divided into very high, high, moderate

and low categories. 137 respondents representing 54 % of

sample ranked KARDAN institute fee very high, 110

respondents representing 44 % ranked high, 2 respondents

representing 0.8 % of sample ranked moderate, whereas

53

only 1 respondent representing 0.4 % of the sample ranked

KARDAN tuition fee low.

As a summary 98.8 % of the respondents of 500 student

sample ranked KARDAN tuition fee either very high or

high.

54

Table – KARDAN should revise and decrease the tuition

fee for Bachelors as well as for Master programs.


PercentStrongly Agree 160 64.0 64.0Agree 76 30.0 94.0Neutral 4 2.0 96.0Disagree 8 3.0 99.0Strongly Disagree 2 1.0 100.0Total 250 100.0

Chart – KARDAN should revise and decrease the tuition fee for Bachelors as well as for Master programs.

160 respondents representing 64 % of sample strongly

agreed to revise and decrease the tuition fee by KARDAN,

76 respondents representing 30 % of sample simply agreed

to decrease tuition fee, 4 respondents representing 2 %

of sample remained neutral regarding fee structure

revision and decrease, surprisingly 8 respondents

55

representing 3 % of the sample are disagree with fee

decrease and only 2 respondents representing 1 % of the

sample are strongly disagree with fee structure revision

and decrease by KARDAN institute.

As a result 94 % of the 500 students sample wants that

KARDAN institute to revise and decrease tuition fee in

the view of Afghans’ poor economic situation.

56

Table – Majority of students are happy with the

Bachelor programs offered by KARDAN currently.


PercentStrongly Agree 43 17.2 17.2Agree 120 48.0 65.2Neutral 77 30.8 96.0Disagree 8 3.2 99.2Strongly Disagree 2 .8 100.0Total 250 100.0

Chart – Majority of students are happy with the Bachelor programs offered by KARDAN currently.

43 respondents representing 17.2 % of sample are strongly

agree that majority of students are happy with bachelor

program currently offered by KARDAN institute, 120

respondents representing 48 % of sample simply agree with

57

the statement, 77 respondents representing 30.8 %

remained neutral, 8 respondents representing 3.2 % of

sample are disagree with the statement, while 2

respondents representing 8 % of the sample are strongly

disagree.

In analysis of students’ satisfaction from KARDAN current

bachelor program, however there were some

dissatisfaction, but the contribution and percentage of

satisfied students are greater that is 65.2 %.

Table – KARDAN’s educational system and principles meet

the international standards.



Chart – KARDAN’s educational system and principles meetthe international standards.

58

Assessing students’ view about the question that, whether

KARDAN institute education system and principles are as

per international standards, 39 respondents representing

15.6 % of sample are strongly agree with the statement,

151 respondents representing 60.4 % of sample are simply

agree, 41 respondents representing 16.4 of sample


sample are disagree with the statement, while 6

respondents representing 2.4 % of sample are strongly

disagree with the above statement.

As a result, 76 % of 500 students sample agree and accept

that KARDAN institute educational system and principle

are as per international standards.

59

Table – KARDAN can teach and manage the Masters Degree

program with its current professors



Chart – KARDAN can teach and manage the Masters Degree program with its current professors

67 respondents representing 26.8 % are strongly agree

that KARDAN institute can teach and manage the Masters

Degree program with its current professors, 130

respondents representing 52 % of sample are simply agree

with the statement, 21 respondents representing 8.4 % of

sample remained neutral, 17 respondents representing 6.8

60

% of sample are disagree while 15 respondents

representing 6 % of sample are strongly disagree that

KARDAN institute can teach and manage the Masters Degree

program with its current professors.

As a primary result 78.8 % of 500 students’ sample agree

and accept the statement based on their personal

experience with the teachers, however there were some

disagreement with the statement but its role is less as

compare to agreement.

Table – It is recommended to bring in more qualified

and experienced professors for Master program



Chart – It is recommended to bring in more qualified and experienced professors for Master program

61

60 respondents representing 24 % of sample strongly agree

that KARDAN institute should bring in more qualified and

experienced professors for Master program, 61 respondents

representing 24.4 % of sample simply agree with the

statement, 76 respondents representing 30.4 % of sample


sample disagree with the statement, and 6 respondents

representing 2.4 % of sample strongly disagree with the

statement.

As a primary result 48.4 % of 500 students sample agree

and accept that KARDAN institute should bring in more

qualified and experienced professors for Master program

while 51.6 % of the sample disagrees with the statement.

62

Table – KARDAN’s current location and campus is

suitable for Masters Program studies.



Chart – KARDAN’s current location and campus is suitable for Masters Program studies.

57 respondents representing 22.8 % strongly agree that

KARDAN institute current location and campus is suitable

for Masters Program studies, 80 respondents representing

32 % of sample agree with the statement, 41 respondents

63

representing 16.4 % of sample remained neutral, 61

respondents representing 24.4 % of sample disagree with

the statement, and 11 respondents representing 4.4 % of

sample strongly disagree that KARDAN institute current

location is suitable for Master studies program.

64

Table – Would you suggest change in its current

location/campus



Chart – Would you suggest change in its current location/campus

43 respondents representing 17.2 % of sample are strongly

agree that KARDAN institute should change campus location

for Master studies program, 58 respondents representing

65

23.2 % simply agree with the statement, 97 respondents


respondents representing 17.6 % disagree with the

statement, and 8 respondents representing 3.2 % of sample

are strongly disagree that KARDAN institute should change

campus location for Master studies program.

66

Table – KARDAN’s teaching methodologies are the best

and as per the international standards and can manage

Master program studies



Chart – KARDAN’s teaching methodologies are the best and & as per the international standards and can manage Master program studies

32 respondents representing 12.8 % of sample strongly

agree that KARDAN institute teaching methodologies are

the best and can manage Master Program Studies, 108

respondents representing 43.2 % of sample also agree the

67

statement, 80 respondents representing 32 % of sample


sample strongly disagree with the statement, and 6

respondents representing 2.4 % of sample strongly

disagree the above statement.

As a primary result 56 % of 500 students sample agree and

accept that KARDAN institute teaching methodologies are

the best, workable and can manage Master Program Studies.

68

Table – KARDAN should change and revise its teaching

methodology



Chart – KARDAN should change and revise its teaching methodology


agree that KARDAN institute should change and revise its

teaching methodology, 47 respondents representing 18.8 %

of sample simply agree the statement, 81 respondents

69


respondents representing 34 % of sample disagree with the

statement, and 8 respondents representing 3.2 % of sample

strongly disagree with the statement.

70

Table – We are satisfied with KARDAN’s current

examination system.



Chart – We are satisfied with KARDAN’s current examination system.


agree that they are satisfied with KARDAN’s current

examination system, 86 respondents representing 34.4 % of

sample simply agree with the statement, 75 respondents

71

representing 30 % of sample remained neutral, 31



sample strongly disagree with the above statement.

72

Table – KARDAN should change the examination system



Chart – KARDAN should change the examination system

60 respondents representing 24 % of sample strongly agree

that KARDAN institute should change the examination

system, 86 respondents representing 34.4 % simply agree

with the statement, 68 respondents representing 27.6 % of

sample remained neutral, 17 respondents representing 6.8

% of sample disagree with the statement, and 18

73

respondents representing 7.2 % of sample strongly

disagree with the above statement.

74

Table – KARDAN’s current setup, structure and systemmeets the requirements of Masters Degree program studies.



Chart – KARDAN’s current setup, structure and system meets the requirements of Masters Degree program studies.


agree that KARDAN institute current setup, structure and

system meets the requirements of Masters Degree program

studies, 108 respondents representing 43.2 % of sample

also simply agree with the statement, 50 respondents

75

representing 20 % of sample remained neutral, 32

respondents representing 12.8 % of sample simply disagree

with the statement, and 34 respondents representing 13.6

% of sample strongly disagree with the above mentioned

statement.

76

Table – As a student I recommend change in managementsystem and its core guidelines & vision



Chart – As a student I recommend change in management system and its core guidelines & vision


recommend change in management system and its core

guidelines & vision, 70 respondents representing 28% of

sample simply agree with the statement, 94 respondents


77



sample strongly disagree with the above mentioned

statement.

Table – A modern Research & Development center should be established



Chart – A modern Research & Development center should be established

78


agree that a modern Research & Development center should

be established in KARDAN institute, 70 respondents

representing 28 % of sample also agree with the

statement, 10 respondents representing 4 % of sample


sample disagree and same number of respondents strongly

disagree with the above mentioned statement.

79

Table – A rich and up-to-date library with useful

materials and equipments is required to be established


PercentStrongly Agree 197 78.8 78.8Agree 35 14.0 92.8Neutral 9 3.6 96.4Disagree 2 .8 97.2Strongly Disagree 7 2.8 100.0Total 250 100.0

Chart – A rich and up-to-date library with useful materials and equipments is required to be established


agree that a rich and up-to-date library with sufficient

useful materials and equipments is required to be

established, 35 respondents representing 14 % of sample

also agree with the statement, 9 respondents representing

80

3.6 % of sample remained neutral, 2 respondents

representing 0.8 % of sample surprisingly disagree and 7

respondents representing 2.8 % sample strongly disagree

with the above mentioned statement.

81

Table – KARDAN should focus more on quality maintenance

and students’ satisfaction



Chart – KARDAN should focus more on quality maintenanceand students’ satisfaction

175 respondents representing 70 % of sample strongly

agree that KARDAN institute should focus more on quality

maintenance and students’ satisfaction, 64 respondents

representing 25.6 % of sample also agree the statement, 4

respondents representing 1.6 % of sample remained

82

neutral, while 4 respondents representing 1.6 % disagree

and 3 respondents representing1.2 % strongly disagree

with the above mentioned statement.

83

Table – Having Bachelor level qualification is enough

in Afghanistan



Chart – Having Bachelor level qualification is enough in Afghanistan

12 respondents representing 4.8 % of sample confirm and

accept that Having Bachelor level qualification is enough

in Afghanistan, same number of respondents also simply

agrees with the statement, 17 respondents representing

84

6.8 % of sample remained neutral, 122 respondents

representing 48.8 % of sample disagree with statement and


disagree with the above mentioned statement.

85

Table – Current qualification requirement in

Afghanistan is getting Master level education and above



Chart – Current qualification requirement in Afghanistan is getting Master level education and above


strongly agree that Current qualification requirement in

Afghanistan is getting Master level education and above,

111 respondents representing 44.4 % of sample also agree

the statement, 16 respondents representing 6.4 % of

sample remained neutral, 6 respondents representing 2.4 %

86

of sample disagree with the statement, and 5 respondents

representing 2 % of sample strongly disagree with the

above mentioned statement.

87

4.2 Discussions of the findings and analysisThe purpose of this study was to determine and explore

market for Master Program Studies offered by KARDAN

institute among its graduate students. The primary result

and findings of the study acquired through a broad and

detailed questionnaire are shown with help of tables and

charts.

This study was conducted considering certain factors in

relation to KARDAN institute programs offered currently

and programs that are in future planning of the

institute. The factors included students’ contentment and

satisfaction level, their expectation and anticipation

from the institute and constructive changes and

improvements. The initial results obtained in this study

showed that, there are vivid, clear and definite

possibilities for KARDAN institute to start Master

Studies Program studies immediately.

The study found that 90% of students are male and 10% is

female, however 50% of Afghanistan 25 million population

is comprised from female. The study also found that 75%

of the students are above the age of 20 years and can

make their decision independently. Likewise students with

the same percentage are having jobs or personal business

and have no problem with fee payment. If we see to

income, it is one of the factors that directly affect the

decision making process. If a person is having certain

income source and is tension-free, then he/she can decide

88

easily about its education or any other necessary

spending. But if a person is having willingness and

tendency to continue its education with no income or

money, then the tendency and willingness remain only a

desire or wish. It was also found that only 42% of the

students were supported by their families, the rest were

supported through their own earnings in the form of

allowances from organization side, salaries, personal

income etc.

The study found that 88% percent of students want to

continue and proceed their educational goal toward

advance degrees such as Master, MS/M. Phil and even PHD

degree. It was also found that 97% of the students are

satisfied with current studies at KARDAN institute and

want to continue further studies there. Satisfaction and

contentment of the students from bachelor programs

offered by KARDAN in five different faculties are utmost

important for its current position stability and further

progression, development and decision making towards

Master and higher degrees. Meanwhile during this study

the students based on their perceptions and assumptions

ranked KARDAN institutes’ reputation and credibility

among private educational institutes in Afghanistan 51.2

% excellent, 31.6 % good and 16.4 % fair, which

collectively becomes 99.2 % and is a great indication

that students are having good and positive perception

regarding KARDAN institute and its future.

89

The study found that there were considerable impact and

effect of higher education on students’ social &

professional lives, attitude & behavior change and their

economic status. According to the result 96.8 % of

students believe that there was significant impact of

higher education in their social lives and changed their

attitudes, behaviors and perceptions in positive

direction, 84.8 % of students believe that higher

education brought improvement in their professional lives

and 98 % of students acknowledge that their economic

status has been improved and their income increased after

starting higher education.

The study found that only 10 % of students came to know

about KARDAN institute though advertisement, the rest got

information from family, friends, colleagues and through

personal search. In addition only 27.6 % of student

ranked the institute’s advertisement and marketing

activities good, the remaining 72.4 % of students believe

the advertisement activities poor and not effective.

During the study inquiring regarding tuition fee, 98.8 %

of students ranked the fee high and 96.4 % of students

demanding revision and decrease in the tuition fee. The

expectancy of students about tuition fee decrease is

because of low economic status of people in the country.

According to World Health Organization (WHO) World Bank

(WB) and encyclopedia information, about 35% of its

population is unemployed and live below the poverty line,

suffering from shortages of housing, clean drinking

90

http://en.wikipedia.org/wiki/Demography_of_Afghanistan

http://en.wikipedia.org/wiki/Poverty_threshold

water, and electricity, and per capita income is $1,000.

However the country has rich mineral resources, but as

the country is land-locked and doesn’t have access to

see-ports and due to four decades of war the country

remained depending on foreign, Aid.

The study found that above 50 % of students optimistic

and believe that KARDAN institute educational system,

principles, setup, teaching methodology and management

system are the best and meet international standards. In

the meantime students with the same percentage are happy

and satisfied with the institute’s current examination

system and current location and they believe that the

institute can manage advance studies with current

professors; same examination system works for Master

Studies Program and current location is suitable for it.

However a less percentage of students proposed changes in

the above mentioned factors for betterment and around 20

to 30% of students remained neutral.

The study also found that 92.8 % of students insist and

propose that a rich up-to-date library with useful

materials & equipments and modern Research & Development

Center to be established on priority in the institute.

Additionally, 95.6 % of students insist that KARDAN

institute should focus more on quality maintenance and

students’ satisfaction. In addition, between 80 to 90% of

students conceive that having bachelor qualification is

not enough to survive in today’s competitive environment,

therefore advance degrees such as Masters, MS/M. Phil and

91

Ph. D. is necessity and essential requirement of this

era. This necessity generate a great demand among people

for acquiring higher education and at same time it is a

great opportunity for KARDAN institute to avail it.

92

CHAPTER – FIVE

Conclusion and Recommendations

5.1 Conclusion

From the discussion the study concludes that certain

factors have been assessed and analyzed from various

dimension and angles and from different aspects. These

factors included students’ contentment and satisfaction,

their enthusiasm towards education continuance, their

expectation and anticipation from the institute for

constructive changes & improvement, their view regarding

Master Program Studies, market for KARDAN institute among

its bachelor program students etc.

The study also concludes that 80 to 90% of students are

satisfied and their educational ultimate goal is above

bachelor degree. Most of the students assume KARDAN

institute best among the private educational institutes

in Afghanistan and are happy from acquiring higher

education at KARDAN, because they found considerable

improvements and development in their social lives,

attitude & behavior change, achievements in professional

lives and improvement in economic status etc. It was

found that marketing and advertising activities for

public awareness have not been effective as it was

supposed to be. Almost all of the students assume that

the tuition fee at KARDAN institute is very high and

expect revision and decrease in it, as Afghans’ economic

93

condition is poor, 35% of the population that are capable

for work are unemployed and a great percentage of the

population live below poverty line.

And the study finally concludes that above 50% of the

students in the light of their understanding and based on

their experience from KARDAN institute admit that KARDAN

institute educational system, principles, setup, teaching

methodology and management system are the best and meet

international standards. In the meantime students are

happy and satisfied with the institute’s current

examination system and current location and they believe

that the institute can manage advance studies program

with current professors; same examination system works

for Master Studies Program and current location is

suitable for it. In addition, students insist and propose

that a rich up-to-date library with useful materials &

equipments and modern Research & Development Center to be

established on priority in the institute. Additionally,

95.6 % of students insist that KARDAN institute should

focus more on quality maintenance and students’

satisfaction.

5.2 Recommendations

From the discussion and conclusion the researcher

recommends that KARDAN institute to start Master Program

Studies without any further delay. During the queries

with students, there were completely positive responses

94

from their side. It is obvious that KARDAN institute dose

not need to pay any further efforts for offering Master

Studies Program. It has sufficient classrooms,

experienced teachers in all fields and has earned good

reputation during the past ten year service.

The study also recommends that, students assume

themselves potential stakeholder hence they have

expectation therefore they suggest and propose some

changes for mutual benefit and the institute betterment.

The students’ proposed that besides other priorities, the

institute’s administration should give due consideration

to the quality in all areas such as curriculum,

methodology, teacher and their regular follow-up,

listening and considering students complains &

suggestions, rules etc.

Based on majority students’ suggestion the study also

recommends that the entry test criteria should be

improved and made reliable; students should be accepted

based on true merit and strong mathematic understanding &

ability. In addition, a rich up-to-date library with

useful materials & equipments as well as a modern

Research & Development Center to be established on

priority.

95

5.3 References

1. KARDAN Institute of Higher Education,

www.kardan.edu.af

2. Ministry of Education Afghanistan,

www.moe.gov.af

3. Ministry of Higher Education Afghanistan,

www.mohe.gov.af

4. Wikipedia, the free encyclopedia

www.wikipedia.org

5. Dr. Sayed Umar Farooq, Vice Chancellor Academic

6. Mr. Murtaza Massod Niazi, Dean BBA & Economics

7. Mir Ghulam Mohammad Ghobar 1967; Afghanistan in the

course of History

96

http://www.wikipedia.org/

http://www.mohe.gov.af/

http://www.moe.gov.af/

http://www.kardan.edu.af/

Questionnaire

Dear Respondents,

This study is conducted to know about the market for

“Masters Degree study Programs” offered by KARDAN for

its bachelor programs graduate students. This is purely

an academic study/research and the information you

provide will be kept strictly confidential. Your opinion

and information are extremely important for this study

and will contribute to a great extent to its

effectiveness.

Section I:1. Gender

Male Female

2. Marital Status

Single Married

3. Age

15 – 20 21 – 25 26 – 30

31 & above

4. Employment status

Employed Unemployed Personal Business

5. Program you are studying

BBA BCS BSE LLB

Engineering

6. What is your ultimate educational goal?

Bachelor Master MS /

M.Phil PHD

97

7. What is the source that supports you financially for

your studies?

Family Salary Organization Personal

Business

8. Are you satisfied with KARDAN institute and want to

continue your current bachelor education

Yes No

9. How would you classify KARDAN’s reputation and

credibility among private educational institutes in

Afghanistan?

Excellent Good Fair Not effective

Poor

10. Bachelor program brought significant improvements in

my professional life.

Strong Medium Neutral Not effective

Poor

11. Impact of higher education on my economic status

(Earning, salary etc.).


Poor

12. Effect of higher education on my social life

improvement


Poor

13. Higher education had good impact on my attitude and

behavior change

98


Poor

14. How did you come to know about KARDAN institute?

Advertisement Family Friends Colleagues

Search

15. What is your opinion regarding advertisement

activities of KARDAN on public awareness and admission

decision

Excellent Good Moderate Not effective

Poor

16. What do you think of KARDAN Fee?

Very high High Moderate Low

Very Low

Section II:

Describe your level of agreement or disagreement with each

statement by circling one number for each statement with:

1 = Strongly Agree, 2 = Agree, 3 = Neutral, 4 =

Disagree 5 = Strongly Disagree

17. KARDAN should revise and decrease the tuition fee

for Bachelors as well as for Master programs.

1 2 3 4 5

18. Majority of students are happy with the Bachelor

programs offered by KARDAN currently.

1 2 3 4 5

99

19. KARDAN’s educational system and principles meet the

international standards.

1 2 3 4 5

20. KARDAN can teach and manage the Masters Degree

program with its current professors

1 2 3 4 5

21. It is recommended to bring in more qualified and

experienced professors for Master program

1 2 3 4 5

22. KARDAN’s current location and campus is suitable for

Masters Program studies.

1 2 3 4 5

23. Would you suggest change in its current

location/campus

1 2 3 4 5

24. KARDAN’s teaching methodologies are the best, are as

per the international standards and can manage Master

program studies

1 2 3 4 5

25. KARDAN should change and revise its teaching

methodology

1 2 3 4 5

26. We are satisfied with KARDAN’s current examination

system.

1 2 3 4 5

27. KARDAN should change the examination system

1 2 3 4 5

100

28. KARDAN’s current setup, structure and system meet

the requirements of Masters Degree program studies.

1 2 3 4 5

29. As a student I recommend change in management system

and its core guidelines & vision

1 2 3 4 5

30. A modern Research & Development center should be

established

1 2 3 4 5

31. A rich and up-to-date library with useful materials

and equipments is required to be established

1 2 3 4 5

32. KARDAN should focus more on quality maintenance and

students’ satisfaction

1 2 3 4 5

33. Having Bachelor level qualification is enough in

Afghanistan

1 2 3 4 5

34. Current qualification requirement in Afghanistan is

getting Master level education and above

1 2 3 4 5

Any other comments, suggestions and recommendations that you may have about KARDAN institute, please write in yourown words:

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ANALYSIS OF “MASTERS DEGREE PROGRAMS” OFFERED BY KARDAN INSTITUTE OF HIGHER EDUCATION...

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Transcript of ANALYSIS OF “MASTERS DEGREE PROGRAMS” OFFERED BY KARDAN INSTITUTE OF HIGHER EDUCATION...