DR. ALLAH BAKHSH GULSHAN DEPARTMENT OF BOTANY
GHAZI UNIVERSITY DERA GHAZI KHAN,
EMAIL ID: abgulshan12@gmail.com
From 2-3 decades the practical work in the laboratories of secondary level to Higher Education Institutions is declined gradually throughout the country. The students have emphasized more attention to theoretical work over practice. The race began among the students to obtained high marks. Due to this contest quality of education is transformed into quantity in terms of marks in our Institutions. So, the unskilled generation is produced by the current education system. i.e dangerous. Now it is prime duty of all the institutions at any level in Pakistan that have strived to cultivate innovation and entrepreneurship, the traditional boundaries between theory and practical are increasingly being blurred. Experimental learning, which involves hands-on, experiential learning experiences, has emerged as a vital catalyst for fostering institutional innovation and entrepreneurship. The teachers in HEIs tried to provide the facilities of practical learning to their students.
The theoretical work is transformed into experimental base and enables them to develop the skills, competencies, and mindsets necessary to drive innovation and entrepreneurship. Then the young generation is played their role in developing the country very well. However, despite its potential, experimental learning also raises important questions about the role of institutions in promoting innovation and entrepreneurship, the need for cultural and structural changes to support experimental learning, and the challenges of assessing and evaluating the effectiveness of experimental learning initiatives. As we explore the intersection of experimental learning, innovation, and entrepreneurship, it is essential that we adopt a critical and nuanced perspective, acknowledging both the opportunities and challenges associated with this approach, and examining the complex interplay between institutional culture, pedagogical practices, and entrepreneurial ecosystems. Today, the aims and objectives of theory to practice has the potential to transform the way about the approaches of education, innovation, and entrepreneurship. Now it is the challenges for the government to rethink the traditional boundaries between theory and practice, and to reimagine the role of institutions in fostering innovation and entrepreneurship and entered into the learning race of technology of the world.
The students of our institutions develop a sagacity of concentration in creativity and new innovations through practical learning in the laboratories. The students develop inter-collaboration with the others to learn and cope the uncertainty developed in the new emerging economical race. They develop a deep understanding of the complex interplay between theory and practical work, and they begin to see the world as a complex system that requires innovative solutions. But experimental learning is not just about individual students; it’s also about institutional culture. It requires institutions to be adaptable, agile, and open to change. Many institutions in the country are doing struggle to create an environment that supports experimental/ practical learning. Their struggle to balance the need for structure and accountability with the need for flexibility and autonomy.
The stakeholders of the institutions invest in faculty development and promote the practical learning culture. The head of institutions provide the resources to the faculty in terms of training and designing the experimental learning. Finally, the faculty of the institutions need to recognize the experimental learning in context of futuristic prerequisite of the nation as well as the country. In conclusion, experimental learning has the potential to transform the way of practical learning to develop new innovation, and entrepreneurship. Together, we can unlock the full potential of experimental learning, and we can create a brighter future for ourselves, our students, and our institutions in the country. PAKISTAN PAINDA BAD
