Today, the TNE Institute is delighted to welcome Dr Fawad Naseer (FHEA, SMIEEE, MBCS), Associate Professor and Head of the Computer Science & Software Engineering School at Beaconhouse International College in Pakistan. Dr Naseer oversees the multi-campus delivery of UK transnational degree programmes with the University of London, University of Essex, and Liverpool John Moores University, where he also serves as Lead Internal Verifier for the LJMU BSc (Hons) Software Engineering programme.
With over 15 years of experience in academic delivery, leadership, and direction, Dr Naseer brings extensive expertise to UK TNE in Pakistan. His contributions extend well beyond institutional leadership—he has served as a British Council ISPF research reviewer, judged for the QS Reimagine Education and SIIA CODiE awards, and founded STEM Visions Pvt. Ltd., an internationally certified robotics education training company. His teaching and research sit at the intersection of AI, intelligent robotics, and technology-enhanced learning, complemented by his recent editorial work on Bridging Global Divides for Transnational Higher Education in the AI Era.
We look forward to hearing his insights today on how to build quality-assured, industry-aligned TNE that truly enhances student outcomes. We are also extremely grateful to have Dr Naseer joining us as our in-country advisor.
TNE Institute: How would you describe the current TNE landscape in Pakistan?
Dr Naseer:
- Policy environment (2024–25): The Higher Education Commission (HEC) launched a revised TNE Policy on 9 September 2024. This policy clarifies partnership models and, notably, permits foreign branch campuses subject to quality and eligibility conditions (typically top-700 QS/THE institutions) and compliance with local law. In August 2025, HEC also tightened recognition criteria for foreign online degrees (HEC Pakistan, 2024, 2025; Packer, 2024; Salim, 2024).
- Scale & demand: UK remains the leading TNE partner. HESA reports 576,705 UK TNE students worldwide in 2022/23 (+8% YoY). In Pakistan, 11,715 students were enrolled in UK awards via TNE in 2022/23, mostly through distance or online modes. QAA also notes growth in UK–Pakistan TNE from approximately 7,985 students in 2019/20 to 13,575 in 2022/23 (differences arise due to varying definitions and data cuts) (HESA.ac.uk, 2024a, 2024b).
- Outbound to the UK (context): Pakistani students studying in the UK reached 34,690 in 2022/23 (+50% YoY). Around 36% of surveyed students considered TNE as an at-home alternative (British Council, 2024; Prest, 2024).
- Quality assurance & compliance: HEC has repeatedly warned about unapproved sub-campuses and emphasises the importance of checking recognised campuses and collaborations. Public lists and alerts are regularly maintained (Usman, 2024).
- Pricing & value: TNE tuition generally falls between local private HE fees and the cost of full overseas study. Value depends on recognised brands, work-integrated learning, and progression opportunities (ICEF Monitor, 2024).
- Student profile: Students are concentrated in Karachi, Lahore, Faisalabad, and Islamabad/Rawalpindi. Employability, programme quality, and post-study pathways are top motivators.
TNE Institute: From your experience, what key changes in TNE have you observed in Pakistan during the last few years?
Dr Naseer:
Policy reset (2024): The new TNE policy clarified partnership routes and opened possibilities for branch campuses, with QA aligned to QAA-supported standards via the PAK-UK Education Gateway (Salim, 2024).
Integrity & recognition (2025): Criteria for recognising foreign online degrees were tightened, with individual equivalence scrutiny introduced (HEC Pakistan, 2025).
Digital capacity & QA push: National system upgrades (ERP/SLC digitisation) and faculty training programmes through HEDP/NAHE (HEC Pakistan, 2024a, 2025a).
Demand surge: More students going to the UK post-graduate Route, with TNE interest rising in parallel (HESA.ac.uk, 2024a).
TNE Institute: In comparison with neighbouring countries, how is Pakistan positioning itself within the TNE sector?
Dr Naseer:
Scale & model: Pakistan’s market is smaller and more price-sensitive than India’s. Unlike Malaysia and the Gulf, Pakistan has historically had no Western branch campuses, though this may change under the new policy. Its strengths lie in UK pathways, co-delivery, and progression/top-up models (Packer, 2024).
Macro tailwinds: With very young demographics (median age ≈ 20.6) and a low tertiary gross enrolment ratio (≈11–13%), Pakistan has strong potential for expanding capacity through TNE (Global Economy, 2025; Worldometer, 2024).
TNE Institute: Do you think the growth of TNE in other Asian countries (e.g., India, Vietnam) will impact Pakistan’s position in the region?
Dr Naseer: Yes. Providers will prioritise markets where scale and price align (e.g., India and Vietnam). Pakistan can remain competitive by fast-tracking quality-assured in-country delivery, developing niche industry-aligned portfolios (e.g., CS/AI, cybersecurity, health management, fintech), and ensuring transparent progression routes under the 2024 framework (HEC Pakistan, 2024b).
What new trends or emerging developments in TNE are you currently seeing in Pakistan?
Shift towards in-country delivery under the 2024 policy, moving beyond pure distance learning—more co-taught, franchise, and dual models are expected (HEC Pakistan, 2024b).
- Stronger focus on authentic assessment and AI-aware academic integrity, aligned with HEC recognition criteria and global QA norms (HEC Pakistan, 2025b).
- Expansion of work-integrated learning and industry linkages through HEC’s triple-helix model and TDF/UITSP ecosystems (HEC Pakistan, 2025a).
- System strengthening through digitised student-lifecycle and QA data, alongside NAHE-led teacher capability programmes (HEC Pakistan, 2024a, 2025b).
- In your view, how could the TNE sector collaborate or operate differently to strengthen its impact?
Co-own outcomes: Develop joint careers services, placement opportunities, and employer advisory boards with clear KPIs (HEC Pakistan, 2025a).
Assessment & moderation partnerships: Regular co-marking and calibration, aligned to QAA-informed standards adopted in Pakistan (Salim, 2024).
Shared digital services: Create pooled e-libraries, labs, and analytics platforms—leveraging national ERP/SLC rollouts to reduce per-student costs and strengthen QA (HEC Pakistan, 2024a).
Faculty recruitment: Academic staff in Pakistan should be hired with higher qualifications (minimum MSc, preferably PhD in relevant subjects) and at least five years of academic teaching experience.
TNE Institute: In terms of teaching, learning, and staff development at TNE-hosting institutions, what do you wish UK universities would support the most?
Dr Naseer: Assessment design and integrity for blended/online modes, including authentic tasks, rubric calibration, and AI-resilient design (aligned with HEC’s stricter online-degree recognition).
- Co-created curricula and work-integrated learning opportunities with local case studies and virtual internships, mapped to PSRB requirements where relevant (enabled by the new policy).
- Faculty CPD and leadership development (moderation clinics, supervision, feedback literacy) via NAHE/Going Global initiatives and UK partners.
- Data and QA capability-building (learning analytics, programme review) leveraging national ERP/SLC systems.
- Co-research environment: UK partner universities should involve Pakistani faculty in collaborative research, benefiting both institutions.
- If you could share one message with UK universities engaging in TNE, what would it be?
Treat Pakistan as a long-term, quality-focused TNE partner market. Enter—or deepen engagement—under the 2024 TNE Policy with transparent QA, strong employability links, and modular progression. Do not simply “export” content. Involvement of faculty from both countries in research collaboration is also highly valued.
TNE Institute: Looking ahead, what do you see as the future of TNE in Pakistan?
Policy-enabled growth: Steady expansion of in-country UK TNE is expected, with the possibility of the first branch campuses if providers meet top-700/QA thresholds and HEC oversight.
Quality over quantity: After the August 2025 tightening on online-degree recognition, programmes that can evidence outcomes (placements, projects, PSRB accreditation) will stand out.
Demographic pressure: Pakistan’s young and growing population, combined with low tertiary participation, ensures TNE will remain central to access and upskilling strategies.