It has been famously stated: to undermine a nation, one should target its education system. Nelson Mandela once remarked, “It doesn't require atomic bombs or missiles to dismantle a nation; the degradation of the education system and the tolerance of academic dishonesty can achieve the same result.”
It is widely acknowledged that education is the cornerstone of success for any nation, playing a pivotal role in its advancement. The literacy rate of a nation is directly proportional to its prosperity; higher literacy rates contribute to increased prosperity, while lower literacy rates hinder progress.
In Pakistan, the Constitution guarantees the right to quality education, free of cost and mandatory for every citizen from age 5 to 16. However, following the 18th Amendment in the Constitution, education fell under the domain of provincial governments. It became the responsibility of each province to enact legislation and formulate laws for education, ensuring its availability to all citizens in accordance with the constitution. Regrettably, since its inception, Pakistan's educational system has been plagued by numerous flaws and errors. There have been no serious or sincere efforts by the leadership or any political party to introduce reforms aimed at rectifying the structural deficiencies within the education system.
Even the quality of education in Pakistan is very low compared to many developing countries. Today, both India and Bangladesh surpass us not only in education but also in various other fields. According to the International Federation of Red Cross, our literacy rate stands at 58.9%, compared to India's 77.7% and Bangladesh's 74%. Alarmingly, we rank 164th globally in terms of our education system.
The education system in Pakistan follows a traditional structure comprising primary, middle, matriculation, intermediate, and under graduation/post graduation, followed by vocational or higher education. This is almost same in other neighbouring countries like India, Bangladesh, and Afghanistan etc.
This system was developed during the Industrial Revolution Era, focusing primarily on producing skilled workers for industries. However, in today's Information age, which began in the 1970s, the demand has shifted towards creative minds, entrepreneurs, and leaders.
Unfortunately, our education system remains fixated on rote memorisation, IQ testing, and cramming, leaving a huge gap in nurturing these talents.
On an average, students complete their undergraduate degrees by the age of 22-24, lacking practical work experience. As they enter the job market without relevant skills, they face fierce competition and often struggle to secure employment, leading to feelings of depression, stress, and other mental health issues.
The Indian education system ranks 33rd globally, whereas Pakistan is positioned at 50th. Both countries share many similarities in their education systems and courses. However, India is grappling with a high unemployment rate of 7.8%, attributed to factors such as a large population, a defective education system, and an unskilled workforce. Like Pakistan, the Indian education system also places more emphasis on theoretical learning rather than practical work. Despite this, India has made significant strides in the field of Information Technology, showcasing the potential for growth and development. Indian youth are aware of the importance of excelling in the field of Information Technology to keep pace with global advancements. They exhibit a strong work ethic and determination to succeed.
Conversely, Pakistan's education system predominantly produces degree holders lacking practical experience, motivation, and job prospects. The absence of adequate career counseling exacerbates this issue, resulting in a narrow focus on traditional fields like medicine and engineering. Apart from formal education, our moral education lags far behind that of nations like Japan and the UK. There's an urgent need to educate our nation holistically.
According to a study by Global Citizens for Human Rights, Singapore ranks 12th in the 2021 list of the World's Best Education Systems. This is attributed to Singapore's holistic approach to education, which encourages students to be curious learners beyond academic boundaries. The education system offers flexibility, allowing students to choose their preferred learning style. Renowned for several decades, Singapore's education system ensures students receive well-rounded learning, preparing them with essential knowledge and skills for future workforce contributions.
While the world makes strides in Information Technology, Pakistan falls behind. Powerful AI software and advanced robotics have been developed, with many companies implementing automation systems. Unfortunately, Pakistan is merely a spectator, failing to contribute to these advancements.
To remain competitive in this revolutionary world, it is imperative that we update our education system promptly. Key areas requiring attention include the introduction of an updated syllabus that provides students with a deeper understanding of finance, business, and other relevant fields. Practical knowledge, particularly regarding industrial processes, should be integrated into the curriculum to better prepare students for real-world scenarios. Moreover, career counseling services should be available at all education levels to help students make informed career decisions. Additionally, we need to raise passing percentages across all education levels to promote academic excellence and responsibility.
Quality education in public sector institutions is vital. We should hire qualified teachers and ensure affordable fees for all students. Our government should emulate the educational systems of developed countries to improve our own. Every step toward enhancing our education system is a step toward national progress. We must equip our youth with both academic knowledge and practical skills to contribute to our country's advancement. Let's work together to build a brighter future for our nation, guided by the principles of knowledge, innovation, and excellence.
-The author is visiting faculty at the Department of International Relations, University of Karachi