akistan stands at a critical juncture where its economic vulnerabilities threaten not just prosperity but also national security. With external debt nearing 80 percent of GDP, persistent fiscal deficits, inflationary pressures and a chronic energy crisis, the country’s capacity to act independently in the face of external pressures is increasingly constrained. Weak tax collection, high unemployment—especially among youth—and limited participation in global markets further compound the problem. These structural challenges risk undermining public trust, political stability and internal cohesion.

However, within these difficulties lies the opportunity for reform. Expanding the tax base, investing in renewable energy and infrastructure, boosting exports through domestic industrial development, import substitution via self-reliance and strengthening digital governance are all well-recognised policy solutions. Yet, the key constraint lies elsewhere: the state’s capacity to design and implement these reforms effectively.

This is where the role of higher education becomes vital. Economic transformation requires not only good ideas but also competent institutions and capable individuals to lead and execute policy, current and future. Pakistan’s higher education institutions must position themselves at the heart of this capacity-building effort.

Our universities have too often been slow to develop robust programmes in public policy, leadership and economic governance. The lack of interdisciplinary, practice-oriented public policy education has contributed to a persistent skills gap in our policymaking institutions. To close this gap, we need world-class schools of public policy and executive education centres focused on economic governance and reform. These centres should equip both young graduates and mid-career professionals with the analytical tools, ethical grounding and systems thinking necessary to tackle complex policy problems.

Global best practices offer valuable inspiration. For example, the Lee Kuan Yew School of Public Policy in Singapore and the Blavatnik School of Government at Oxford are widely regarded for producing policy leaders who combine academic rigour with practical decision-making. For example, in Singapore, the development of a strong, meritocratic civil service was made possible through targeted investment in policy education and the integration of research into national planning. These models demonstrate how public policy education, when aligned with state reform agendas, can generate high-impact leadership across government institutions.

To address the capacity gaps in public leadership, Pakistan’s universities must take the lead in designing and delivering rigorous academic programmes in public policy, governance and leadership. These offerings should include both undergraduate and graduate degrees, alongside modular certifications and professional training courses tailored for mid-career and senior-level public officials.

High-impact pedagogical tools—such as simulations, policy labs and field-based research—must be embedded in curricula to foster applied problem-solving and decision-making under real-world conditions. Existing programmes in economics, political science and business must also undergo curriculum reform to incorporate policy literacy and governance innovation. This broader integration will help close the growing disconnect between academic knowledge and practical policymaking.

Importantly, universities must address why previous reforms have failed. Pakistan’s implementation record has often been constrained by bureaucratic inertia, political interference and lack of policy continuity. These challenges can be tackled by equipping leaders with adaptive leadership skills, grounding in political economy and exposure to systems-based approaches to reform. Such content must be embedded in both formal education and executive training initiatives.

To ensure relevance and long-term impact, universities must also cultivate long-term partnerships with key stakeholders: federal and provincial governments, legislative institutions, international development agencies, private sector actors and global academic institutions. These partnerships could include embedded fellowships for students and young professionals in government departments, joint policy pilots with provincial planning units and policy research centres that co-create solutions with ministries.

Universities should also build systems to evaluate the real-world impact of their programmes: tracking graduate placement in policymaking roles, analysing the policy influence of research outputs and creating longitudinal feedback loops with alumni in public service. These indicators can help close the loop between education, policy and performance.

A special focus must be on addressing youth unemployment. Empowering universities is not just about governance; it is also a means to harness Pakistan’s demographic dividend. With nearly two-thirds of the population under the age of 30, building a skilled cadre of young professionals in governance, regulation and entrepreneurship could transform Pakistan’s long-term development trajectory.

Executive education, in particular, should be a national priority. Structured, fast-paced programmes for current policymakers, civil servants and technocrats can foster evidence-based policymaking, improve regulatory design and promote strategic implementation. Topics, such as fiscal responsibility, trade competitiveness, public-private partnerships and digital innovation must form the core of these programmes.

A good example is the Rausing Executive Development Centre at Lahore University of Management Sciences, which offers high-impact executive education for both corporate leaders and public officials. Its partnerships with government departments, including training for senior civil servants, reflect how universities can directly contribute to capacity-building in the public sector. Such models, blending academic insights with practical relevance, must be replicated and scaled across Pakistan to build the leadership our economy urgently requires.

It is time for university leaders to step forward with clarity and purpose. If Pakistan is to achieve economic security, our universities must be reformed to serve as engines of policy innovation and leadership development. This means moving beyond traditional academic models and embracing the idea of the university as a strategic partner in nation-building. We must urgently invest in building strong public policy programmes, leadership academies and executive education centres that are directly linked to the needs of government, civil service and public institutions.

Universities should actively collaborate with federal and provincial bodies, international development partners and the private sector to co-design practical solutions for Pakistan’s most pressing governance challenges. By becoming hubs of policy education and leadership training, our universities can help produce the capable, ethical and visionary public leaders our country so urgently needs.

For Pakistan to achieve economic security and resilience, it must invest in human capital at all levels of governance. The task now is to act with urgency and clarity—aligning academic innovation with national development goals, fostering a new generation of leaders and institutionalising a culture of policy excellence. Only then can we prepare the leadership needed to guide Pakistan toward a more stable and sovereign economic future.

The writer is the Provost, University of Management and Technology, Lahore, and a former vice chancellor of Government College University, Lahore. He can be contacted at s.m.asghar.zaidi@gmail.com