The quote "How can we convince our upcoming generation that education is key to success when we are surrounded by poor graduates and rich criminals?" is attributed to Robert Mugabe.His poignant words resonate deeply in Pakistan's educational landscape. As a nation, we tout education as the key to success, yet our young people are surrounded by poor graduates and rich criminals. This paradox has led to a crisis of faith in our education system.
The whole edifice of out public education system stands on flimsy foundations, with crumbling infrastructure, outdated textbooks, and a curriculum that fails to prepare students for the modern world.
Recently, we embarked on a tour of Balochistan, heading towards Khuzdar, as planned by our hosts. As we savoured mutton barbecue, our conversation turned to inflation and the hefty taxes introduced in the finance bill (2025), and their impact on citizens. With the rising cost of living, inflation was the topic of discussion. However, our host suddenly expressed concern that his children were disinterested in education, worrying that this might hinder their economic prosperity. Mehtab, who joined us from Larkana, interjected, arguing that in Pakistan, economic prosperity and social mobility are not necessarily linked to education. He cited examples of clerks driving Corolla cars thanks to graft and greed deeply entrenched in our administrative arena, as well as drug dealers, businessmen and politicians accumulating wealth overnight. Mehtab, who holds a Bachelor's degree in engineering from Nawabshah University, secured a government job, but his salary was inadequate. Fortunately, his income from agricultural pursuits enabled him to cover the educational expenses of his children studying at City School.
Mr Imtiaz, the principal of a private school, shared a similar story. He had invested significant time and resources in his only son's education, who graduated in software engineering from Mehran University of Engineering last year. However, the private job market offered a salary that was barely enough to make ends meet. Compelled by circumstances, Mr Imtiaz had to borrow a substantial amount to fund his son's master's degree abroad. He explained, "There's no future for my child here. I'm sending him abroad for two reasons - to pursue higher education and to settle there.
Disillusionment, such as the instances cited above, is rife among those who see many educated individuals going hungry, or being insufficiently paid by the job market, whereas mediocre minds are enjoying a high life and better employement opportunities thanks to elite capture.This sparked the idea for this write-up, which I now share with readers.
The educational system available to wider sections of society is found lacking when it comes to teaching 21st-century skills like critical thinking, decision-making and conflict resolution, etc. Thus, at the end of the day, learners cannot think critically and creatively, decide clearly, and resolve conflicts confidently – the very skills needed for both personal and professional development.Learning outcomes in all federating units are not up to international standards. Under such circumstances, they are being exploited even if they get employment opportunities, with employers offering insufficient salaries, as they are convinced that the rising cost of living will compel them to accept meager salary packages in a tight job market. Elite private educational institutions continue to gatekeep those who are excluded from the social milieu of the elites, driven by the fear of the latter gaining entry into their world in terms of service and social and political patronage provided to the former by the established political order. The best and most lucrative jobs are grabbed by the graduates of those institutions, whereas those graduating from the public sector end up with menial jobs or are forced into the private job market, known to be predatory and not providing salaries and benefits commensurate with their qualifications
One of my friends was worried about his nephew being enrolled in a private elite -education system by his sister, who hails from a lower-middle-class background, on the grounds that the enrolled student might suffer from an inferiority complex after seeing the lives and facilities enjoyed by his classmates. Because the prevailing education system in question has failed to address class superiority and inculcate democratic norms like equality in social spheres.
Big Capital in an Unequal World: The Mircropolitics of Wealth in Pakistan by Rosita Armytage offered a diversified input on elite capture in Pakistan.She writes that Aitchison and other elite private schools are designed to provide students with a skill set not available within the public-school system.The elite private schools of Pakistan do not follow the national curriculum: they teach the same subjects as those studied by children in British and American schools and follow a Western style of pedagogy involving more interactive classes with a greater focus on critical analysis rather than the rote learning style followed in most of Pakistan's publicly-funded schools. In addition to the international crricula, the students are provided with superior resources, facilities and teaching staff, access to which ensures that the skills they acquire are superior to those of the vast majority of the population without this access. The acquisition of this superior level of education and extensive social and professional network ensures the superior ability of alumni to hold political office, to own and manage large domestic and multi-national corporations, and to serve at the highest level of the judiciary, because it ensures that its graduates acquire the specific skills required to excel in these senior posts.
At international forums, we face embarrassment after being reminded that we are a country with the second-highest number of out-of-school children. It is a matter of shame that we have failed to achieve the SDGs that were supposed to have been met previously.To expect the prevailing education system to produce productive learners in terms of professionalism and practical life is barking up the wrong tree. Elite private educational institutions like Karachi Grammar School, IBA, LUMS and Aitchison are beyond the reach of the lower-middle-class and ordinary salaried class. Besides, these centers of excellence are in urban centres. The majority live in rural Pakistan, which has been left to its own devices to manage education, healthcare, and security, suggesting that these peoples’ lives and basic needs do not matter to those in decision-making centers.
According to a World Food Programne report from 2017 titled Pakistan -A contradiction of abundance and malnutrition, two thirds of the country's households simply couldn't afford to eat well, with other factors such as poor access to food, insecurity, population growth and disasters -such as earthquakes and conflic-compunding the problem. One of the major disadvantages faced by children of the poor is malnutrition, which undermines the cognitive capacity needed for better learning outcomes. Poor cognitive capacity, in conjunction with poor learning outcomes, ultimately deprives the children of the poor of their economic aspirations; hence they remain at the bottom of the social strata from generation to generation. Some authors have inferred in their research papers that a lack of job opportunities and a bulging population are the reasons behind falling public education standards. One can't but agree, since more funding and infrastructure are needed to accommodate the ever-increasing population.
The elephant in the room is the unwillingness on the part of the established political order to revisit the much-needed public education system, which is yawning for improvement in both academic engagement and infrastructural development. It is paradoxical that the children of taxpayers are sitting in classrooms with peeling plaster (sometimes) and fanning themselves with textbooks to fight the hot and humid weather, whereas the children of those living off taxpayers' money are either studying at elite schools armed with ideal infrastructure or studying abroad. Poverty – a manmade phenomenon – is like a malignant cancer spreading to other parts of life, ultimately undermining their working capacity. The poor population is not only facing the issue of affordable bread but they also do not get better education, healthcare, leisure time, etc., consequently losing control over their lives. Multidimensional sectarianism thrives in this pool called beggary. The two roads called prosperity and poverty, the former available to the minority and the latter available to the majority, run parallel, and their junction is not in sight in the foreseeable future. Any political spectrum or economic framework that fails to facilitate and feed the wider sections of society will crumble under its own heavy weight of both imprudent and arrogant approach.
Relying too heavily on international aid to support a struggling national economy can lead to aid dependency. The key to overcoming this lies in self-reliance and political stability, with a greater emphasis on democratic education that can drive social and economic progress by producing capable learners and independent policymakers across all professions.
We must not forget that basic infrastructural development not only helps retain students but also attracts new learners. There are ordinary thieves who steal material possessions, but then there are political thieves who rob people of their dreams and economic aspirations
In "Pakistan: Quality Education Requires A Different Approach – More Investment," Senior Economist at the Education Global Practice of the World Bank Group Juan D Baro'n and May Bend highlight various issues such as learning poverty, infrastructural poverty, and inequality, which collectively undermine education in Pakistan. The statistics are stark: 65 percent of students do not reach a minimum proficiency level in reading by the end of primary school. The education sector in Pakistan faces severe challenges, exacerbated by the COVID-19 pandemic and the 2022 floods. These crises have worsened the situation for the world’s second-highest population of out-of-school children, which was already at 20.3 million before the disasters. Even prior to the pandemic, Pakistan had a learning poverty rate of 75%, meaning that 75% of 10-year-olds could not read and understand a simple, age-appropriate text. This alarming figure has only worsened post-pandemic and post-floods, with the poorest and most vulnerable being disproportionately affected. Learning poverty is highest among children from impoverished rural areas, who are also more likely to be out of school.
Several barriers contribute to this learning crisis. Research points to outdated teaching methods, a shortage of quality pedagogical materials, challenges in transitioning from home languages to the language of instruction, and a lack of teachers. Additionally, factors such as poverty, undernutrition, inadequate school preparedness, and long distances to schools make learning even more difficult for many students. Pakistan's low public spending on education, combined with limited effectiveness in improving key outcomes like school enrollment and learning, constrains citizens' ability to participate fully in economic and social life, thus hampering productivity and economic growth.
As George S Clason insightfully notes in the foreword of his book The Richest Man in Babylon, “Our prosperity as a nation depends upon the personal financial prosperity of each of us as individuals.” An industrial revolution seems far off for Pakistan, where industries that create jobs for both skilled and unskilled workers are in decline. The closure of Pakistan Steel Mills serves as a prime example of mismanagement. Once a source of employment for thousands, the mill was shut down due to corruption, cronyism, nepotism, and the influence of powerful lobbies coveting its vast expanse of land.
Historically, Pakistan’s education system was built on three foundational pillars—the three Cs:
- Character: Education aims to shape students' values, beliefs, and attitudes, fostering responsible, ethical, and compassionate individuals.
- Confidence: Education strives to instill self-assurance and resilience, encouraging students to take risks, embrace challenges, and develop a growth mindset.
- Competence Building: Education is centered on developing students' knowledge, skills, and abilities, preparing them to succeed in their chosen fields and adapt to an evolving world.
These three Cs are intertwined and essential for producing well-rounded, successful individuals who can positively contribute to society. Achieving this, however, requires a thorough reform of Pakistan’s education system to make it inclusive, accessible, and responsive to the diverse needs of all individuals, which in turn will benefit society as a whole. Unfortunately, reforming the education system does not seem to be a priority for policymakers. A reformed system would promote equality and democratic access to natural resources and wealth. A well-educated populace would not only demand its rights but would also challenge exploitative monetary systems. With a flawed education system in place, ideological boundaries remain tightly controlled, limiting citizens' ability to think critically. This has contributed to the rise of extremism in the country. Even something as innocuous as Arabic calligraphy on women’s clothing can lead to life-threatening reactions. Logical thinking, a product of quality education, is sorely lacking, and the current system churns out graduates devoid of critical thinking skills. This has led to an influx of self-proclaimed "Facebook scholars," who engage in debates without a basic understanding of argumentation. When challenged, they lose their temper quickly, ending conversations abruptly. Many have taken to social media as political commentators and critics, often without reading any political literature, silencing opposing viewpoints with trivial judgments. These so-called "Facebook warriors" use virtual platforms to attack those who disagree with their narrow political narratives, and others resort to social boycotts.
Some mistakenly believe that proficiency in English equates to mastery of all knowledge, including the art of argumentation. However, they fail to realise that argumentation is a skill developed through extensive reading and intellectual engagement. As the saying goes, "Reading is learning, and learning is leasing (acquiring knowledge) in every context." While English proficiency provides access to information, it is the act of reading widely and deeply that sharpens one’s ability to argue effectively.
The rise of academic sectarianism—where a specific ideology is favoured over others in educational settings—further harms democratic values. Academic sectarianism:
- Stifles critical thinking and intellectual exploration,
- Limits the exchange of ideas and constructive debate,
- Fosters echo chambers and ideological silos,
- Undermines the pursuit of knowledge and truth, and
- Erodes the democratic principles of inclusivity, diversity, and free inquiry.
This academic intolerance stems from an undemocratic education system that fails to nurture critical thinking, tolerance, and productive dialogue. Pakistan’s education system, built on a weak foundation, is in desperate need of reform. Yet, if you tune into television or read the newspapers, you will hear officials, including the Sindh Education Minister, boasting about revolutionary reforms in the education sector. In reality, little has changed beyond these empty claims. Every morning, my youngest son, a fifth-grade student at a government school in our town, refuses to attend school due to the oppressive heat and lack of electricity. Who cares about the children of a lesser god?
We must not forget that basic infrastructural development not only helps retain students but also attracts new learners. There are ordinary thieves who steal material possessions, but then there are political thieves who rob people of their dreams and economic aspirations by denying them access to democratic education. Our youth have fallen prey to these political thieves, who have stolen the economic prosperity that quality education could bring.