Dr Lubna Zaheer
In our country, the education system and the quality of education are often subjects of debate. There is no doubt that, if we assess the situation since the creation of Pakistan, the education sector has shown significant improvements in many areas. For instance, in 1947, the number of higher education institutions could be counted on fingers. Today, that number has multiplied several times over, reaching into the hundreds, a development that is by no means trivial. We have also progressed in the field of academic research, with Pakistani researchers appearing in renowned international journals. Similarly, access to foreign educational institutions for Pakistanis has increased. There was a time when not a single Pakistani university featured in global rankings. Regardless of the controversies surrounding rankings, this is undeniably a positive development: over time, Pakistani universities have secured their place in the global academic arena. In recent years, whenever an international agency releases a university ranking list, Pakistani universities are included. Just a few days ago, the latest global university rankings were published, and it was heartening to see the names of several public and private Pakistani universities featured.
Despite these positive developments, there is no denying that the education sector urgently requires reform. For decades, education experts have been emphasizing that along with expanding the number of institutions, attention must also be paid to the quality of education. In the past, earning a Bachelor’s degree carried such significance that it was formally mentioned in brackets next to a person’s name. Even the elders of families, who had only completed a few grades, had read dozens of books. At that time, there was a standard of education. Today, however, even holders of Master’s, MPhil, or PhD degrees often possess only superficial knowledge of their field. The reality is that a degree is no longer a reliable measure of competence or intellect.
Years ago, probably around 2015, the Chairman of the Punjab Public Service Commission wrote a letter to the then-Governor (who also serves as the Chancellor of all provincial universities). The letter highlighted a concerning trend observed during interviews following public service commission’s exams: candidates holding MPhil and PhD degrees were often unable to properly state the title of their own research theses. The chairman requested that the Governor instruct university vice-chancellors to address this issue and emphasize the importance of educational standards. A letter was issued from the Governor’s House to universities, but the matter did not progress beyond conventional procedures.
Having been associated with the education sector, I have personally observed that the quality of education has deteriorated over time. Both students and teachers share responsibility for this decline. At the university level, only a handful of students show a genuine urge to study and learn. Very few young people today are engaged with books. The tradition of taking notes during or after lectures is fading. Mobile phones and now artificial intelligence have further eroded this practice. Students who lack even basic knowledge of their subject still expect to secure high-paying jobs immediately upon graduation. I often say that even those who does not know the basics, dream of passing competitive exams and obtaining government positions. Similarly, in my field, many aspire to become high-earning TV anchors overnight. Yet, there are still some bright and diligent students who bring pride to their institutions and families.
Teachers are also at fault in this deteriorating scenario. Most faculty members prioritize publishing research papers, often at high cost in national or international journals, or attending meaningless conferences. Reading books, improving lectures through research, giving students time outside the classroom, guiding them, and nurturing their character often take a back seat. While excelling in research is commendable, stories of Pakistani professors publishing poor or plagiarized work have emerged even on the international stage. Some possess “extraordinary talent”, producing new research papers every few weeks. Globally, universities are centers of advanced and modern education, but many Pakistani universities have become arenas of political maneuvering. Faculty members often compromise their dignity and become embroiled in internal conflicts. In the race for positions and privileges, they expend energy praising university heads. Similarly, many university heads appear more focused on publicity and personal networking than on institutional reform. I am personally aware of such cases in several universities.
There is no doubt that governments bear responsibility for providing financial resources to educational institutions. It is also valid to argue that improving quality requires governments to allocate budgets to universities on a priority basis. However, this does not mean that every problem can be solved through funding alone. For example, what budget is allocated for delivering quality lectures, arriving and leaving class room on time, guiding students morally, or performing similar tasks? The real issue is that we have all become accustomed to shirking our responsibilities and blaming others.
This provides just a glimpse of the higher education scenario. Similarly, the state of school education is not much better. Even if we set aside the question of quality, it is alarming that around 25 million Pakistani children of school-going age are deprived of education. Pakistan, by the grace of Allah, is a nuclear power. Yet, it has still not achieved the goal of 100 percent primary education. At times, it feels as though our education sector is moving along a sloping path, and all of us are responsible for this journey.
The writer is a Professor of Media and Communication Studies and a broadcast media expert. She currently serves as Chairperson of the Department of Film and Broadcasting at Punjab University
