
The educational system in Pakistan has long been criticized for being outdated, rigid, and often disconnected from the practical needs of the modern world. The traditional system primarily revolves around rote learning, which stifles creativity, critical thinking, and practical application of knowledge. In the past, the education system was limited to only two major streams: science and arts. This narrow focus failed to cater to the diverse interests and skills of students, and it left many potential careers and emerging industries underrepresented in the academic curriculum.
Punjab Education Minister Rana Sikander Hayat highlighted that the new courses are aimed at providing students with relevant skills and knowledge. He explained that in the past, matriculation was limited to just science and arts streams. This new initiative, he added, is an effort to bring the education system in line with global standards. Starting this year, students will have the option to choose from a wider range of subjects.
In international education rankings, Pakistan is often ranked poorly, with a significant gap in educational outcomes when compared to other countries. As of the latest available data, Pakistan ranks 164th out of 193 countries on the United Nations Human Development Index (HDI). This marks a decline from its previous position of 161st in 2022. The HDI value for Pakistan stands at 0.540, placing it in the ‘low’ human development category. In comparison, neighboring countries such as Sri Lanka, Bangladesh, and Nepal have higher HDI rankings, indicating relatively better human development outcomes in these nations.
The literacy rate in Pakistan is also concerning, with a national average of approximately 59%, significantly lower than global averages. The provincial disparities are even more alarming; Punjab, the most developed province, has a literacy rate of around 60%, while rural areas in provinces like Balochistan and Khyber Pakhtunkhwa have rates as low as 40%. Additionally, the illiteracy rate among women remains alarmingly high, particularly in rural and conservative regions.
The enrollment of children in schools is another area of concern. As of the most recent statistics, about 22.8 million children in Pakistan are out of school, with Balochistan having the highest number of children out of school (around 1.7 million), followed by Khyber Pakhtunkhwa and Sindh. Factors such as poverty, cultural attitudes, lack of infrastructure, and security concerns, especially in rural areas, contribute to the low enrollment rates. In some areas, families prioritize work over education, and girls in particular are often kept at home due to societal norms or safety concerns.
Teacher quality remains another significant barrier to improving education in Pakistan. Many teachers are poorly trained, underpaid, and often lack basic pedagogical skills. As a result, student outcomes suffer. In rural areas, schools often operate with an acute shortage of qualified teachers, and even in urban schools, teachers may lack the necessary training to use modern teaching methods and technology effectively. The quality of education is further compromised by overcrowded classrooms, outdated teaching materials, and a lack of sufficient school resources.
To improve the education system, Pakistan needs to undertake several reforms. First, it should focus on modernizing the curriculum to include practical skills such as information technology, entrepreneurship, and vocational training. This will ensure that students are better prepared for the job market and global competition. Second, there must be a significant investment in teacher training programs to ensure that educators are equipped with the skills needed to deliver high-quality education. Additionally, the government should increase investment in infrastructure and school facilities, particularly in rural areas, to create an environment conducive to learning. Lastly, there is a need to address the gender gap in education, with a particular emphasis on encouraging girls’ education in underdeveloped areas.
In conclusion, the introduction of new courses by the Punjab government marks a positive and necessary shift in Pakistan’s education system. However, it is only the beginning of the journey towards modernizing education in the country. Substantial changes are needed to bring the system in line with global standards and to ensure that all children, regardless of gender or geography, have access to quality education.
The views expressed in this article are the author’s own and do not necessarily reflect Coverpage’s editorial stance.