Reforming classroom learning |
Education in Pakistan has become an outdated tool for career development and social mobility. It is delivered through public institutions, autonomous bodies and private schools, yet remains fragmented across multiple curricula and learning pathways. This disconnected structure perpetuates segregation and discrimination. A class-based education system is deepening social divides, shaping not only access but also attitudes and worldviews.
Middle-class families are increasingly unable to afford private schools, colleges and universities. Their children develop a distinctly different outlook compared to those in elite institutions. Many unregulated private institutions, driven purely by profit, often produce individuals disconnected from cultural values, lacking moral education and social responsibility. The bureaucratisation of public-sector education has further stifled learning. Inefficient systems have led to academic stagnation, poor classroom engagement and weak character formation. Adolescence (14-18 years) is a formative stage when young students begin to understand responsibility and shape their identity. University years (19-22 years) should refine communication, leadership and social skills. Yet educational institutions largely fail to nurture these capacities.
Like many developing countries, Pakistan struggles to enhance the quality of its human capital. Fragmented policies, poor coordination across educational tiers, limited use of technology and a widening mismatch between skills taught and market demands continue to undermine progress. Traditional teaching methods do not integrate innovation, sustainability or digital literacy. A........