The entire education system in the country is plagued by numerous flaws and deficiencies. From the development of our curricula to their implementation, from the creation of syllabus books approved by textbook boards riddled with errors, to the quality of our schoolteachers, and from the construction of educational institution buildings to the availability of essential facilities, everything appears to be in a state of chaos. The fundamental issues still remain unresolved.

Prominent educationist Zubeida Mustafa has expressed her concern that there has never been enough attention given to the state of education in Pakistan. Historically, any agitation that occurred was primarily driven by teachers demanding higher salaries or parents protesting against the relentless and arbitrary increases in private school fees. However, the lack of concern regarding the subpar quality of education has been particularly distressing. Few seem to be troubled by the harm our flawed education system is inflicting on the country and its youth.

While some advocacy groups have been striving to promote quality education in the public sector and exert pressure on policymakers, their impact appears to be limited. Some genuinely dedicated organizations working to provide education to the underprivileged lack the manpower and resources to lobby for macro-level change effectively. The glaring disparity in the education sector and the apathy of the educated classes are the primary culprits behind the current state of affairs. The educated classes either fail to grasp the consequences of this inequality or lack the moral conscience to actively engage in addressing the issue. At the core of the problem lies the unequal distribution of wealth, which has divided Pakistan into a nation with a substantial underprivileged population ruled by an oligarchy of the privileged few.

The United Nations Development Programme’s Human Development Index (HDI), which now considers the factor of equality, offers revealing insights. It highlights that when adjusted for inequality, the calculated values for education in Pakistan drop by a significant 46.4 percent. Only five other countries, four of which are sub-Saharan states and Yemen, exhibit greater inequality in their education sector. Despite the exorbitant fees charged by many prestigious schools, there are parents who willingly pay because they have the means to do so. In most cases, the monthly fee exceeds the monthly earnings of an average worker supporting a family of nine (based on official demographic figures). The crucial question is: why is there no protest? The reality is that those most adversely affected fail to recognize the importance of quality education, as they have been denied this privilege themselves. They now merely seek to secure a piece of paper they believe will unlock job opportunities and upward mobility for their children.

On the other hand, there are individuals who are financially well-off and understand that an education lacking in knowledge, skills, and critical thinking abilities will not significantly impact the lives of many. They act selfishly because they realize that poorly educated individuals are unlikely to pose a threat to their privileged positions and lucrative jobs. This perpetuates a vicious cycle as their children are the only ones able to access elite schools and subsequently secure good jobs. This concentration of wealth persists, and with the stark divide between the privileged and the underprivileged, bridging the gap is becoming increasingly challenging. However, it is improbable that this trend can continue indefinitely in the current conditions. Moreover, even the privileged and wealthy depend on the underprivileged for blue-collar work. If the government does not address this issue, the future appears bleak.

Another aspect of the issue is the belief among educationists that our educational system poses obstacles to the discovery of students’ true talents, regardless of whether they come from privileged or underprivileged backgrounds. These experts contend that talent exists everywhere, even in regions typically considered backward and underdeveloped. However, the prevailing educational systems in most underdeveloped countries struggle to identify genuine talent.

Charles Leadbeater, the author of the book “Innovation in Education,” highlighted this concern while discussing pioneers in the field of education in countries such as the USA, Pakistan, and Canada at a conference. He shared stories from different parts of the world, noting that the NGO “Save the Children” in Uganda successfully enrolled over 8 million children and youngsters in various educational initiatives launched in the last five years. Leadbeater attributed this success to the determination of the NGO’s leaders in attracting a large number of children to these initiatives. He also emphasized that while enrolling children is essential, it is the responsibility of administrators to create an environment conducive to learning.

Leadbeater cited another successful example in Colombia, initiated by social activist Ficky Colber. Her introduction of the one-teacher per school system in Colombia led to the establishment of at least 60 such schools across the country for children aged between five and 14. Leadbeater regarded this growth as an “innovation” and suggested that such novel approaches could be effective in countries with lower enrollment rates at the primary levels.

He also highlighted the success of innovator Martin Bert in certain areas of Paraguay through his “radical” innovations. Leadbeater observed that many times, the absence of fresh ideas and innovations hinders the achievement of positive outcomes.

Later, educational innovator Mushtaq Chhapra from Pakistan shared his experiences from nearly three decades of running The Citizens Foundation, a successful NGO in Pakistan. Starting with just a couple of hundred students, mostly females, in 1995, his organization has since expanded to include 1,833 school units, educating 280,000 students through over 13,000 teachers and principals, with over 17,400 employees. Chhapra mentioned that he faced opposition from ultra-orthodox sections during the initial years, but his decision to employ only women as teachers proved fruitful, leading to significant improvements in attendance over the years.

In recent times, various colleges and universities in Pakistan have launched innovative educational initiatives, including virtual universities, open universities, and distance education programs. Zubeida Mustafa believes that with swift support and interest from the government, Pakistani students can become the stars of tomorrow, given the country’s track record of producing highly talented individuals. Therefore, she emphasizes the importance of prioritizing and supporting the youth to ensure a bright future for Pakistan.