Our academic institutions are producing armies of unskilled and untrained young men and women who have little chance of employment or career development. Many of our students get degrees but are confused about their career paths. Our education system does not encourage intellectual enlightenment and critical thinking. Here criticism means judging and evaluating others by keeping ourselves on high moral pedestal.
The problem is at many levels. First our education system generally doesn’t provide skills training. It doesn’t prepare skilled workers or trained professionals according to the market or industry demands. The reasons for this deficiency are lack of proper planning and strategy. A huge disconnect exists between the industry and education and the society and education in Pakistan.
Secondly, many of those who prepare/write curriculum, syllabi are not trained professionals. They may have terminal or other degrees but perhaps they lack vision, passion and the drive. It is also possible that their knowledge and understanding of a field of study is not up-to-date. Many are unaware of the changes taking place in their area and in the education sector at international level.
Often textbooks and syllabi are out of date, out of touch; there is little or no connection with the prevailing situation. Skill development is not a priority. Achieving real learning outcomes doesn’t seem to be a goal while developing curriculum and textbooks.
At our universities students are forced to memorise theories which are presented by foreign scholars. This is particularly true for social science subjects. Many theories in social science subjects were presented by Western authors, professors and philosophers. Our teachers and students refer to those theories but not many of them really understand those theories. Most Western examples, case studies and models are alien to the Pakistani society and conditions. Understanding the spirit of a theory or model, its context and the cultural background in which it is presented are extremely important for expanding our own horizons.
The next big issue is teaching itself. Every degree holder whether she/he has a bachelor’s, masters or PhD degree can’t be a teacher. Degrees are not enough when it comes to being good teachers. Teaching is a passion, an aptitude, a very special skill. In Pakistan, many people who can’t find jobs in other sectors become teachers and often it is their last option.
A few years ago, upon my return to London from Central Asia, a British institute offered me a teaching position but it was subject to the police clearance and also a psychological test. The UK has a special and very transparent system for checking if someone is fit to teach. It took them two years to complete a comprehensive check on me in which several government agencies were involved. By the time the checks were completed and I was cleared to teach, I had already started working in Pakistan.
Teacher training is extremely important. The education departments and the HEC have to work on it. Someone may have very good academic degrees but it is possible that they are not fit to teach due to their psychological or emotional state of mind. Similarly, if a person has a very impressive academic record but if she/he is not an extraordinary communicator, public speaker, with a balanced mind and objective approach such a person shouldn’t be a teacher.
Another issue is lack of professionalism in almost all public sector organisations. Unemployment is one of the biggest challenges in Pakistan. Thousands of people apply for one job, they make huge efforts and use all sort of pressures to get jobs. But I have noticed people who don’t work or behave professionally at their workplaces. This is true for public sector or government organisations. When professionalism is demanded, some people start giving examples of others by saying such and such departments are also not performing their duties professionally. Some tell me with a grin on their faces: “This is Pakistan, Sir!”
Ironically, there are many rules for checking performance and maintaining discipline but these are only on papers. The actual issue is lack of professionalism or work ethics. Avoiding ownership and responsibility and only protecting self or group interests are some of the challenges our public sector institutions are facing.
Due to inefficiency of public sector schools, colleges and universities many parents and students have turned to private sector education institutions but there too standards aren’t good. Expensive private institutions sell their brands and market English language teaching. But these can be replacement for sound knowledge and high professional standards.
Speaking good English and using imported books and curriculums will not improve quality. Some private institutes are good but most don’t contribute in producing skilled, trained and qualified professionals. Most private schools and universities are money making machines thriving on public’s dreams as well as complexes.
The blogger is an analyst and a journalism professor. He can be reached at [email protected]