Rewiring Learning for Jobs

 

The latest developments in the world, particularly the emerging “new world order” associated with recent leadership in the United States, suggest a troubling assumption: that global problems can be resolved through brute military force. This shift has caused widespread concern across the globe, especially in Pakistan. One significant impact of this development is on fundamental human rights, particularly the right to education and healthcare. These sectors once provided not only intellectual satisfaction but also stable employment and livelihoods. Today, many university graduates, even if they possess good academic degrees, are finding it hard to find stable jobs and are mostly struggling to achieve some level of satisfaction. Young people, after getting frustrated when see the rise of the powerful and the mighty without any such struggle in this very society, increasingly feel compelled to acquire secondary, non-academic skills, such as flattery and submission to authority, rather than pursuing merit-based scholarship. Many believe that power, whether obtained through fear or unethical means, and wealth, regardless of its source, are the keys to success. This rapidly spreading menace will result in unacceptable social consequences of grave nature and hence needs to be tackled on war footing.

In my view, we need to come out of this misguided perception and see the world with a cleared and objective view. History shows that societies have functioned in similar ways before. In earlier times, warriors and guards were favored and well-supported by ruling authorities. A similar pattern is visible today, where professions linked to the military and administration receive greater resources and rewards, while other sectors face increasing neglect. Although, it is a reverberation of Fredrick Jameson’s concept of late capitalism and is in conformity with the creation of the elite system to rule over the vast number of people working as laborers to the capitalistic system, the Marxist philosophy says that the situation can be solved by a more holistic approach. When white-collar jobs are rapidly declining, and for many individuals, blue-collar work should remain the primary option. This shift necessitates a change in mindset. Individuals must now strive to acquire practical and specialized skills to secure employment. The era of guaranteed jobs based solely on academic degrees is fading. Employment is no longer a right; it must be earned through competence and fully developed skills.

In this context, universities must fundamentally reform their curricula, degree structures, and teaching methodologies. Higher education institutions must ensure that their graduates are equipped not only for current demands but also for future challenges, thereby safeguarding both individual and institutional survival. Simultaneously, the rapid advancement of technology is transforming the labor market. Automation and artificial intelligence are replacing human labor in many sectors. However, these developments also create demand for new technical skills. In my opinion, five broad categories of work will remain relevant and in high demand in the technologically advanced future. First, Technical experts who can maintain and manage digital infrastructure, including computers, the internet, satellites, and communication networks. Second, Professionals who can operate and manage AI-based humanoid machines. Third, Entertainers, such as performers, comedians, and artists, who provide recreation and emotional relief. Fourth, individuals involved in food production, preparation, and culinary arts, where human taste and creativity remain essential. Finaly, Service providers, particularly in emergency services, electricity management, and basic healthcare. 

Given these realities, policymakers, educational leaders, and societal institutions must recognize the urgent need to redesign education systems to prepare future generations effectively. Another critical issue is the accessibility of knowledge in today’s world. With vast information readily available through digital platforms, one may question the role of educational institutions. However, while technology can provide information and technical skills, it cannot replace human values, ethical reasoning, and social understanding. Martin Heidegger warns that modern technology reduces the world, and human beings, to mere “resources” to be optimized and controlled. Therefore, the humanities remain indispensable. They provide the ethical foundation, cultural awareness, and social cohesion necessary for a balanced society. Without this human dimension, a purely technology-driven world risks becoming mechanical and devoid of meaning. Yuval Noah Harari warns that humans may become “hackable animals” in a data-driven world, where algorithms understand and predict behavior better than individuals themselves.

The need of the hour is to establish a balance between machines and humans. If such a balance is not achieved, we may witness a future dominated by cyborgs and artificial systems, where human experiences and emotions are marginalized. The consequences of such a transformation could be far more distressing than the challenges we face today at the threshold of the technological age. Ultimately, regardless of the prevailing world order, survival will depend on adaptability and resilience. To thrive, young people must reshape their mindset and focus on acquiring relevant skills. Not everyone can become a warrior or an administrator; therefore, it is essential to guide individuals toward diverse, meaningful, and sustainable career paths that ensure both personal fulfillment and societal stability. 

The Politics of Female Education

 The Politics of Female Education

Although Margaret Atwood does not explicitly claim to be a feminist writer, in her novel The Edible Woman, she explores how a university-educated woman may lose her sense of self, which she names as ‘core’, after marriage. According to this perspective, women can become increasingly hollow as they transition into roles of wife and mother. Atwood seems to suggest that university education enables women to recognize themselves as thinking and analytical human beings. Through interaction with teachers and peers, they develop a sense of identity, autonomy, and intellectual agency. However, once a woman leaves the university, enters social life, marries, and becomes a mother, the impact of that education may begin to diminish. She is then often confined to the roles of wife and mother, and the “core” or self that she developed during her education risks being eroded. Other than this fictional analysis, the whole situation creates a mess for the young women with university education. She gets educated along with her male fellows which is meant to make a career or at least to make place in the society and as soon as the degree is over men go to make their career and the women are supposed to give up and take up the domestic responsibilities, even when they are walking on the path of career. In most cases, it is pretty problematic for a young woman to carry both dimensions of her social and moral duties.  This creates a paradoxical situation: should women pursue higher education only to become misfits in traditional society later, or should they avoid education and remain within conventional roles? A third possibility lies in a liminal or intermediate space, where women receive education, but society is structured in such a way that their essential identity remains intact.

Marriage and family life are nearly universal social institutions, experienced by most individuals, regardless of gender. In societies like Pakistan, marriage has traditionally been considered essential for a woman’s respectable social status, as was propounded by Jane Austen in her world-famous novel ‘Pride and Prejudice’. However, this belief is gradually changing. As more women attain higher education and enter professional fields, their social and economic status increasingly depends on their qualifications and careers rather than marriage alone. Today, a woman can live independently, support herself financially, or choose a partnership based on equality rather than necessity. These changes, however, bring new challenges and are rapidly changing the feministic landscape, especially in the conservative societies like that of Pakistan. Now women are more visible in the university level education and in the services and business field in Pakistan. This has created many new challenging dimensions for the traditional social set up. A woman who is educated and employed often cannot be expected to fulfill traditional domestic roles without support. She may require assistance from family members or professional service providers. When she becomes a mother, this need for support becomes even more critical. In Pakistan, reliable institutional support, such as childcare services, maternal care systems, and workplace accommodations, is still underdeveloped.

This reveals a structural imbalance: while women are being educated and encouraged to participate in the workforce, the necessary social infrastructure to support them has not evolved at the same pace. Men, in contrast, are generally less burdened by domestic responsibilities. Therefore, support systems such as daycare centers, state-supported childcare, and safe living environments for single women are essential. Unless this imbalance is taken care of or at least minimized, Atwood would prove right when she talked about losing of their ‘core’ by women. In the absence of such support, the intellectual and personal “core” developed through education is likely to be weakened. However, if social structures are redesigned to accommodate women’s dual roles, they can continue their professional lives without sacrificing their identity. Women do not reject roles as wives or mothers; rather, evidence suggests that educated and working women often perform these roles more effectively and with greater emotional engagement. What is urgently needed is the development of infrastructure that allows women to balance professional and domestic responsibilities. This includes institutional childcare, workplace flexibility, and shared domestic responsibilities. Only then can women fully utilize their education and contribute meaningfully to society. Other than improving sociopolitical infrastructure, the system of education, sociocultural organizations, education and media must also come forward to build a conducive environment for the working women. Sensitization of men, in this connection, is the most essential track. If men are sensitive for the uplift of women’s work and skill, these obstruction without further delays would be reduced.

Therefore, instead of discouraging women from pursuing higher education, society, both men and women, must work collectively to support them. Such support will ensure not only the preservation of their core identity but also their active participation in national development. An educated woman, supported by appropriate social structures, can be both a productive professional and a fulfilling partner and mother. 

Wars Steals our Future

 

Wars Steal the Future

The ancient world was deeply engaged in wars and battles, which were often believed to be fought not only for the glory of individuals but also for that of the nation. Such conflicts were frequently justified as necessary for mobilizing and uniting the people of a country. While these claims may appear valid on the surface, many wars—even in ancient times—were driven by hidden motives. These included the desire to seize land, exploit resources, and gain control over the labor, wealth, and material assets of conquered territories. In many cases, rulers waged wars to expand their domains and consolidate their power. These conflicts inevitably brought death, destruction, and bloodshed, costing countless lives and dismantling established social, economic, and political structures. Over time, wars have been romanticized, producing narratives of heroes and warriors, yet such glorification often obscures the devastating human cost of conflict. As history progressed, warfare became increasingly sophisticated and far more destructive. This is evident in global conflicts such as World War I and World War II, as well as numerous smaller wars driven by regionalism, imperialism, capitalism, and ideological struggles such as the clash between capitalism and communism. Despite their scale and intensity, wars have ultimately failed to resolve the fundamental problems of humanity.

It has long been believed that wars bring destruction not only to men but also, and often more severely, to women and children. However, it must now be added that the youth of a country are among the most affected by conflicts and wars. War destroys infrastructure, including employment opportunities, manufacturing sectors, and production facilities; consequently, jobs become scarce, placing immense strain on a country’s employment ratio. This resulting rise in unemployment exerts significant pressure on the psychological, physical, and mental well-being of young people, especially that currently pursuing education in universities, colleges, and professional institutions. They often feel deeply distracted and disillusioned, as they foresee a bleak future unless systems are rehabilitated and restored. Although wars have occurred throughout human history, bringing similar patterns of destruction, their impact today feels more intense. This is largely because many people now depend on daily earnings for survival, spending what they earn on a day-to-day basis. When war disrupts economic systems, everything envisioned in the name of democracy and prosperity collapses, placing enormous strain not only on the economy but also on the youth. One may argue that war creates new professions and employment opportunities in reconstruction and rehabilitation. However, such benefits are largely confined to elite or capitalist classes, who accumulate greater profits in times of crisis as Orwell argued that War against a foreign country only happens when the moneyed classes think they are going to profit from it. The burden, meanwhile, falls disproportionately on young people from lower and middle classes, who suffer due to inflation, shortages of supplies, reduced production, and economic instability caused by rising import bills.

Moreover, wars rarely resolve underlying problems. Historically, powerful states or groups have initiated wars to gain territory, resources, or assert dominance. In the process, countless innocent people who played no role in causing the conflict, are killed, without satisfying the ambitions of those who wage war. This reality is evident in the contemporary world, where conflicts in Ukraine, Palestine, and Iran, among others, continue without meaningful resolution. Smaller-scale conflicts across parts of Africa further reinforce this pattern of perpetual instability. In such conditions, educational activities are disrupted, prices of essential commodities rise, and production declines as resources are diverted toward war efforts. Frustration, psychological distress, and social instability increase, while literary, humanitarian, and social development activities decline. Entire nations become consumed by conflict, often taking decades to recover. While some capitalist states may benefit economically through reconstruction efforts, these gains come at the cost of increased debt burdens on war-affected countries, which must repay loans and profits to external investors.

Ultimately, war leads to widespread destruction with little to no meaningful gain. Resources are depleted, prosperity is shattered, and both sides, when viewed critically, achieve nothing of lasting value. Wars are therefore not solutions but catalysts for further problems, particularly for young people. Many young people seek to migrate from conflict zones, yet increasingly restrictive immigration policies in Europe and North America make this difficult, leaving them trapped in deteriorating conditions. It is therefore imperative that wars not be used to resolve conflicts between nations. Instead, dialogue, rational discourse, and diplomatic negotiations must be prioritized. History demonstrates that solutions achieved through dialogue are more sustainable, whereas those imposed through conflict often perpetuate further instability. Indeed, many of the world’s ongoing crises today are the direct consequence of wars that created more problems than they resolved.

 

English in the Age of Linguistic Flux

 English in the Age of Linguistic Flux

While commenting on the gatekeeping of the English language, Bruce Gilley, in his essay “Guarding the Gates of Our Language,” argues that once a culture loses control over its language, everything else is bound to follow. This argument opens up two important dimensions of English. The first is the dimension of colonial hangover, and the second is the role of English as a language shaped and circulated by twenty-first-century technology.

It is well known that Pakistan was born out of a colonial legacy when the Indian subcontinent was decolonized. Even before independence, the people of the Indo-Pak subcontinent were required—or at least strongly encouraged—to imitate the pronunciation and speech styles of their colonial masters, not only to secure employment but also to gain favor in various social and professional fields. However, once the colonial era formally ended and India and Pakistan emerged as independent states, it was expected that linguistic matters would also be addressed accordingly. This, however, did not happen. English continued to function in these countries, as in many other parts of the world, as a lingering colonial legacy.

Pakistan occupies a particularly striking position in this regard. As near-perfect mimics of the colonial era, and as “mimic men” surviving into the postcolonial period, Pakistanis made persistent efforts to copy English pronunciation, grammatical structures, and stylistic norms as closely as possible. The most obvious examples are English-medium schools and the widespread use of English across various institutional and professional domains, often at the expense of the national language. What has happened to the national language is a separate debate; however, it is undeniable that English has survived and flourished in Pakistan in remarkably powerful ways, continually reinforcing its prestige and dominance.

This leads us to a crucial question: should we continue to follow English as rigidly regulated by gatekeeping mechanisms—such as dictionaries, grammar books, and teachers who insist on “correct” or “pure” forms of the language? Or should we move forward with English as it has historically developed and continues to evolve? After all, English is a language that has borrowed extensively from other languages. Its own history reveals that in the fourteenth century it was primarily the language of farmers and laborers, not of the educated elite or the clergy. Modern English itself emerged through the interaction of Latin, French, and Anglo-Saxon English. Later, as colonial expansion carried English across the globe, it absorbed words, expressions, and structures from numerous indigenous languages.

As a result, English underwent continuous changes in usage, pronunciation, and structure. This dynamic process became even more pronounced through the contributions of postcolonial writers, who reshaped English by infusing it with local idioms, rhythms, and vocabularies. Writers from Africa and the Indo-Pak subcontinent, for instance, incorporated indigenous linguistic features into fiction, drama, and poetry to reflect local realities and cultural identities. Clear examples range from Chinua Achebe’s Things Fall Apart to Ahmad Ali’s Twilight in Delhi. For example, Achebe says, “Proverbs are the palm-oil with which words are eaten.” The sentence is evidence of English language carrying the epistemology of Igbo culture and hence formulating a new variety of English. Indian writers further developed this practice, which was famously described as the “chutnification” of English. Arundhati Roy, particularly in The God of Small Things, employs a hybrid language that blends English with Indian linguistic and cultural elements, including regional dialects from Kerala.

Through these practices, postcolonial writers and speakers initiated a transformative process in which English became increasingly localized. This led to the emergence of multiple “Englishes” and eventually to the establishment of the academic field known as World Englishes. Within this framework, traditional gatekeeping by native or “pure” English speakers proved ineffective.

Today, not only do multiple Englishes coexist, but English itself continues to undergo noticeable changes in pronunciation, verb usage, grammatical structures, and stylistic patterns—even among native speakers. The twenty-first century has further accelerated this process by dismantling linguistic barriers through digital platforms, social media, artificial intelligence, and machine translation technologies such as ChatGPT. ChatGPT has given birth to an English language variety called AI mediated Globally Neutral English, a variety of English meant more for clarity, speed and cross-cultural intelligibility rather than native speakers idiom and local identity. These forces have collectively contributed to the emergence of new forms of English.

While it is true that contemporary English may not resemble the “pure” forms spoken by native speakers in the nineteenth and twentieth centuries, it is equally true that colonial expansion had already enriched English with linguistic material from countless other languages. Globalization, following colonization and postcolonialism, has intensified processes of addition, deletion, alteration, and transformation. Americanization has played a particularly significant role, as American English developed distinct patterns of pronunciation, spelling, and morphology. Consequently, English is no longer the possession of the English alone. It has become a global language—belonging not to one people or nation, but to the world at large.

Politics of Language and Literature in Pakistan

 Politics of Language and Literature in Pakistan 

Language has always been a tool of not only communication but also that of identity, and so, came the concept of national and regional languages, common to almost all the nations of the world. If they don’t have regional languages different from their national language, they have at least multiple accents and dialects of national language. But in a country like Pakistan this variability has level that demands identity as well as cultural affinity. In a country like Pakistan this linguistic diversity has multiple type of pros and cons. If, on the one hand, this bunch of regional languages lends a rich cultural diversity, on the other hand, these have their sociopolitical repercussions as well. The wide variety of regional languages and their impact is further heightened because Pakistan is postcolonial country and so has English language dominance even over the national language also. This has its own chain of conflicting demands and opportunity of opening multiple debates. 

One of the ways to harmonize the existence and functioning of this linguistic diversity is to write literature and translate it into national language also so that all diversity is harmonized under the umbrella of national language and yet these are represented individually as well. But this sociopolitical duty has not been performed the way it should have been done qualitatively as well as quantitatively. Firstly, in the pre-partition era although literature was produced in Urdu but still English dominated and progressive writers either wrote in English or translated their works into Urdu. Regional languages could not find an ample space to represent themselves. Post Partition Pakistan also could not harmonize the same and in the name of popularizing nationalism, one Urdu language was stressed without caring for the worth of regional languages. Consequently, the speakers of these languages felt threatened about the loss of their linguistic identity. And more stressed individuals took it as an opportunity of regional politics and even demanded small administrative units based on regional languages which further resulted in sociopolitical disintegration and the dream of linguistics harmony remains still to be achieved. 

While there is no harm in creating smaller administrative units in Pakistan for a better and improved management of public affairs in the provinces like Punjab and Baluchistan, but these should not become linguistic units because in this way, people will over stress their linguistic identity instead of stressing their micro-identity within the macro national identity. But in no way, this means that a few regional languages may be done away with; instead a comprehensive dialogue with all stake holders must be held to avoid language based divisions yet the rights and duties of the people in general may be ensured. 

Speaking linguistically, any language would die instead of evolving if it is not spoken by the speakers or no literature is written in this language. So, as a matter of policy, the regional languages of Pakistan should also be equally strengthened along with the national language, otherwise Pakistan is going to get deprived of this diversity of linguistic culture. The promotion of this linguistic diversity will ensure diversity in harmony. Diversity in harmony can impact other areas of our life also in the same way. Intolerance and impatience as a hallmark of frustrated life in this age of technology can also be harmonized to intermingle the diversity into social harmony when all sections of society would be sure of receiving their due share of representation in the national psyche. The celebration of linguistic harmony can therefore become a way for the solution of sociopolitical issues. 

Now, the time has come that regional languages must be given their due share in the representation matters by attempting to incorporate regional content into the national language by writing literature and popularizing the same throughout the country. The initial primary school teaching in regional languages also along with the national language should be enacted so that regional languages in no way feel underrepresented and the political cards of this nature may not be played. Pakistan is rich not only in cultural diversity but also 

literary production in English and Urdu language. Further support can come from the masterpieces produced by the regional language writers which may be further translated into English and Urdu language for the benefit of all. The same should be done with the masterpieces of Urdu and English language that can be translated into multiple regional languages. This will strengthen the linguistic harmony as well as national goal of one national language will also be achieved. English is to remain as a dominant English language, and let it be so but the national and regional languages deserve to he protected, popularized and harmonized as per the psyche, aspirations and culture of Pakistani people. Many countries with cultural and linguistic diversity have practiced this model and have successfully implemented without causing any sociopolitical issues in their country.

SPECULATIVE FICTION: THE MIRROR OF THE POSSIBLE

 Speculative literature represents one of the most potent countermeasures to the oppressive and often disheartening conditions produced by the sociopolitical, ecological, and existential crises of the modern world. From classical Greek texts to contemporary postcolonial and postmodern narratives, literature has consistently performed a didactic and reflective function—helping humanity confront the realities of its own condition. However, such realist or mimetic traditions frequently evoke discomfort, as they mirror the injustices, sufferings, and contradictions of human existence. By foregrounding the “bitterness of reality,” realist and naturalist literature often intensifies the reader’s awareness of despair rather than providing imaginative escape or hope.

In contrast, speculative literature—encompassing science fiction, fantasy, dystopia, and magical realism—transcends empirical reality to explore alternative worlds, future possibilities, and reimagined modes of being. As theorists such as Darko Suvin have argued, speculative literature operates through the principle of cognitive estrangement, whereby readers are simultaneously distanced from and intellectually engaged with alternative realities that reflect upon their own. It invites both writer and reader to engage in acts of imagination that challenge the deterministic boundaries of the material world. Through such imaginative exercises, speculative literature not only enlivens creative potential but also serves as a psychological and philosophical remedy against the existential weight of contemporary crises.

The genre’s dual benefits are evident. First, speculative literature activates and extends the human imagination, inspiring readers to envision realities that transcend earthly limitations—exploring possibilities of life beyond human and terrestrial constraints. Second, it creates a participatory imaginative space where readers co-construct meaning, empathizing with and reinterpreting the visionary worlds offered by the author. Thus, the foundation of speculative writing lies in a dialectic between human experience and human imagination: it draws from lived reality only to reimagine and transcend it.

A number of canonical works illustrate the transformative potential of speculative literature. George Orwell’s 1984 stands as one of the most significant examples of dystopian speculation. Through his construction of a totalitarian regime governed by surveillance, propaganda, and the erasure of truth, Orwell speculates on the trajectory of modern political power. As per views of theorists such as Michel Foucault, 1984 dramatizes the mechanisms of biopower and disciplinary control, exposing how language and ideology shape subjectivity. In today’s neoliberal climate—where meritocracy is often supplanted by market-driven competitiveness—Orwell’s vision resonates more than ever, serving as both prophecy and warning.

Similarly, Atwood’s The Handmaid’s Tale deconstructs patriarchal utopias and projects a feminist dystopia in which technology and religious fundamentalism converge to suppress autonomy. Atwood’s speculative feminism anticipates a world where technological advancement paradoxically re-inscribes gender hierarchies, a theme explored by theorists such as Haraway in her Cyborg Manifesto. Through her narrative, Atwood speculates not only on the dangers of authoritarian control but also on the fragility of feminist progress in an age dominated by technocapitalism.

A third major example, Márquez’s One Hundred Years of Solitude, illustrates another dimension of speculation through magical realism, a mode that collapses the boundaries between the real and the fantastical. In creating the fictional town of Macondo, Márquez reconstructs a mythic history of humanity—one where time, memory, and destiny intertwine. His narrative suggests that human beings continually attempt to build utopias, yet remain trapped by cyclical failures born of history and experience. As Fredric Jameson observes, such magical-realist works offer a “symbolic resolution to real contradictions,” allowing readers to engage with the dream of an alternative order while recognizing the inevitability of human limitation.

In essence, speculative literature functions as both imaginative liberation and critical reflection. It provides an aesthetic escape from the oppressive realities of the world, while simultaneously inviting readers to critique those very realities through estranged, visionary perspectives. By transporting human consciousness from the confines of empirical experience into the expansive realm of possibility, speculative literature restores to the reader a sense of agency and wonder. Ultimately, it is not merely a literary genre but a philosophical act of resistance—a creative assertion that imagination remains the most powerful antidote to despair.

Missing Links in Holistic Learning

 In their seminal work, Paul and Elder define critical thinking as the ability to evaluate, apply, and synthesize information derived from observation, experience, or communication. Their ideas echo Bloom’s Taxonomy, which emphasizes memorization, understanding, application, analysis, synthesis, and creation of knowledge as the ultimate goals of education. These principles underscore the core purpose of education: fostering intellectual growth and problem-solving skills. Unfortunately, in Pakistan, these foundational goals are alarmingly absent at the secondary and intermediate levels of education.

Despite the tireless efforts of students at these levels to earn high marks and secure degrees, critical thinking and analytical skills are glaringly absent from their learning journeys. This deficiency becomes painfully evident when students are thrust into real-life situations that demand problem-solving and critical analysis. The root cause lies in an outdated education system—a relic of the colonial 19th century—designed to produce compliant clerks rather than independent thinkers. There are the complaints from the employers that our graduates can not apply their knowledge to the job requirements and some even cannot produce a few sentences about their acquired skills. The students who are ostensibly high achievers in higher secondary examinations, fail to qualify for admissions to higher professional education because of their miserable performance in the entry tests.   

While elite private schools in Pakistan emphasize critical thinking and problem-solving, aided by modern examination systems that test students’ mental capabilities, public sector institutions lag far behind. In government schools and colleges, exams overwhelmingly assess rote memorization rather than analytical ability. Consequently, students from these institutions often struggle when faced with entry tests for universities or job assessments, even when their degrees boast high marks. In consequent such graduates perform better at the leadership roles. On the other hand, the graduates from public sector educational institutions have to re-learn the same things at their workplaces or need to undergo a different and multiple training sessions. This is the job of the educational institutions that the learners must be equipped with all life skills, job skills, and social skills during their stay at the institution. The absence of such essentials in our education, incapacitates our society also to perform as per requirements of the 21st century high tech and highly competitive world.

This disparity between elite and public-sector education perpetuates inequality, leaving the majority of students ill-equipped to compete on a global stage. At the bachelor's level, the problem persists. Despite curricula that ostensibly aim to teach critical thinking, untrained teachers and outdated teaching methods fail to deliver these skills. As a result, students graduate with vast amounts of theoretical knowledge but lack the ability to analyze, synthesize, and apply it to real-world challenges. In developed countries, education prioritizes analytical and problem-solving skills, preparing students to tackle complex challenges in their academic, professional, and personal lives. Pakistan must adopt a similar approach. As we move deeper into the 21st century, it is imperative to focus on producing graduates who can compete globally and contribute meaningfully to society. And if we still shun from our responsibilities to prepare a useful next generation, as we have done in past, we are going fail miserably at the global scenario.

Reforming Pakistan’s education system requires immediate and comprehensive action on multiple fronts. First, Classrooms must shift from passive learning to active engagement. Practical, task-based education should replace rote memorization, encouraging students to apply theoretical knowledge to real-world scenarios. Second, teachers play a pivotal role in transforming education. Comprehensive training programs must equip them with modern teaching methodologies that foster critical thinking and problem-solving skills. Third, Current exam formats focus excessively on memory recall. Question papers must be redesigned to evaluate students’ understanding, analytical skills, and ability to apply knowledge. This shift will ensure alignment between learning goals and assessment methods. Fourth, Syllabi must be overhauled to reflect the needs of the 21st century. The focus should be on developing skills that enable students to think critically, solve problems, and adapt to an ever-changing world.

Paulo Freire, the renowned philosopher and educator, argued that education should empower students to question and think critically about their surroundings. Without this, education risks producing subservient individuals rather than independent, free-thinking citizens. For Pakistan to thrive, its classrooms must become environments where students are encouraged to analyze, question, and apply their knowledge to real-world issues—whether at the workplace, in sociopolitical spheres, or in everyday life.

The need for educational reform in Pakistan is urgent. Public-sector institutions must prioritize teaching life skills, analytical thinking, and problem-solving abilities to bridge the gap between Pakistani graduates and their global counterparts. Only by addressing these systemic flaws can we produce a generation of graduates who are not only academically accomplished but also capable of meeting the challenges of the modern world. The time to act is now. By investing in education reform, Pakistan can unlock the potential of its youth and pave the way for a brighter, more prosperous future.