The concept of meritocracy permeates various sectors, notably education and governÂment offices, creating disparities in achievement. In Pakistan, the education system’s poor quality undermines merit-based grading in schools and job placements.
Three concurrent education systems operate in Pakistan: pubÂlic and non-elite private schools, elitist private schools, and reÂligious seminaries (madaris). Each follows distinct curricuÂla, teaching methods, and stanÂdards, complicating the credibilÂity of education.
Elitist private schools, despite high fees, provide international-standard education, while midÂdle-class students attend private public schools with lower quality and facilities. Those unable to afÂford even these turn to madaris for free education and stipends.
The National Education PoliÂcy 2009 identifies a commitment gap as a major factor in the low litÂeracy rate and insufficient skilled workforce. This complex scenario leaves children from different sysÂtems without a clear path.
With the prevalence of jobbery and a lack of job opportunities in public offices, disadvantaged segÂments withdraw children from school, leading to child labor and increased income. This cycle, couÂpled with the absence of checks on corruption, breeds hopelessness and lethargy.
These issues contribute to a rise in crime, with educated, unemÂployed youth resorting to violence. Regions like FATA, Balochistan, and Sindh suffer particularly, evÂident in the growth of dacoits in Sindh’s Kacha region and terrorist activities by TTP and BLA.
Despite claims, the government allocates only 2% of the GDP to education, hindering meaningÂful learning. The focus must shift from rote learning to fostering creativity, as the essence of eduÂcation lies in the credibility and skill of the youth.
To prevent chaos and internal strife, justice and merit-based job allocation are imperative. Without these reforms, Pakistan may require another 75 years to overcome poverty, unemployÂment, and injustice.
SAJID ALI NAICH
KHAIRPUR NATHAN SHAH
