Education Is Not Working

Muhammad Talha Shah 

Islamabad: What if the key to success is not a diploma but the courage to learn outside the classroom? For generations, education has been regarded as the primary path to success and financial security. 

However, in the contemporary world, and particularly in Pakistan, many graduates find themselves unemployed and increasingly disillusioned with a system that promises opportunity but often fails to deliver.

Despite years of study, examinations, and financial sacrifices, many young people now see entrepreneurs, freelancers, and even self-taught individuals without formal degrees achieving greater financial stability. 

This perception has given rise to a popular meme circulating on social media: “We need another key to success; education is not working.”

This is not merely a humorous statement; it reflects a serious concern shared by many young people today. 

Rising graduate unemployment, outdated teaching methods, and a widening gap between academic learning and practical skills have led many to question whether the traditional education system is still fulfilling its promise. 

The issue lies not in education itself, but in the barriers that prevent students from gaining meaningful, skill-based learning.

The question, then, is: what are these barriers?

Edu–Job Market Mismatch

One of the major challenges in Pakistan’s education system is the mismatch between degrees and the job market. Educational institutions continue to prioritize rote memorization, exam grades, and theoretical knowledge over practical skills, communication, and critical thinking. 

As a result, many graduates complete sixteen years of education without acquiring the competencies required in today’s modern economy.

Research conducted by the Pakistan Institute of Development Economics (PIDE) shows that approximately one-third of Pakistani graduates face a mismatch between their education and employment. 

The study also found that 11.3 percent of graduates work in fields completely unrelated to their degrees, while only 13.8 percent are employed in roles closely aligned with their academic discipline. This disconnect is reflected in rising graduate unemployment. Recognizing the urgency of the issue, the World Bank has emphasized that Pakistan must create 25 to 30 million jobs over the next decade.

Insufficient Investment

Another major barrier to quality education is inadequate funding. Public educational institutions suffer from under-resourced classrooms, lack of libraries, and poor basic facilities such as electricity, drinking water, and sanitation.

Pakistan allocates a very small portion of its budget to education. According to the Pakistan Economic Survey 2025–26, the country spends only 0.8 percent of its GDP on education, far below the global benchmark of 4-6 percent recommended by international organizations. 

In the 2026-27 federal budget, education received only 117 billion rupees, significantly lower than defence and debt servicing expenditures. 

Debt servicing alone is approximately 68 times larger, while defence spending is about 25 times higher than education allocation.

Pakistan also falls short of UNESCO’s recommended 4-6 percent of GDP or 15-20 percent of total public expenditure for education. 

As a result, students are deprived of quality learning environments, teachers struggle to deliver effective instruction, and the overall system remains unable to meet the demands of a modern knowledge-based economy.

The Digital Age

The rise of Artificial Intelligence and digital transformation has redefined what success means in the modern world. However, traditional teaching methods in Pakistan remain largely outdated. A shortage of well-trained instructors further weakens the system, limiting students’ ability to develop creativity and critical thinking.

According to various education assessments in Pakistan, many primary school teachers have not received modern training in updated pedagogical methods. 

In an era where global education systems are integrating AI, digital classrooms, and skill-based learning, Pakistan continues to lag behind. This creates a widening gap between local education standards and international requirements.

As a result, students increasingly turn to online platforms and self-learning to acquire market-relevant skills such as coding, digital marketing, graphic design, and content creation. This shift has strengthened the perception that “education is not working.” 

However, this does not mean education has lost its value; rather, it highlights the failure of an outdated system to adapt to changing realities. 

Global reports, including those by the World Economic Forum, emphasize that future employment will depend on digital literacy, adaptability, and lifelong learning, areas where traditional systems often fall short.

Socioeconomic Inequality

Another persistent barrier is inequality. Pakistan’s education system is divided between elite private institutions and underfunded public schools. Private schools offer better infrastructure, trained teachers, and modern curricula, while public schools struggle with overcrowded classrooms and outdated methods.

The rural–urban divide further deepens this inequality. Students in rural areas often lack access to electricity, internet, transportation, and basic facilities. 

According to an analysis by The Friday Times, only 47 percent of public schools have essential facilities such as drinking water, electricity, toilets, boundary walls, and adequate buildings. Only 32 percent of primary schools offer early childhood education.

As a result, rural students remain significantly disadvantaged compared to their urban counterparts, limiting their academic and professional opportunities.

Reform, Not Rejection

To address these persistent challenges, comprehensive structural reforms are necessary, particularly in funding, curriculum design, and teacher training.

First, Pakistan must increase investment in education to meet internationally recommended standards. Adequate funding is essential for improving infrastructure and learning environments.

Second, curriculum reform is urgently needed to shift the focus from rote memorization to critical thinking, creativity, and digital literacy. Countries such as Japan, South Korea, and Singapore demonstrate how structured and coherent curricula can significantly improve learning outcomes and international performance.

Finally, teacher training must be strengthened. Finland offers a strong model, where teachers are required to hold master’s degrees and receive extensive pedagogical training. Singapore emphasizes continuous professional development, Japan promotes collaborative lesson study, and South Korea focuses on rigorous recruitment and ongoing training.

Education has not failed, but systems have failed education. The problem is not the concept of learning itself, but the inability of institutions to adapt to the demands of a rapidly changing world.

Instead of abandoning education, the solution lies in reforming it into a system that values skills, creativity, and adaptability alongside academic knowledge. Only then can education truly become the key to success once again.

The writer is a student of BS English Literature, International Islamic University Islamabad.

The article is the writer’s opinion, it may or may not adhere to the organization’s editorial policy.