In the heart of Pakistan’s societal crisis lies an education system running on fumes. It is a system profoundly misaligned with our cultural values, utterly unfit for the challenges of the 21st century, and obsessively modelled on the industrial paradigms of the last. This is not merely a system in need of reform; it is an obsolete engine, meticulously retooled into a profit-driven enterprise, sucking the financial and intellectual vitality from citizens while producing a generation unprepared, unmoored, and increasingly addicted—to vapid trends, literal vape smoke, and an escapist fantasy of life anywhere but here.
The Factory of Obsolescence
Our elite private schools, in particular, have transformed into glittering brands. They are less centres of learning and more corporate franchises, where success is measured in marketing budgets, sprawling campuses, and exorbitant fee structures. Education has become a commodity, advertised with the slick promise of “global standards” and “future leadership.” Yet, this facade crumbles under scrutiny. The curriculum, at its core, remains a relic—emphasizing rote memorization over critical thinking, colonial histories over ethical reasoning, and individual competition over collaborative problem-solving. It venerates the values of a bygone industrial age: conformity, hierarchy, and blind obedience, while the future demands creativity, adaptability, and empathy.
The Hollow Product: A Generation Adrift
The output of this factory is telling. Students from these elite enclaves, despite their advantages, often emerge shockingly unequipped. They are fluent in English but illiterate in emotional intelligence. They can navigate social media algorithms but cannot navigate complex moral dilemmas. A concerning number seek solace in the instant gratification of vaping and fast food, substitutes for deeper fulfillment. Discipline is seen as oppression, and hard work as an antiquated notion. The ultimate aspiration, fed by a system that implicitly devalues local solutions, is to “escape”—to secure a foreign degree and never return. The system does not nurture builders; it creates skilled migrants-in-waiting.
The Values Vacuum
Most tragically, this model is violently divorced from our own ethical and spiritual bedrock. Where are the lessons in ‘Rahmat-ul-lil-Alameen’ (mercy to the worlds)? Where is the cultivation of ‘Ihsan’ (excellence in character), ‘Amanah’ (trustworthiness), and communal responsibility? The profit motive has erased these. Schools, as brands, sell “success” defined by corporate salaries and foreign passports, not by contribution, compassion, or the pursuit of justice. We are teaching our children to be consummate consumers in a global marketplace, not conscientious citizens of a struggling nation or stewards of a harmonious world.
Education for Tomorrow: Nurturing, Not Branding
The alternative path is clear. The education we desperately need must be ‘future-facing’ and ‘values-anchored’.
- From Consumers to Creators:’ Curricula must pivot towards STEM with soul—coding alongside ethics, environmental science intertwined with Quranic stewardship of the Earth, entrepreneurship fused with social justice. We need problem-solvers for Pakistan’s challenges, not just applicants for Silicon Valley jobs.
- From Branding to Nurturing: Schools must shrink from corporate giants into learning ecosystems. Success should be measured in student well-being, mental resilience, and civic engagement, not newspaper advertisements. Teachers must be mentors, not just syllabus completers.
- From Nationalist Myopia to Global Harmony: True education expands the circle of concern. It must teach interconnectedness—how our local actions affect global climate, how understanding other faiths fosters peace, how technology can bridge divides rather than create echo chambers. The goal is not to flee a globalizing world, but to shape it with wisdom and compassion.
- Reclaiming Our Ethical Core: Islamic and Pakistani values of knowledge (Ilm), hard work (Mehnat), integrity (Sadaqat), and service (Khidmat) must be the operational framework, not mere Friday sermon topics. Discipline should be redefined as self-mastery, not fear of punishment.
Conclusion: The Choice Before Us
Pakistan stands at a cliff’s edge. The current education system, a lucrative industry for the few, is manufacturing a crisis for the many. It produces alienation, not leaders; addiction, not resilience; and export-ready professionals, not nation-builders. We must dismantle this factory of obsolescence. The demand must be for schools that are not brands, but gardens—spaces where young minds are nurtured with purpose, rooted in values, and prepared to cultivate a future of both technological advancement and profound global harmony. The future will not wait. We must educate for it, or be consumed by the failures we have so expensively institutionalized.
