KARACHI:
Last week, the National Assembly raised concern over the dismal Central Superior Services (CSS) exam results. The failure rates are alarmingly high with most candidates struggling with essay writing, English, Pakistan Affairs and Islamiyat. Some ministers blamed the number of different educational systems in the country, which is valid, but it does not offer a comprehensive analysis of the problem. The issue is not just the coexistence of various systems but also the quality of education imparted by each system.
Therefore, the education ministry should conduct an in-depth study of the various educational systems to identify their strengths and weaknesses. The proposed national curriculum can help address the issue of multiple educational systems, but its success depends on its quality and effective implementation. The government must ensure that the new curriculum is designed to meet international standards and that it is implemented across all educational institutes in the country. The government should also invest in teacher training programmes to ensure that they are equipped with the latest teaching methodologies, especially in essay writing, English, Pakistan Affairs, and Islamiyat.
The government should increase the budget allocation for education with a focus on building and upgrading educational infrastructure, providing modern technology, and developing new teaching and learning resources. Lastly, the government should involve all stakeholders, including parents, students, teachers, and experts to develop educational policies and strategies. A collaborative approach can help create a shared vision for the country’s education system leading to better outcomes. The Pakistani government must recognise the importance of education and act immediately to address the alarming decline in educational standards. Investing in quality education is not only essential for individual growth but also for the overall development of the country.
Majid Burfat
Karachi
Published in The Express Tribune, May 4th, 2023.
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