The ageless quest for higher education
"My goodness, I’ve waited a long time for this," exclaimed Virginia Hislop, aged 105, as she proudly received her Master of Arts in Education at Stanford Graduate School of Education's commencement ceremony on June 16, 2024. A champion of the boundless pursuit of knowledge, Virginia ascended from her seat gracefully and walked across the stage to claim her master’s hood. The applause swelled as the diploma was placed in her hands, and she beamed for the cameras.
Her grandkids waved and cheered in jubilation from their seats, witnessing their grandmother's graduation from the second best university according to The Times Higher Education World University Rankings 2024.
Virginia returned to the Stanford Graduate School of Education (GSE) 83 years after her initial enrollment.
She had begun her studies way back in 1936 with aspirations to pursue a teaching career, like her grandmother and her aunt. However, her plans were thwarted by World War II when her then-boyfriend, George Hislop, AB ’41 and a GSE student in Reserve Officers’ Training Corps (ROTC) was called to military service. They got married, prompting Virginia to leave Stanford before completing her degree.
Despite this interruption, she dedicated her life to education, becoming a staunch advocate for students' rights and serving on various educational boards in Yakima, Washington.
At almost the same time as Virginia's graduation, Attiya, a mother of two grown-up girls, reached out to me, seeking advice on how to enroll in the public higher education institutions to further her education. She had decided to resume her education at the age of 49, following the end of an abusive relationship of domestic violence.
Attiya had completed her BA but had to interrupt her studies after her mother's demise. Thereafter, Attiya got married and got busy raising a family. As a mother, she dedicated all her limited resources for the education of her daughters. Unfortunately, when she herself desired to enroll in a MA program in a university in Pakistan, she faced discouragement. Age restrictions deemed her ineligible for admission to the universities she approached.
Both Virginia and Attiya share traits of perseverance, passion for learning, educational advocacy, and overcoming adversity in their educational journeys, despite their distinct contexts and outcomes. Nevertheless, their separate journeys also illustrate how varied educational contexts influence educational policies aiming not only to promote national development but also to nurture values and belief systems that encourage the personal growth of citizens.
The United States, besides substantial investments in universities, research facilities, and student support systems, generally maintains a policy of not imposing strict age limits for admission to colleges and universities, grounded in fundamental principles. Federal laws, particularly Title VI of the Civil Rights Act of 1964, prohibit age discrimination in educational institutions that receive federal funding, thereby ensuring equal educational access regardless of age. American higher education institutions prioritise diversity and inclusion, recognising the educational advantages of a student body encompassing various age demographics. This commitment underscores a cultural emphasis on lifelong learning, affirming education as an ongoing pursuit accessible to individuals at any life stage.
The admission criteria at US universities are predominantly merit-based, evaluating academic qualifications, standardised test scores, and other pertinent factors rather than age. This approach promotes workforce development and economic prosperity by enabling individuals to continually enhance their skills and knowledge throughout their careers. In essence, these principles highlight the dedication of the US to offer inclusive and fair educational opportunities for all.
Despite the Constitution of Pakistan prohibiting discrimination and ensuring equality through several articles (Articles 25, 26, 27, and 28), higher education institutions often impose age limits for enrollment. For instance, Bahauddin Zakariya University in Multan mandates that candidates must possess a minimum of 45 percent marks or equivalent and must have completed 12 years of education from a recognised institution, with a maximum age limit of 24 years, for the ADP in Banking & Finance at the Institute of Banking and Finance.
Similarly, at the University of Sargodha, the age limit for AD and BS programs is 24 years. However, the university offers admission to the fifth semester for students with an AD degree, with an age limit of 25 years. Likewise, Punjab University mandates that applicants for certain undergraduate programs must be under 24 years old, while exempting Self Supporting, Replica, Afternoon, and Evening programs from these age restrictions. This practice suggests that eligibility for financial support and educational opportunities is linked to age rather than talent, potentially undermining the principles of equality enshrined in the constitution.
According to the United Nations Development Programme's (UNDP) Human Development Report 2023-24, Pakistan is categorised as a low human development country, having slipped in the global human development index rankings from 161 to 164 out of 192 countries. Additionally, the Global Gender Gap Index 2024 ranks Pakistan 145th out of 146 countries, with a score of 0.570, reflecting severe gender disparities. The World Bank's latest Pakistan development update predicts that Pakistan's poverty headcount rate, measured at the lower-middle-income poverty line of $3.65/day (2017 PPP), will remain around 40 percent over FY24–26.
Given these statistics, imposing age limits on education seems unjustifiable and counterproductive, as it would further exacerbate existing socio-economic and gender inequalities. Furthermore, age restrictions on university enrollment are increasingly viewed as outdated and discriminatory, with modern economies recognising the necessity for educational flexibility and skill diversity. Consequently, many individuals in their 30s, 40s and beyond are pursuing opportunities to resume education to advance their career prospects and long-term employment opportunities.
The justification for imposing age limits in higher education in Pakistan is complex and serves important institutional and societal purposes. Proponents argue that age limits effectively manage limited educational resources such as faculty time, classroom availability, and financial allocations by prioritising younger individuals who are expected to provide longer-term returns on educational investment. Furthermore, age restrictions are seen as a means to uphold rigorous academic standards, ensuring that students possess the necessary academic readiness and maturity for success at the university level.
Despite these measures, a recent research entitled A study on student satisfaction in Pakistani universities: The case of Bahauddin Zakariya University, Pakistan highlights widespread student dissatisfaction with aspects such as teaching methods, administrative conduct, and facilities like computer labs and libraries.
In the World Economic Forum’s Global Gender Gap Report 2023, Pakistan ranked 138th in educational attainment, 137th in literacy, and 132nd and 104th in secondary and tertiary enrollment rates, respectively. UNESCO reports that despite improvements in access to higher education in Pakistan, substantial disparities remain between urban and rural areas and among various socioeconomic groups. Additionally, the Pakistan Bureau of Statistics notes pronounced gender disparities in enrollment, particularly in rural regions. The World Bank highlighted that outdated curricula and poor infrastructure worsened by political interference and limited autonomy, affect quality.
Despite more scholarships, financial constraints limit access, and private universities cater to the wealthy. Any efforts to update curricula and support research face funding and policy coordination challenges, according to the HEC and Ministry of Federal Education. Regardless of significant challenges in higher education, including limited funding, inadequate infrastructure, and disparities in institutional quality, imposing an age limit is questionable given that Article 19(1)(g) grants citizens the right to practice any profession. Historically, such restrictions have been contested, as demonstrated by the Lahore High Court's 2016 decision to provisionally remove the 24-year age limit for LLB program admissions in Punjab.
Age limits in education are unjustified on a global scale for several compelling reasons, with significant gender dimensions that further highlight their inequity. Firstly, such restrictions impede individuals from pursuing educational opportunities later in life, hindering personal and professional development across diverse societies. This is particularly detrimental for women, who often face interruptions in their education due to caregiving responsibilities or cultural expectations. Education should be recognised universally as a lifelong pursuit, facilitating continuous skill enhancement and knowledge acquisition for all, irrespective of age or gender. Secondly, age restrictions overlook the valuable perspectives and contributions that older students bring to academic environments, perpetuating disparities in educational access and opportunities for lifelong learning. Women and men alike bring unique experiences and insights that enrich the learning process for everyone, yet these contributions are often overlooked due to arbitrary age limits. Thirdly, age-based barriers contradict fundamental principles of equal access to education upheld by international human rights standards, which emphasise non-discrimination and inclusivity. For women, who have historically faced greater educational barriers, age limits further entrench gender inequalities.
In today's interconnected world, characterised by rapid technological advancements and evolving workforce demands, rigid age limits hinder efforts to cultivate a versatile and skilled global workforce. This is particularly true for women who may seek to re-enter education and the workforce after periods of absence.
For Pakistan, adopting inclusive educational policies that accommodate learners of all ages and genders is crucial for fostering equity and unlocking the full potential of its population. By removing age limits and supporting gender-inclusive education, Pakistan can ensure that all individuals, regardless of age or gender, have the opportunity to contribute to and benefit from the nation's growth and development.
Rubina Feroze Bhatti is a leadership consultant and a visiting scholar at Stanford University, USA. She is former member of National Commission on the Rights of the Child. She earned her doctorate in Leadership Studies from the University of San Diego, California. She tweets @RubinaFBhatti
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