Why HEC's new competency test matters for our universities

Recently, when the HEC introduced a competency assessment for students in computing disciplines and decided to suspend admissions in underperforming programmes until improvement is demonstrated, the decision sparked debate across Pakistan's higher education sector. While some view it as a strict regulatory measure, others see it as a necessary step towards improving graduate quality and restoring confidence in university degrees.

In our view, this initiative is more than a regulatory action; it is a reality check for our entire higher education system. Excellence does not come from regulation alone. Deans, Heads of Departments, policies and administrative systems provide the foundation, but real transformation occurs when committed teachers enter the classroom, inspire students, update their knowledge and create an environment where learning goes beyond textbooks.

Universities need educators who do not merely deliver lectures but prepare students to think critically, innovate, solve problems and respond confidently to a rapidly changing world. They must also nurture curiosity, intellectual independence and the habit of lifelong learning i.e. qualities essential for meaningful professional growth.

A fundamental question therefore deserves serious consideration: If a graduate cannot demonstrate the knowledge and skills expected in his or her profession, what does the degree truly represent?

Universities are not established merely to award degrees. Their purpose is to develop capable professionals, innovative thinkers, ethical leaders and responsible citizens. Concerns raised by employers about gaps in practical knowledge, communication skills, analytical ability and problem-solving cannot simply be ignored.

The real measure of a degree is not its existence but its value. A degree should assure employers, parents and society that its holder possesses the knowledge, skills, judgement and confidence required for professional life.

This is why the HEC's competency assessment deserves consideration. It shifts the conversation from "How many students graduated?" to "What can graduates actually do?"

A competency assessment is not merely a test of students; it is also a test of the university itself. Rather than fearing such assessments, institutions should use them as opportunities to strengthen teaching, update curricula, improve assessment practices and enhance learning outcomes.

However, competency assessments should promote improvement rather than punishment. Institutions that fall short should be supported through faculty development, curriculum enhancement, mentoring and targeted academic improvement. The objective should be a culture of academic excellence, not a culture of fear.

HEC's initiative should eventually extend beyond computing sciences. Every discipline has its own core competencies, and graduates should demonstrate nationally recognised standards before entering professional life. Discipline-specific assessments, developed collaboratively with academic and professional stakeholders, could help ensure that every degree represents verified competence rather than mere completion.

At the same time, no single assessment can capture the full value of university education. Universities also cultivate creativity, ethics, leadership, teamwork, research capability and critical thinking. Competency assessments should therefore complement university education, not replace it.

Graduate performance is ultimately a shared responsibility. If students fail to achieve expected competencies, universities must examine their curricula, teaching practices and learning environments. Students, too, must recognise that a degree requires genuine learning, effort and commitment.

We believe the HEC has taken an important first step. It deserves constructive engagement rather than resistance. Accountability should be an opportunity for improvement for all stakeholders, while universities that consistently demonstrate strong competency outcomes should be recognised and encouraged.

A university degree should represent knowledge, skills, judgement, character and professional competence. Ultimately, the success of a university is not measured by how many degrees it awards, but by the difference its graduates make after receiving them.