Degrees without quality

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Pakistan's higher education sector has long wrestled with a paradox. Universities continue to multiply and degree programmes continue to expand, yet persistent concerns remain about the quality of graduates. In this context, HEC's latest initiative of launching a national academic leadership engagement series is a timely and necessary intervention.

Pakistan's higher education sector has expanded significantly over the past two decades. New universities have emerged across the country and enrolment figures have increased while thousands of graduates enter the job market every year. Yet quantity has not necessarily translated into quality. Employers routinely complain about skill gaps among graduates, while international rankings continue to reflect weaknesses in research output and innovation. Part of the problem lies in the tendency to view quality assurance as a bureaucratic exercise. Many institutions focus on meeting regulatory requirements while paying insufficient attention to actual learning outcomes. Curricula often remain outdated and teaching methods continue to rely heavily on rote learning, creating a mismatch between what universities teach and what the economy requires. Higher education institutions should serve as centres of innovation and problem-solving, producing research that addresses national challenges ranging from climate change and water scarcity to public health and technological advancement. Universities must place these learning outcomes at the centre of academic planning and regularly review programmes to ensure their relevance. Stronger partnerships with industry can help align curricula with labour market demands while providing students with practical exposure.

HEC's proposed quality assurance framework and the digital monitoring mechanisms being introduced could provide universities with the direction and oversight that have long been missing. Yet no framework, however well designed, can substitute for institutional commitment. Pakistan's universities must recognise that quality is achieved through graduates who can think critically and solve problems.