Sajid Ali Naich
The concept of meritocracy has its roots in every sector of competition. Its various criteria create shallow gaps in achieving its targeted dimensions. With pertinent to the word meritocracy, is often used in educational institutions and government offices. In Pakistan, foundations of merit-based requirements of rewarding grades in schools and job sections have been ghastly undermined due to ineffectiveness and poor quality standards in the education system of Pakistan. Three parallel education systems are running simultaneously in Pakistan, including public and non-elite private schools, elitist private schools, and religious seminaries- the madaris. All of these follow their curricula, teaching methods, and education system. The existence of parallel systems has created predicaments further complexing the nature and credibility of education in Pakistan. The elitist private schools charge an exorbitant amount but their quality of education meets international standards. Whilst, private public schools cater to middle-class children, they have less quality education and infrastructural facilities. However, those who can’t afford further, send their children to religious seminaries that provide necessities along with free-of-cost education and monthly stipends. The broad difference with sundry complex environments is the children from elitist schools to private public schools and madaris don’t fit in a box. However, the National Education Policy 2009 has identified the commitment gap as the major reason behind the low literacy rate and scant skilled class as expected from the educated cadre. Including the aforementioned information, numerous predicaments have germinated making education redundant as one of the complex dilemmas in Pakistan. Poor parents tend to extricate children from schools and force them to do labor which increases monthly income. The absence of job opportunities and the abundant use of jobbery in public offices sans check and balance by accountable authorities compel the downtrodden segments of society to cede hope and live lackadaisically. These traumas, later on, lead to an increment in transgressions, educated unemployed youth tend to uphold weapons rather than pen to get vengeance against the state. In regions such as FATA, Balochistan, and Sindh, the situation is grave worse. The proliferation of dacoits in the Kacha region of Sindh, and burgeoning terrorist activities by TTP and BLA are undisputable outcomes of a lack of education and meritocracy. The government merely granted 2% of the GDP to the education sector for the last couple of decades, despite humongous claims of giving initial priority to education. There is an exigency to promote meaningful learning and abide by rote learning. The essence of education lies in the credibility and adroitness of youth, if educated class doesn’t display creativity, that reflects, that the system has ruthlessly failed to prove efficacious. Moreover, justice and merit-based allocation of jobs are mandatory to evade chaos and internal rift. Otherwise, Pakistan would yet require another prolonged 75 years to consolidate its wrecked core and free itself from the shackles of poverty, unemployment, and injustice.