As the world grappled with the challenges posed by the COVID-19 pandemic, students across the globe found themselves navigating through unprecedented disruptions in their education. In Pakistan, where educational infrastructure has long been plagued by systemic issues, the impact of the pandemic was particularly severe. For one student, who had consistently excelled academically from primary school to matriculation, the abrupt transition from Urdu to English as the medium of instruction during the pandemic laid bare the deficiencies of the education system.
Having always been a high-achieving student, the transition to online learning and the sudden shift in language proved to be a daunting challenge. Despite their best efforts, the student found themselves struggling to adapt, and this reflected in their performance in the intermediate examinations of 2021. Falling short of the marks required for admission to university by less than 50%, they sought recourse through the examination board, only to be met with a frustrating lack of responsiveness.
Attempts to reach out to the board for assistance were met with silence, as phone calls went unanswered and online inquiries yielded no results. Even when they managed to submit an application for the improvement of their marks and paid the necessary fees, the process was fraught with obstacles. The promised roll number slip never arrived, leaving the student in a state of limbo.
Frustrated and desperate for answers, the student persisted in their efforts to seek guidance from the board. It was only after two years of persistent attempts that they finally managed to connect with a representative. However, the conversation offered little in the way of solutions or reassurance. The board official bluntly informed them that their chances had expired, and there was nothing they could do to rectify the situation. Suggestions to cancel their FSC degree and reapply for admission were dismissed outright, with the official citing vague reasons of policy.
In the face of such bureaucratic indifference and institutional rigidity, the student found themselves trapped in a system that offered no avenues for recourse or redemption. The very institution entrusted with the task of evaluating and certifying their academic achievements had failed them miserably. What should have been a straightforward process of seeking a second chance or exploring alternative pathways to education had become a Kafkaesque nightmare of bureaucratic inertia and indifference.
The student’s plight serves as a poignant reminder of the urgent need for reform within Pakistan’s education system. For too long, systemic issues such as bureaucratic red tape, outdated policies, and a lack of accountability have hindered the ability of students to realize their full potential. As the country grapples with the challenges of the 21st century, it is imperative that education be prioritized as a fundamental right rather than a bureaucratic obligation.
Investments must be made in modernizing educational infrastructure, improving access to resources, and fostering an environment that encourages innovation and critical thinking. Bureaucratic barriers must be dismantled, and policies should be crafted with the best interests of students in mind. Only through such comprehensive reforms can Pakistan hope to fulfill its promise of providing quality education to all its citizens.
The story of this student serves as a sobering reminder of the human cost of systemic failure. It is a call to action for policymakers, educators, and civil society alike to come together and demand change. For every student like them who falls through the cracks of an ailing system, there are countless others whose dreams and aspirations hang in the balance. It is time to heed their voices and work towards building a brighter future for generations to come.