EDUCATION is often reduced to formal schooling, with certification seen as the primary measure of an educated person. This, however, is an incomplete and restrictive definition. Education is not confined to classrooms; many highly educated individuals have never undergone formal schooling. The essence of education extends far beyond certification 鈥� it encompasses the ability to navigate life, build relationships and pursue personal and collective fulfilment.
Schooling serves as a structured way to develop skills, with certification acting as proof that an individual has attained specific competencies. This, in turn, determines their societal role, particularly within capitalist structures where credentials often dictate social and economic mobility. Yet education itself is much broader 鈥� it is about critical thinking, moral development, and the ability to contribute meaningfully to society. The failure to distinguish between schooling and education has led to systemic issues in the national education system, which fails to produce both truly educated individuals and skilled human resources suited to contemporary market needs.
Despite expectations that higher education institutions should cultivate both education and skills, the system produces graduates who struggle to integrate into either the job market or civic life effectively. Observing current socio-economic and political realities, there is little evidence of a well-educated populace. Instead, corruption, injustice, and social decay dominate the public and private sectors, with individuals who are nominally educated at the helm. A negligible number of genuinely educated individuals exist, but they remain marginalised, lacking influence or voice in shaping society.
The annual output of the national education system includes roughly two million graduates with varying degrees of competency, from poor to acceptable to marketable skills. 鈥楶oor skills鈥� refer to foundational deficiencies in literacy, numeracy, and digital capabilities 鈥� rendering degree holders practically useless in the workforce. This is a tragic waste of resources, particularly given the constrained budget allocations for education, which stand at around 2 per cent of gross domestic product when at least 4鈥�6 per cent is necessary.
A significant number of university graduates possess skills that are misaligned with both local and global market demands. Many degree holders find themselves in low-skilled jobs 鈥� working in industrial and garment sectors, as primary school teachers, or in transport services. This raises the question: if such jobs require minimal qualifications, why invest years in higher education? Moreover, a considerable number of graduates from technical fields 鈥� engineering, medicine, and the sciences 鈥� end up working outside their disciplines, representing a gross misuse of human and national resources.
Another glaring issue is the international recognition of these qualifications. Degrees from the national education system are often deemed inadequate in developed countries, forcing migrants to undergo further certification to secure employment. This demonstrates the inadequacy of local academic standards in meeting global expectations.
Beyond employability, education is supposed to have social and civic impacts 鈥� fostering social cohesion, justice, and peace. Yet, society exhibits widespread moral and ethical decline. Family structures are weakened, corruption and exploitation flourish, and justice remains elusive. Political systems are unstable, autocratic, and abusive, with no signs of reform. Human rights violations pervade every sector, and businesses and state institutions are rife with mismanagement, lawlessness, and self-serving agendas. Ironically, these sectors are led by highly certified individuals, the supposed 鈥減roducts鈥� of the education system. Why, then, does everything seem to be in perpetual dysfunction? The failure of education to instil integrity, leadership, and competence is evident.
The disconnect between the education system and the labour market exacerbates unemployment. Local industries demand skilled workers, yet the education system continues to churn out graduates unfit for employment. As a result, employers increasingly hire foreign professionals to meet their needs, despite a surplus of local graduates. This paradox exposes fundamental flaws in both curriculum design and pedagogical approaches.
One primary cause of poor educational outcomes is the weak foundation laid by primary and secondary education. A large portion of students entering higher education lacks adequate preparation, making it difficult for them to absorb advanced knowledge and skills effectively. Moreover, institutional inefficiencies, outdated teaching methods, and political interference further degrade the quality of higher education. The lack of a locally developed educational philosophy means the system remains a relic of colonial-era structures or a haphazard imitation of Western models, neither of which cater to national socio-economic needs. Instead of fostering innovation, universities function as degree mills, producing graduates with little relevance to modern industry.
Structural inconsistencies exist at every level 鈥� between primary and secondary education, between secondary and higher secondary, and between higher secondary and tertiary education. These discrepancies manifest in varying competencies, teaching methods, and governance models, ultimately leading to disjointed learning experiences. Political patronage, nepotism, and corruption heavily influence faculty recruitment and professional development, prioritising connections over merit. Furthermore, the toxic culture of student and teacher politics 鈥� often violent and exclusionary 鈥� undermines academic integrity, creating an environment where genuine learning takes a backseat to power struggles.
Disparities in education are deeply entrenched. Inequality exists across multiple dimensions, including access to education, learning opportunities, gender representation, linguistic and ethnic diversity, and rural-urban divides. Resource distribution remains skewed, disadvantaging many institutions and students. Meanwhile, educational governance is riddled with corruption, with rampant profiteering through certificate-selling, examination fraud, recruitment scams, and coaching centre monopolies 鈥� an open secret that perpetuates systemic decay.
Given these challenges, systemic reform is imperative. The education system must be recalibrated to produce genuinely educated, skilled, and productive individuals who can drive socio-economic development both locally and globally. Addressing these failures requires concrete and strategic action. Reform must begin with the establishment of a clear vision and policy framework for higher education, one that is rooted in national identity while aligning with global competencies. A dynamic research mechanism should be put in place to continuously update curricula, pedagogical methods and learning materials in response to evolving societal and economic needs. Expanding and diversifying higher education institutions, with a particular emphasis on technical education, is crucial in meeting market demands.
The restructuring of the university landscape should include the introduction of niche institutions that specialise in high-demand disciplines. At the same time, improving the quality of foundational education is essential to ensuring that students enter higher learning with adequate preparation. Institutional capacity must be strengthened through sufficient resource allocation to guarantee both accessibility and quality. Additionally, professionalism and accountability among educators and administrators must be enforced to maintain academic integrity.
Addressing educational disparities requires targeted interventions that promote equitable access to quality education. Strengthening governance structures is necessary to ensure transparency, accountability, and participatory decision-making. The education system must also foster an environment that upholds democratic values, human rights, and intellectual freedom, free from corruption and political interference. Public university faculty should be restricted from overly engaging in external employment to prevent conflicts of interest and to ensure full commitment to their teaching responsibilities.
Bridging the gap between education and industry is another critical aspect of reform. The development of collaborative platforms between academia and industry can facilitate curriculum alignment with employment needs. Internship and mentorship programmes should be established to provide students with practical experience before they graduate, thereby enhancing their employability. A shift towards STEM disciplines is necessary to keep pace with contemporary industry trends.
Ultimately, higher education should not merely produce certified individuals but cultivate a society that values knowledge, justice, and human dignity. Only through such a transformation can the education system contribute meaningfully to national progress and global competitiveness.
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Md Siddique Ali is a former country director (interim) and programme manager of BRAC Afghanistan.