Opinion

Pakistan Too Can Be Rich and Powerful
By Dr. Ghulam M. Haniff
St. Cloud, Minnesota

Contrary to the image of an impoverished land, small and backward, Pakistan has the necessary resources to be rich and powerful. It is the seventh largest country in the world capable of creating a huge, highly skilled and educated, workforce. By developing its brainpower and talents Pakistan can become the seventh most productive nation in the world.
As it is Pakistan’s productivity is very low with per capita GNP of $555. Its ranking is at 138 out of 177 countries in output according to data compiled by the Human Development project. In educational attainment with a literacy rate of 48 percent it stands at 163 out of 177. The low educational achievement of the country correlates strongly with its low productivity.
Despite optimistic political rhetoric statistics show that Pakistan is at the bottom of the achievement heap. It is in the same league as Botswana, Congo, Nepal and Bhutan, among the most backward countries in the world. The Islamic Republic is unlikely to command much attention unless concerted actions are taken to educate everyone and to cultivate marketable skills in each person for higher per capita productivity.
Much of the world has come to realize that education is the key that opens the door to better life, to wealth and power. Almost everywhere nations vigorously pursue education except in Pakistan and the rest of the Muslim world. By acquiring knowledge and the-state-of-the-arts skills numerous underdeveloped states including South Korea, Taiwan, Hong Kong and Singapore, have become industrialized within the past fifty years. These countries are almost at the level of the advanced nations.
The most important resource that a country possesses is its people. Their talents, abilities and skills constitute the basis for the wealth of a nation. By cultivating everyone’s capabilities a country can become wealthy and powerful. Examples of this practice abound and education is the tool that has been used.
Pakistan is only now beginning to become aware of the importance of learning and knowledge. Just this month Dr. Attaur Rehman admitted that for the Pakistani leadership: “Education and science and technology were not the main thrust of our policies.” This is a damning indictment for a country that claims to be a nuclear power. One wonders what the leaders were doing for the past sixty years. The North Korean technology used in the vaunted missiles program is not going to prop up Pakistan forever.
Modern history for the past three centuries demonstrates that education and development go hand in hand. An industrial economy cannot be created without an educational foundation. Everyone notices this relationship except the Muslim rulers. In Pakistan Pervez Musharraf saw the connection. It was due to his chance meeting with Dr. Attaur Rehman, a local scientist of considerable repute. The good professor was quick to impart some wisdom to the president in regards to knowledge.
In view of Pakistan’s desire for industrial growth it becomes necessary for the country to pursue universal literacy. Schooling has to be made available to every one either through public or private endeavor. In order to achieve the target of educating everyone the services of all organizations willing to establish schools ought to be welcomed. These may be religious bodies, civil society organizations or private corporations. A number of these already operate in the country and those should be encouraged to expand.
The target to achieve is schooling for all through any reasonable means. The objective should be the attainment of twelfth grade level of education. When a significant proportion of Pakistan’s population has acquired the high school level of education the country would then be fundamentally different with more productive workers and involved citizens.
Regarding higher education the university system should be substantially expanded to accommodate greater number of students. The output of graduates should be steadily increased. The antiquated system of teaching and curriculum must be discarded and universities made user friendly, open and accessible. Once again the private sector, as well as foreign educational bodies, should be encouraged to establish universities in the country. Anyone willing to offer higher education in the country ought to be welcomed. The mission of the universities must be evolved to emphasize research as well teaching as the two main goals.
Further, the country ought to provide vocational training in various areas of trades and handicrafts. In this regard foreign bodies willing to offer vocational training ought to be particularly welcomed since massive transfer of skills and technology can occur in this manner. At the moment vocational training in Pakistan is virtually non-existent.
The educational institutions briefly discussed above should operate in such a manner as to accommodate as many students as possible. Classes need to be conducted not only during the daytime hours but in the evenings and weekends as well. These institutions should become the community centers for their localities.
When a large proportion of Pakistan’s current workforce of 100 million is trained their productivity would be enormous. The income generated would substantially increase the GNP. Pakistan has larger labor pool than the populations of each of the 191 member states of the United Nations except the top dozen.
Just a few decades ago Pakistan and South Korea were in the same boat developmentally. Today, South Korea has a literacy rate of 98 per cent and a per capita GNP of $12,500. It has become a major player in the global economy. Despite a population of 48 million South Korea’s universities currently enroll over one million students. Another million are in vocational schools. Pakistan, on the other hand has less than half a million enrolled in universities despite a population of 161 million.
The model for Pakistan to emulate for its development is the Four Asian Tigers, South Korea, Taiwan, Hong Kong and Singapore. In the fifties the social indicators of Pakistan were much like these countries. Towards the end of that decade each one embarked on crash programs of building schools and educating their respective peoples. At the same time they pushed for the acquisition of higher education and vocational skills. As the educational standards improved productivity rose followed by the rise in per capita income. Today, each one has created a better life for its citizens. These countries have become known for their efficient production and are important players in the global economy.
The rapid advances made by the Asian Tigers can largely be attributed to committed leadership. The top national leaders launched a scheme for social transformation using education as the instrument. There is no reason why Pakistan could not do the same. The commitment to education can pay handsome dividends.

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