ALLOCATION of a low percentage of the GDP is portrayed as one of the core reasons for the decline of education, especially tertiary education, in Pakistan. It is true that in Pakistan, expenditure on education as a percentage of Gross Domestic Product (GDP) has remained less than 2% for several years, which seems to be the lowest percentage in the region. Our neighbouring countries are expending more, between 3 to 4%, on education as a percentage of GDP.
However, if you look at the other side of the picture, our institutions and their stakeholders (HEC, PHEC’s VC’s, teaching faculty, etc.) always try their best to take the HEI’s in the global competition even with a lower percentage of the GDP. Afghanistan’s expenditure on education as a percentage of GDP is more than 4%, with a literacy rate of less than 40%. Nepal is expending nearly about 4% on education with a 70% literacy rate. Nigeria’s expenditure on education is more than 5% with a 60% literacy rate. It is pertinent to mention that Nigeria’s standing is high regarding its total GDP, which is approximately USD 390 billion compared to Pakistan (USD 340 billion), with a high per capita income of USD 1755 compared to Pakistan (USD 1597 approx.). The abovementioned figures are just a sample that depicts that Pakistan is contributing better despite spending less.
The QS global ranking of universities (2023) also presents a positive picture of HEI’s in Pakistan with 14 universities among the top one thousand universities in the world compared to Nigeria with zero figures, which means that no Nigerian university falls under the 1000 category in QS world ranking. Iran, whose expenditure on education is more than 3%, falls below with 10 universities in the world QS ranking 2023. The same is the case for Afghanistan, which is nowhere to be seen among the top one thousand universities in the world. Only four universities in Bangladesh fall under the 1000 category in the QS world ranking. South Africa, which spends more than 6% on education, stands below with only nine universities among the 1000 category of QS world ranking.
In the Middle East, countries like Oman, Kuwait and Qatar, known for their high Human Development Index (HDI), literacy rates and substantial expenditure on education, surprisingly lag behind Pakistan in tertiary institution rankings. Kuwait, for instance, invests over 6% of its GDP in education, with a per capita income exceeding USD 32,000, yet it has no university ranked in the top 500 by QS. Similarly, Oman, spending more than 5% of its GDP on education with a per capita income of over USD 21,000, only has one university, Sultan Qaboos University, in the QS top 500. Despite being the third oldest university in Oman, Sultan Qaboos University fell in rank from 384 to 454 in 2024. In contrast, Quaid e Azam University, the fourth oldest in Pakistan and situated in the capital, improved its rank from 363 to 315 in the same year, highlighting the disparities between investment and academic performance.
The credit indeed goes to the management and their team, and I have no hesitation to especially commend and appreciate the ex-Vice Chancellor, Prof. Dr. Muhammad Ali, and the incumbent VC, Prof. Dr. Niaz Akhtar, for making history with their administrative and professional skills. They both proceeded with the sincere intention of “Delivery with Dedication” and contributed towards a better Pakistan. The same is the case for NUST and LUMS, which are contributing better despite low income and allocation.
We tend to focus more on criticism rather than encouragement, despite facing various challenges and societal shortcomings. However, it’s essential not to lose hope or paint a bleak picture of our state and society. Compared to many other countries, we excel in intelligence, education, professionalism, and proficiency. As Eleanor Roosevelt wisely said, “It is better to light a candle than to curse the darkness.” Let’s heed Frank A. Clark’s advice that criticism should be constructive and nurturing. And let’s remember Jonathan Galassi’s words: “Be patient, work hard, have faith in your abilities, and embrace constructive feedback.
—The author is a professor of Islamic Studies and has held key positions as Dean, Director, and Chairperson.
Email: [email protected]
