THE 2021 Higher Education Commission (HEC) Policy for Students with Disabilities at Higher Education Institutions (HEIs) in Pakistan upholds the value of individuals with disabilities and emphasizes the duty of the HEC and all HEIs to ensure equitable access to higher education. This policy aims to eliminate regulatory, physical, organizational, academic, and social obstacles that impede the academic and professional pursuits of students with disabilities, granting them equal opportunities, dignity, and safeguarding their rights.
Established under the Higher Education Commission Ordinance of 2002, the policy is obligatory for all HEIs in Pakistan, both public and private, following a phased implementation plan. It complements existing national and provincial disability legislation, mandating strict compliance with the legal framework it establishes.
Pakistan’s dedication to the global endeavor for the socio-economic well-being of persons with disabilities is evidenced by its ratification of the UN Convention on the Rights of Persons with Disabilities and its adoption of the Sustainable Development Goals (SDGs) 2030 agenda. The HEC policy aligns with these international commitments, particularly Sustainable Development Goal 10, which seeks to diminish inequality and advance the inclusion of all individuals, irrespective of disability or other factors. The policy establishes minimum standards for the treatment of students with disabilities at HEIs, prohibiting discrimination at any stage of their academic or professional journeys. This alignment with international efforts underscores Pakistan’s commitment to fostering an inclusive educational environment that promotes the success of all students.
However, while the policy represents a significant advancement, its implementation has been inadequate. This disparity between policy and practice raises serious concerns regarding the commitment of HEIs to their legal and ethical responsibilities. The failure to fully enforce the policy signifies a broader issue of insensitivity and a lack of dedication to translating written policies into tangible, actionable change.
This shortfall in implementation not only undermines the intended benefits of the policy but also perpetuates a culture of non-compliance and disregard for the rights of vulnerable groups. If higher education institutions, which should be exemplars in legal compliance and societal responsibility, neglect to uphold such crucial mandates, it establishes a disquieting precedent for the rest of society.
The HEC policy is not solely a national or international commitment but also a profound religious obligation. Islamic teachings emphasize compassion and justice for those who are disadvantaged or disabled. The Quran and Hadith provide unequivocal guidance on the rights of individuals with disabilities, urging the community to ensure their inclusion and support.
In Surah Al-Baqarah (2:286), Allah mandates fairness and kindness: “Allah does not burden a soul beyond that it can bear.” This verse calls for educational institutions to accommodate the diverse needs of students, enabling them to flourish according to their capabilities. Furthermore, the Prophet Muhammad (SAW) said, “Whoever does not show mercy to our young ones or acknowledge the honour due to our elderly, is not one of us” (Abu Dawood). This Hadith underscores the significance of nurturing and supporting all community members, including those with disabilities.
Implementing inclusive policies in higher education is in harmony with these Islamic values, ensuring that students with disabilities receive the necessary support to achieve their academic goals. This not only fulfils our moral and ethical duties but also reaffirms our commitment to justice and equity as delineated in Islamic teachings.
—(prof.ishtiaqkhan@yahoo.com)
