THE world has no place for ‘paper degrees’ anymore, a CEO remarked at a panel discussing the future of international higher education system. The frustration among industry leaders globally is palpable: while graduates pour out of universities each year, the specific skills employers need are still scarce. In Pakistan, where nearly 60% of the population is under the age of 30, the education system’s alignment with job market demands is critical for both individual livelihoods and national economic growth. Welcome to the age of Outcome-Based Education (OBE), a transformative educational approach designed to tackle precisely this divide. OBE shifts the focus from merely teaching a curriculum to ensuring that students leave the education system with specific, measurable skills and competencies. It is a model that prioritizes outcomes, ensuring that learning is aligned with the needs of the workforce aiming to bridge the gap between academia and industry.
In Pakistan, the mismatch is stark. While universities produce graduates in emerging fields of knowledge, many lack practical skills, problem-solving abilities, and adaptability. The education system heavily emphasizes theoretical knowledge and rote memorization, often lagging behind global advances, particularly in business, computing, engineering and technology. OBE addresses these gaps by designing programs backward from desired skills, ensuring students gain relevant, workforce-ready competencies. Since, collaboration between universities and industry is crucial for OBE’s success, Pakistani universities can work closely with industry stakeholders to ensure course content remains current and relevant, using statutory bodies like academic councils to oversee curricula updates.
In an OBE framework, assessments measure students’ competencies through practical applications — a business student could complete a market analysis project, combining theoretical knowledge with practical skills. This approach builds portfolios of real-world experience, which hold significant value in the job market. Recognizing the importance of such experiential learning, the Higher Education Commission (HEC) of Pakistan, through its recent revision of the Undergraduate Education Policy, has mandated capstone projects across all undergraduate programs, thereby reinforcing the emphasis on practical, industry-relevant competencies. Moreover, in view of OBE framework, the policy has integrated essential soft skills—communication, teamwork, and problem-solving—into the undergraduate education framework ensuring a well-rounded education. In addition to this, internships, a critical component of OBE, provide students with hands-on industry experience. In view of its significance, the HEC has also mandated a supervised internship for all undergraduate programs in its undergraduate education framework.
Taking benefits of these provisions, universities can strengthen partnerships with industries, helping students transition smoothly into the workforce. Global examples underscore OBE’s potential. Singapore’s Institute of Technical Education adopted OBE in the early 2000s, producing graduates suited for a technical job market. Similarly, Arizona State University in the U.S. collaborates with tech giants to tailor OBE programs, ensuring students gain relevant skills. These successes suggest that OBE could transform Pakistan’s education system, making it responsive to both local industry needs and global standards. To effectively implement OBE, the policymakers in Pakistan can consider several strategic interventions. One such intervention could be to strengthen the existing accreditation and professional councils with industry and educational representatives to help develop and review OBE-aligned curricula that truly reflect evolving market demands. Moreover, offering tax incentives to companies partnering with universities on internships, curriculum development, or on-campus projects could further encourage industry collaboration.
Faculty development programs focused on OBE can equip educators to design practical, outcome-based assessments. The government can also task and support HEC and National Vocational and Technical Training Commission (NAVTTC) to update their National Qualifications Framework (NQF) and National Vocational Qualifications Framework (NVQF) and to enhance the national competency standards for major industries, ensuring that educational pathways are directly responsive to national economic priorities and workforce demands. Moreover, linking university funding to employment outcomes could incentivize institutions to adopt OBE principles, with metrics such as graduate employability, internships, and industry partnerships serving as performance indicators.
Through public-private partnerships, the government can also support apprenticeships in priority sectors of agriculture, technology, and manufacturing, allowing students to gain industry exposure essential for workforce success. National awareness campaigns led by public organizations such as HEC, NAVTTC, their provincial counterparts and relevant accreditation and professional councils could further build demand for skills-focused education, shifting public perception towards practical competencies over theoretical knowledge.
OBE is not just a method; it’s a mindset that has the potential to bridge academia and industry, creating a future where degrees are more than just qualifications. With targeted policy measures and a collaborative approach, Pakistan’s higher education system can lead the way toward a more skilled, adaptable, and empowered workforce, ensuring that our nation’s youth are truly ready to shape the future. As Pakistani policymakers encourage and educators adopt OBE, they pave the way for a future where graduates are prepared to meet industry challenges, contribute meaningfully to the economy, and adapt to a fast-paced, ever-evolving job market in Pakistan, and beyond.
—The writer is serving as Deputy Director in Higher Education Commission (HEC) of Pakistan.
(mabaig.research@gmail.com)
