While university degrees continue to serve as formal credentials, they no longer guarantee meaningful career placement on their own. Across labour markets, employers are increasingly prioritising practical competencies, adaptability and experiential exposure over purely academic achievement, exposing a widening gap between institutional education and workplace expectations. Within this evolving landscape, skill-based learning and social capital, particularly in the form of professional and peer networks, play a decisive role in shaping career trajectories.
In contexts such as Pakistan, the limitations of traditional academic models are particularly visible. Despite increasing enrolment in higher education, graduate employability remains constrained by structural misalignment between education and labour market needs. Ultimately, the question of student success can no longer be confined to academic performance alone. It must be understood as a multidimensional outcome shaped by the interaction of knowledge, skills, networks and lived experience. Higher education institutions, therefore, carry a responsibility not only to impart knowledge but to cultivate environments that actively integrate these dimensions into the student experience.
Khadija Saeed
Sialkot
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The rising number of graduates in the country presents a concerning reality: many hold degrees but lack the practical skills required in today’s job market. This growing gap between education and employability is a serious issue that needs immediate attention. Our education system largely focuses on theoretical knowledge and rote learning, leaving little room for critical thinking, problem-solving and real-world application. As a result, students spend years acquiring qualifications, only to find themselves unprepared for professional challenges. Employers, on the other hand, struggle to find candidates who meet industry requirements. This situation not only contributes to unemployment but also creates frustration among young individuals who feel their education has not equipped them for the future. The emphasis on grades rather than skills further deepens this problem.
There is a pressing need to reform the system by integrating practical training, internships and skill-based learning into academic programmes. Educational institutions must shift their focus from producing degree holders to developing capable and competent individuals. Unless timely steps are taken, the cycle of degrees without skills will continue to affect both individuals and the overall progress of society.
Muhammad Hanzla Rehman
Rahim Yar Khan
