Punjab government’s ongoing laptop distribution program aims to position itself as a champion of youth empowerment, but critics argue that it falls short in addressing a far more pressing issue—access to technical education. As unemployment continues to rise, a growing number of young people in Punjab are seeking vocational training as a pathway to economic stability. However, a shortage of government-funded institutions and the high cost of private training programs have left many without viable opportunities, deepening frustration among unemployed youth.
Official records indicate that Punjab has 581 public and private institutions offering technical education, yet only 275 of these are state-funded. This means that less than 40% of the province’s vocational training facilities are supported by the government, leaving the private sector to dominate an essential aspect of workforce development. Over the last two decades, technical education programs have gradually disappeared from public high schools, with computer instructors often being appointed to positions meant for vocational education teachers. This decline has created a skills gap, leaving many students ill-equipped to compete in an increasingly demanding job market.
Altaf Hussain, a technical education student, voiced concerns over the lack of resources in government institutions. “There are neither adequate workshops nor qualified instructors in public colleges. Private institutions offer the necessary facilities, but their fees are in the hundreds of thousands of rupees—far beyond the reach of an ordinary student,” he lamented. Many young people, even those with degrees, are left struggling to find employment due to the absence of hands-on, practical training.
Criticism of the government’s priorities has come from multiple fronts. Rana Liaquat Ali, Secretary of the Punjab Teachers Association, argued that the government remains fixated on distributing laptops while neglecting the need for technical education. “If skilled teachers are recruited in schools and colleges to teach vocational subjects, unemployment can be significantly reduced,” he asserted. Similarly, Chaudhry Ghulam Ghaus, Secretary of the Punjab Civil Secretariat Employees Association, pointed out that many graduates remain jobless because they lack the necessary technical skills. “The government should prioritize incorporating vocational education into the school curriculum,” he suggested.
In the past, technical subjects were part of the standard curriculum in middle school, allowing students to acquire practical skills in electrical work, carpentry, and other trades. Habibullah Mujahid, a senior subject specialist at a government high school, recalled that students once learned basic skills in grades six through eight, enabling them to undertake minor repairs in their homes. He argued that Pakistan’s agricultural sector, which employs 65-70% of the population, desperately needs modernization through vocational training. “Without technical education in agriculture, the country has become vulnerable to food crises,” he warned.
Political figures have also weighed in on the debate. Pakistan People’s Party (PPP) leader Hassan Murtaza Shirazi urged the government to shift its focus from laptop distribution to strengthening vocational training. “Students should receive technical education alongside computer literacy so they can make meaningful contributions in fields like IT and agriculture. Workshops established on school lands during the Bhutto era have now become barren—the government should take steps to revive them,” he suggested.
In response to these concerns, Punjab’s Provincial Education Minister, Rana Sikandar Hayat, maintained that efforts were underway to promote vocational education in fields such as electrical work, metal and wood craftsmanship, agriculture, and fashion. However, critics remain skeptical, emphasizing that without a comprehensive strategy and significant investment, the province’s youth will continue to face limited job prospects and economic uncertainty.
The debate over technical education versus short-term incentives like laptop distribution highlights a deeper issue in Punjab’s education policy. While technology access is important, it is not a substitute for the practical skills required in today’s job market. Without substantial government intervention, many young Pakistanis will remain trapped in a cycle of unemployment, unable to compete in an economy that increasingly demands specialized expertise.
