Blaming teachers alone won’t fix a system broken by weak policies, incompetent evaluation, and chronic shortages.
The disappointing ninth-grade results in Punjab have become a matter of grave concern for every responsible citizen. The outcome has sparked a wave of criticism across the province. Understandably so—poor results at such a crucial stage not only undermine public confidence in the education system but also raise difficult questions about the quality of teaching and learning.
The Punjab Education Minister, Rana Sikandar Hayat, has been vocal in this debate. His determination to curb examination malpractice is commendable and deserves unreserved praise. Yet, it would have been better had the discussion not been limited to blaming teachers alone. The roots of the problem lie much deeper, in systemic flaws that have plagued Punjab’s education system for years.
One critical issue is the competence and fairness of paper evaluators. Countless students and teachers have experienced the frustration of seeing correct answers marked wrong simply because they did not match the limited understanding—or careless judgment—of the evaluator. This is not a rare occurrence but a widespread malaise. Unfortunately, despite ample financial resources, examination boards have failed to build the capacity of evaluators. Favoritism and nepotism dominate appointments, while merit and training are sidelined. The result is a culture of incompetence that distorts outcomes and erodes faith in the examination process.
Other structural deficiencies compound the problem. The much-criticized “no-fail” policy up to Grade 8 has pushed students through the system without ensuring they acquired the necessary learning outcomes, leaving them ill-prepared for secondary-level examinations. Simultaneously, the acute shortage of specialist teachers in core subjects such as Urdu, English, and Islamic Studies has weakened classroom instruction. Many contractual teachers have abandoned their posts due to job insecurity, while arts teachers have been denied promotions for years, creating an imbalance at the secondary level.
In light of these realities, threats of terminating teachers or holding them solely responsible for the results risk further demoralizing an already strained teaching community. Teaching, after all, is a profession constantly evaluated by society and students alike. Good teachers naturally earn respect and admiration, while dishonest or incompetent ones inevitably face society’s disapproval. It would have been better had the focus remained on uplifting the profession through support and accountability, rather than weakening it through intimidation. The way forward lies in meaningful structural reform. Technology must be embraced to bring transparency and fairness into the examination process. AI-based evaluation systems, if introduced with care and integrity, can reduce human error, eliminate bias, and ensure that students are assessed on their performance rather than on the shortcomings of evaluators. Only once accurate data is available can teachers be held accountable in a fair and just manner.
The crisis of the ninth-grade results should not become another episode in Punjab’s cycle of blame games. Instead, it should serve as a wake-up call—a moment to confront uncomfortable truths about policy failures, administrative negligence, and misplaced priorities. It would have been better had the official response focused on these systemic causes alongside teacher performance. Unless the core issues are addressed, no reform will bear lasting fruit.
Punjab’s students deserve an education system that is fair, credible, and future-oriented. That goal will only be achieved when policymakers, examination boards, and teachers work together in a spirit of trust, reform, and innovation.
About the Author
Muhammad Rabnawaz Awan writes extensively on social and educational issues, with a particular focus on promoting tolerance, inclusivity, and critical thinking in society. His acclaimed article, “My Intellectual Journey from Extremism to Tolerance,” not only earned international recognition but also came to be regarded as a significant contribution to global deradicalization efforts. Through his writings, he seeks to bridge divides, challenge harmful narratives, and inspire constructive dialogue that paves the way for a more peaceful and enlightened society. He also shares his views on Twitter @ToleranceAdvocate and can be reached at rabnawazminhaj@gmail.com.
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