TRADITIONALLY, developed societies have solved their problems and progressed through a partnership between universities and industry, through research and thought leadership emerging from universities, and through professional training provided at universities. Many of these universities have cracked the most complex societal issues through a robust curriculum in humanities which shapes the mindset, deeper thinking patterns and provides a framework of inquiry and communication.

In fact, formal education began 5,000 years ago with questions grounded in the humanities such as the meaning of life, the importance of being a good human being, the impact of our experiences, etc.

For many decades in Pakistan, we have largely focused on medical and technical education. Out of our 220 functioning universities, 176 provide medical education while 174 offer programmes in technology, including IT. Comparatively, there are only 28 universities offering Bachelor`s programmes in humanities, 22 offering Master`s programmes and only six offering PhDs. While many more may still have humanities departments, their teaching is limited to Islamic Studies, Pakistan Studies and English.

Humanities education is not just about acquiring knowledge, it`s also about developing skills, perspective, values and tolerance that are essential for real-world problem solving. Humanities graduates have an understanding of human nature, culture, are able to think critically, communicate effectively and rise to the challenges of a demanding world.

A report by Oxford University`s Humanitarian Division that studied the careers of 9,000 humanities graduates who entered the job market between 2000 and 2019, states that the skills and experience of these graduates transformed their work life through strategic thinking, resilience, responsiveness to change and teamwork.

Recently, the HEC has shown signs of recognising that the humanities can lead to progress in society. An initiative in this direction has been the establishment of a pure humanities university (Institute of Art and Design) in Islamabad. The need of the hour is to make similar strides in other parts of the country.

Currently, only 11 per cent of our population aged between 17 and 23 are enrolled in higher education institutes.

Universities offering medicine, technology and even business studies do not have the capacity to absorb the massive demand of our fast-growing young population. So where do they go and what shall they learn to establish a future for themselves? New career pathways can open upfor humanities students if they have a strong base in philosophy, history, literature, education, art and culture.

Humanities education is also critical as a foundation for science and technology the application of knowledge rests on developing patterns of thinking that enable inquiry into the big questions, critical analyses and logical reasoning.

Humanities not only contribute to other disciplines, they also have direct economic value through progress in research, media, publishing and entrepreneurship. They promote cohesion in society by creating partnerships across various disciplines, besides raising the level of necessary intellectual curiosity, making way for collective decision-making and robust social and public policy.

Developed societies have traditionally cultivated `think tanks` through humanities education, created public-private partnerships and advanced knowledge by analysing factors that lead to growth and success. Think tanks have been sorely lack-ing in our society, leaving us with a vacuum where decision-making becomes the domain of a few limited groups.

More than ever before, we need firm grounding in huma-nities to navigate the challenges of AI.

Humanities graduates can engage in critical discourse on the impact of technology, on leveraging the benefits of AI in our cash-strapped and digitally constrained economy. They can compare the strengths and failures of economies, study human experience and events to communicate theirrelevanceforthefuture.

In Pakistan we have undervalued the teaching of humanities and, besides limiting self-expression and the demise of regional languages, it has led to the dumbing down of thought processes that can only be acquired through a development of ideas shaped by humanities subjects. Our top universities have recognised the need and filled the vacuum by offering courses in humanities alongside chosen specialisations.

Humanities represents that uncharted territory that can benefit many of our students looking for alternative pathways for potential careers where possibilities remain open. Our young, working population has much to offer and it`s time to start fuelling their growth. • The wnter is a teacher educator, author and Fellow of the Higher Education Academy, UK.

neda.mulji@gmail.com