As Pakistan aims high with ambitions to value its IT sector at $20 billion and achieve $4 billion in exports, prominent figures within the nation are calling for serious and immediate introspection. According to Burhan Mirza, often recognized as a leading figure in Pakistan’s tech industry, this shift started much sooner than many people think.
‘Mirza states that being digitally literate isn’t just about browsing social media.’
It involves comprehending the system you are working with and knowing how to create something within it. This education must begin as early as elementary school.
As he sees it, the main obstacle for Pakistan isn’t a lack of ability but rather the divide between having educational opportunities and actually implementing them effectively. Whereas countries such as Japan have integrated programming into their primary school curriculums as a standard practice, Pakistan continues to view digital literacy merely as an additional, secondary consideration.
We lack sufficient awareness,” he states. “Kids develop amidst technology without being educated to engage with it actively. They understand how to use media, but not how to produce.
During our conversation, it became evident that the issue extends beyond mere lack of access—it’s also about the absence of structured exposure and an objective.
Although Pakistan’s information technology sector experienced robust expansion last year due to improved employee performance and substantial exports, the sustainability of this progress hinges on our ability to bolster foundational digital competencies. Should we continue along this trajectory, there is no doubt that the potential for further development is limitless.
Mirza feels that it’s essential to instruct individuals on using the internet effectively. Although many people can access the web, they lack knowledge about utilizing digital resources to advance their careers, earn money, or make positive economic contributions.
Currently, there is a limited misunderstanding about how information technology is viewed in Pakistan. Many people believe that achieving success digitally is solely possible through content production or software engineering. This perception has confined exploration into other expansive and promising fields such as artificial intelligence, data science, cybersecurity, blockchain, and cloud infrastructure.
“I have encountered individuals as young as 22 who have never completed an internship. This isn’t because of them; it’s due to the system,” he explains.
You remain confined in a cage for twenty years before being expected to function effectively in the actual world. This isn’t education; it’s just postponement.
A significant takeaway from our conversation was recognizing that the responsibility cannot be solely placed on governments or leaders. Each party involved must contribute their part. To illustrate, when a business generates substantial income via digital platforms, allocating some of these funds toward education or enhancing skills will eventually benefit the enterprise by fostering a more capable workforce and reinforcing the overall industry framework.
Mirza also highlighted another crucial issue: the absence of structured degree programs in emerging technologies within Pakistan. Despite many accomplished individuals being self-made experts, there isn’t an established system to support students seeking knowledge in these areas. In contrast with nations such as India or Bangladesh, which offer governmental assistance for basic coding workshops, Pakistani talents often manage just to stay afloat rather than excel in their fields.
“Consider how many individuals within our community are self-taught learners. Just think about what could happen if we provided them with an organized framework and expanded this approach nationwide. The impact would be enormous,” states Burhan.
He stressed that individuals must feel integrated into the digital economy. Awareness campaigns ought not to focus solely on technical aspects but should also inspire motivation. As he put it, ‘Provide people with a sense of purpose,’ adding, ‘Assist them in understanding their role within this framework. Only then does genuine education commence.’
His endeavors embody this conviction. Mirza’s primary project, Coach360, provides an all-encompassing personal and professional growth platform aimed at harmonizing one’s career, mentality, and way of life. Within the same framework, Skills360 was introduced to furnish people with essential skills, resources, and mental approaches necessary for success in today’s digitally driven marketplace.
He added, “Provide them with the tools, certainly. However, teach them how to utilize these tools for economic contributions, career development, and capitalizing on their skills. Just as crucial as accessibility is making sure they have awareness.”
“We’re competing with our own capabilities. It will take us either two years or perhaps as long as ten; this timeframe hinges on how well we execute. However, if we nail the educational aspect, not only will we close the gap, but we’ll also emerge as leaders,” Burhan stated.
Mirza does not merely discuss digital transformation as a trendy phrase; instead, he views it as a crucial element for the nation’s progress. Whether in classrooms or boardrooms, he feels that everybody plays a role in developing a more robust technological environment.
This discussion wasn’t merely a criticism; it served as a clarion call for change. The resources are readily available, and the skills are attainable. The genuine challenge now lies in developing an educational framework that equips individuals with the ability to steer rather than simply keep pace with the worldwide technological transformation.
Provided by SyndiGate Media Inc.
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