The summer of 2024 is nearly over and in many countries the school year is just beginning. GlobalEd Leadership has been on hiatus this summer while I traveled for fun, visited family and friends and then while in Spain collected data for a book project.
So, let us begin a new school year filled with hope and expectations…but that might not be so for adults in universities around the world. Here is a blog by Dr. Rubina Feroze Bharri who I first met while she was working on her doctoral degree at the University of San Diego. Rubina has spent her life working toward ensuring peace and opportunities for the people of her nation—Pakistan.
Dr. Rubina Feroze Bharri
“My goodness, I’ve waited a long time for this,” exclaimed 105-year-old Virginia Hislop joyfully as she proudly received her Master of Arts in Education at Stanford Graduate School of Education’s commencement ceremony on June 16, 2024. A stalwart champion of equity and the boundless pursuit of knowledge, she ascended from her seat gracefully, her cap and gown a testament to perseverance. As she walked across the stage to claim her master’s hood, the applause swelled a symphony of admiration. The diploma was placed in her hands, and she smiled, a beacon of triumph for the cameras. Her grandkids waved and cheered, their jubilant cries filling the air like a chorus of celebration as their grandmother graduated from the Stanford, ranked 2nd in the Times Higher Education World University Rankings 2024.
On June 16, 2024, Virginia Hislop marked a significant milestone not only for herself but also for the Stanford community. Returning to the Stanford Graduate School of Education (GSE), she received her master’s degree, 83 years after her initial enrollment. Virginia began her studies in 1936 with aspirations to pursue a teaching career, inspired by her grandmother and aunt. However, her plans were disrupted by World War II when her then-boyfriend, George Hislop, AB ’41 and a GSE student in Reserve Officers’ Training Corps (ROTC) was called to military service. In response, they married, prompting Virginia to leave Stanford before completing her degree. Despite this interruption, she dedicated her life to education, becoming a staunch advocate for students’ rights and serving on various educational boards in Yakima, Washington.
Conversely, Attiya, a mother of two grown-up girls, chose to resume her education at the age of 49 following a domestic violence relationship. She reached out to me almost simultaneously with the news of Virginia, a Stanford graduate, seeking advice on how to enroll in the public higher education institutions to further her education. Attiya completed her BA but had to interrupt her studies after her mother’s demise and subsequent marriage. Thereafter, she committed all her limited resources to the education of her daughters. Regrettably, she faced discouragement from to enroll in a MA program in a university in Pakistan, citing age restrictions that deemed her ineligible for admission to their programs. Both Virginia and Attiya share common themes such as perseverance, lifelong learning, educational advocacy, and overcoming adversity in their educational journeys, despite their distinct contexts and outcomes. Nevertheless, these scenarios also illustrate how varied educational contexts influence educational policies, aiming not only to promote national development but also to nurture values and belief systems that encourage the personal growth of citizens.
US Higher Education: Opportunities for All
The United States, besides substantial investments in universities, research facilities, and student support systems, generally maintains a policy of not imposing strict age limits for admission to colleges and universities, grounded in fundamental principles. Federal laws, particularly Title VI of the Civil Rights Act of 1964, prohibit age discrimination in educational institutions that receive federal funding, thereby ensuring equal educational access regardless of age. American higher education institutions prioritize diversity and inclusion, recognizing the educational advantages of a student body encompassing various age demographics. This commitment underscores a cultural emphasis on lifelong learning, affirming education as an ongoing pursuit accessible to individuals at any life stage. Admission criteria at U.S. universities are predominantly merit-based, evaluating academic qualifications, standardized test scores, and other pertinent factors rather than age. This approach promotes workforce development and economic prosperity by enabling individuals to continually enhance their skills and knowledge throughout their careers. In essence, these principles highlight the U.S.’s dedication to offering inclusive and fair educational opportunities for all.
Higher Education in Pakistan: A Different Story
Despite the Constitution of Pakistan prohibiting discrimination and ensuring equality through several articles (Articles 25, 26, 27, and 28), higher education institutions often impose age limits for enrollment. For instance, Bahauddin Zakariya University, Multan, mandates that candidates must possess a minimum of 45% marks or equivalent and have completed 12 years of education from a recognized institution, with a maximum age limit of 24 years, for the ADP in Banking & Finance at the Institute of Banking and Finance. Similarly, at the University of Sargodha, the age limit for AD and BS programs is 24 years. However, the university offers admission into the 5th semester for students with an AD degree, with an age limit of 25 years. Likewise, Punjab University mandates that applicants for certain undergraduate programs must be under 24 years old, while exempting Self Supporting, Replica, Afternoon, and Evening programs from these age restrictions. This practice suggests that eligibility for financial support and educational opportunities is linked to age rather than talent, potentially undermining the principles of equality enshrined in the constitution.
Furthermore, according to the United Nations Development Programme’s (UNDP) Human Development Report 2023-24, Pakistan is categorized as a low human development country, having slipped in the global human development index rankings from 161 to 164 out of 192 countries. Additionally, the Global Gender Gap Index 2024 ranks Pakistan 145th out of 146 countries, with a score of 0.570, reflecting severe gender disparities. The World Bank’s latest Pakistan development update predicts that Pakistan’s poverty headcount rate, measured at the lower-middle-income poverty line of $3.65/day (2017 PPP), will remain around 40% over FY24–26. Given these statistics, imposing age limits on education seems unjustifiable and counterproductive, as it would further exacerbate existing socio-economic and gender inequalities. Furthermore, age restrictions on university enrollment are increasingly viewed as outdated and discriminatory, with modern economies recognizing the necessity for educational flexibility and skill diversity. Consequently, many individuals in their 30s, 40s, and beyond are pursuing opportunities to resume education to advance their career prospects and long-term employment opportunities.
The justification for imposing age limits in higher education in Pakistan is complex and serves important institutional and societal purposes. Proponents argue that age limits effectively manage limited educational resources such as faculty time, classroom availability, and financial allocations by prioritizing younger individuals who are expected to provide longer-term returns on educational investment. Furthermore, age restrictions are seen as a means to uphold rigorous academic standards, ensuring that students possess the necessary academic readiness and maturity for success at the university level. Despite these measures, a recent Research entitled A study on student satisfaction in Pakistani universities: The case of Bahauddin Zakariya University, Pakistan highlights widespread student dissatisfaction with aspects such as teaching methods, administrative conduct, and facilities like computer labs and libraries.
In the World Economic Forum’s Global Gender Gap Report 2023, Pakistan ranked 138th in educational attainment, 137th in literacy, and 132nd and 104th in secondary and tertiary enrollment rates, respectively. UNESCO reports that despite improvements in access to higher education in Pakistan, substantial disparities remain between urban and rural areas and among various socioeconomic groups. Additionally, the Pakistan Bureau of Statistics notes pronounced gender disparities in enrollment, particularly in rural regions. The World Bank highlights that outdated curricula and poor infrastructure, worsened by political interference and limited autonomy, affect quality. Despite more scholarships, financial constraints limit access, private universities cater to the wealthy, and efforts to update curricula and support research face funding and policy coordination challenges, according to the HEC and Ministry of Federal Education. Regardless of significant challenges in higher education, including limited funding, inadequate infrastructure, and disparities in institutional quality, imposing an age limit is questionable given that Article 19(1)(g) grants citizens the right to practice any profession. Historically, such restrictions have been contested, as demonstrated by the Lahore High Court’s 2016 decision to provisionally remove the 24-year age limit for LLB program admissions in Punjab.
Age limits in education are unjustified on a global scale for several compelling reasons, with significant gender dimensions that further highlight their inequity. Firstly, such restrictions impede individuals from pursuing educational opportunities later in life, hindering personal and professional development across diverse societies. This is particularly detrimental for women, who often face interruptions in their education due to caregiving responsibilities or cultural expectations. Education should be recognized universally as a lifelong pursuit, facilitating continuous skill enhancement and knowledge acquisition for all, irrespective of age or gender. Secondly, age restrictions overlook the valuable perspectives and contributions that older students bring to academic environments, perpetuating disparities in educational access and opportunities for lifelong learning. Women and men alike bring unique experiences and insights that enrich the learning process for everyone, yet these contributions are often overlooked due to arbitrary age limits. Thirdly, age-based barriers contradict fundamental principles of equal access to education upheld by international human rights standards, which emphasize non-discrimination and inclusivity. For women, who have historically faced greater educational barriers, age limits further entrench gender inequalities.
In today’s interconnected world, characterized by rapid technological advancements and evolving workforce demands, rigid age limits hinder efforts to cultivate a versatile and skilled global workforce. This is particularly true for women, who may seek to re-enter education and the workforce after periods of absence. For Pakistan, adopting inclusive educational policies that accommodate learners of all ages and genders is crucial for fostering equity and unlocking the full potential of its population. By removing age limits and supporting gender-inclusive education, Pakistan can ensure that all individuals, regardless of age or gender, have the opportunity to contribute to and benefit from the nation’s growth and development.
This article was originally published on August 18, 2024 in the Express Tribune Pakistan. It has been reprinted with Dr. Bhatti’s permission.
Dr. Rubina Feroze Bhatti is a leadership consultant and a visiting scholar at Stanford University, USA. She is former member of National Commission on the Rights of the Child. She earned her doctorate in Leadership Studies from the University of San Diego, California. She tweets @RubinaFBhatti
Dr. Rubina’s passion for education and equality shines through in this well-researched article, highlighting the need for policymakers to rethink age limits and promote lifelong learning.