Learning beyond classrooms in higher education Author: Dr Asghar Zaidi

The article argues that learning in universities cannot and should not be confined to lecture halls and examinations because student societies act as laboratories of leadership, creativity and civic maturity. Far from being a waste of time, these platforms are an extension of education where young people cut their teeth in organisation, debate, teamwork and problem-solving. The writer drawing from his experience at GCU and UMT stresses that societies thrive when students are trusted with autonomy, when their voices are valued in governance, when pluralism rather than factionalism is encouraged and when co-curricular activity is aligned with academic goals. He insists that societies are the seedbeds of responsibility and confidence, preparing students not only for careers but also for nation-building.

At the heart of the piece of writing lies a bold call to action for Pakistan’s universities to shed their fear of dissent and embrace student empowerment as an engine of reform. The writer makes it plain that the measure of higher education should not rest solely in CGPAs but also in the ability of graduates to lead with empathy, manage crises, and contribute meaningfully to society. By institutionalising co-curricular platforms with proper budgets, mentorship and representation, universities can nurture well-rounded graduates who stand tall in the real world. If we want a future led by change-makers rather than paper-qualified degree holders, we must treat student societies as essential classrooms of democracy, innovation and collective responsibility.

Overview:

The article underscores that vibrant student societies transform universities into nurseries of leadership and innovation. By encouraging accountability, pluralism and inclusivity they bridge the gap between academic theory and real-life practice, showing that holistic education goes far beyond textbooks.

NOTES:

The article highlights that student societies in universities are not distractions but vital extensions of learning, equipping students with leadership, creativity, teamwork and problem-solving skills beyond the classroom. Drawing on experiences from GCU and UMT, the writer outlines five guiding principles for effective societies: decentralisation and student autonomy, recognition of students as stakeholders, promotion of pluralism over factionalism, alignment of co-curricular activities with academics, and inclusivity with broad representation. These societies act as training grounds for accountability, confidence and democratic values, producing graduates who are not just degree-holders but nation-builders. They also foster a sense of community, counter radicalism and build trust between students and administrations. The writer stresses that universities must institutionalise student societies with proper budgets, policy frameworks and faculty mentorship while ensuring student independence. He argues that true success in higher education should be measured not only in CGPAs but also in the ability of graduates to lead with empathy, manage crises and contribute meaningfully to society, making student societies indispensable for Pakistan’s educational and national progress.

Relevant CSS Syllabus or Subjects:

• Current Affairs: Education reforms and youth development in Pakistan
• Pakistan Affairs: Role of institutions in shaping national leadership
• Governance and Public Policy: Decentralisation, inclusivity and participatory models
• Political Science: Civic education, pluralism and democratic training grounds
• Essay Paper: Topics on education, democracy, leadership, or youth empowerment

Notes for Beginners:

The article explains that societies in universities are not just for fun but are a way of learning. For example, when students organise a debate or drama, they learn teamwork, leadership and confidence. At GCU, students were even allowed to shadow the Vice Chancellor to learn how decisions are made. At UMT, peer tutoring run by students helped juniors in academics. These activities prepare students to be leaders, solve problems and contribute to society, which normal classroom learning cannot do alone.

Facts and Figures:

• GCU and UMT models emphasised five principles: decentralisation, stakeholder recognition, pluralism, academic alignment and inclusivity.
• Peer tutoring at UMT is fully student-led and supports juniors academically.
• 147 UN member states recognise Palestine (contextual fact from earlier but not tied to this article; thus omitted here).
• No direct numerical data is given in this article, but emphasis is on institutional practices and their broader outcomes.

To sum up, the article is a powerful reminder that universities must look beyond syllabi and grades to nurture character, creativity and leadership. It shows that when young people are trusted with responsibility, they rise to the occasion, proving themselves as future leaders and change-makers. The future of Pakistan’s higher education rests not on rote learning but on vibrant societies that prepare students to stand firm in the real world with vision, empathy and integrity.