Knowledge generation in a society is linked with the societal context that determines its usefulness and needs. The dilemma of social sciences in our society is that they remain divorced from  social needs. What are the missing links between education and society? How can we close the existing gaps?

One learns most from practical experience. Therefore, the best education systems make training and internships an essential part of the studies as it helps students learn how to translate and use their knowledge in a real working environment. Unfortunately, our public education system is lacking badly on this count.

Knowledge generation and dissemination, particularly in the field of social sciences, are badly de-linked from societal needs. There are hardly any institutional opportunities of internship and practical training for the youth graduating in the broad discipline of Social Sciences. Since the issue of practical training is rooted in the basic paradigm of knowledge, no remedies are available without re-conceptualisation of the very idea of knowledge. So, we need to examine the whole process of education that includes: theorisation, curriculum design and teaching.

The disconnect between knowledge and society is rooted in the collective process of thought. The development of social theories involves an interactive process between theorists and society. Theories respond to particular social problems and people’s needs. In Pakistan, the tiny insulated community of social scientists heavily relies on borrowed theories; they hardly undertake theory-building in our social context. Imported theories, mostly, are taught with little consideration for their applicability in a different social context.

Only recently, some scholars have assertively questioned the presumed universalism of social theories. An academic organisation Exploring Leadership and Learning Theories in Asia (ELLTA) has undertaken a valuable endeavour of “challenging assumptions and creating possibilities” in theory making. It criticises the unexamined and uncritical adoption of western theories and approaches.

Muhammad Babar, one of the founding member and organisers of the conference explains that we should benefit from the existing theories but shouldn’t borrow them uncritically.

Turning to curriculum and dissemination of knowledge, a similar disconnect exists at the institutional level. By and large, curriculum remains divorced from the societal needs, and a general failure of institutions in the development of life skills through training makes the matter even worse. Consequently, there is a deep sense of directionlessness among the students of Social Sciences. While the teachers remain wary of non-seriousness of the students regarding their studies, they later find little practical reason to do otherwise. Dr Mujeeb Afzal an Assistant Professor at the Department of International Relations at Quaid-i-Azam University, Islamabad, aptly describes that the average person educated in the social sciences has “irrelevant” knowledge.

Social scientists at other universities also expressed similar views. For instance, Hafeez Ahmed, a PhD scholar observed, “Society has accepted the relevance of natural science, but not of social science.

And the general misconception is that social sciences require no careful attention.” Another student of International Relations in the final semester at Islamic International University, Islamabad, opined that only the “dull” and “left out” students went for Social Sciences. She remarked that social sciences in her eyes had no “practical use”.

The second major failure of the poor education system is a sharp decline in basic essential skills such as reading, writing and verbal communication. To be able to organise and express one’s ideas and thoughts is one of the basic functions of education but sadly enough a vast majority of the students remains deficient in these skills despite finishing their formal education at the graduation and post-graduation levels. Owing to various reasons, educational institutions, generally, are not affording sufficient training to the pupil in order to develop these basic skills.

In addition to the general decay of training facilities within the institutions, the departments of Social Sciences (particularly in the public sector) don’t have any arrangement for practical training and internship for their graduates. An MPhil student at a university’s Economics department complained that for getting interships they have to pursue companies and institutions on a personal level and without reference there is simply no chance of getting anywhere. Similarly, Ahmed Naveed, a BS student at the Department of Politics and IR of a university, said that the social sciences’ students remain “rudderless” due to lack of practical training.

Besides the already mentioned problems with thought processes and institutional failures the role of individuals working as teachers and instructors of Social Sciences is also crucial in this regard. The teaching community in our society suffers from an image problem. They are teaching the things which are widely believed as irrelevant to the practical needs of society at both levels — micro (student) and macro (societal). Having few links with real-life phenomenon they are living in the islands of academia and remain largely isolated from society.

We need to connect our knowledge in social sciences with the needs and demands of society. This requires adopting a holistic approach towards all the interlinked issues of theorisation, the role of institutions and the teaching community.

The following suggestions can be useful in this regard. First and foremost, education in general needs to rediscover the lost skills of communication which includes abilities of writing, speaking and reading as well. The Punjab chief minister’s essay-writing and speech contest is an acknowledgement of this need but the initiative should be institutionalised.

Second, some practical exercises should be included as part of the coursework. For instance, small research projects, surveys, report-writing, group activities and presentations on contemporary social issues can generate students’ interest in the learning process.

Third, the professors of Social Sciences should take the initiative to reach out to the target groups in society in order to educate themselves about the needs and demands of people. This exercise would enable them to redesign their courses accordingly.

Fourth, public and private organisation can also contribute a lot by re-orienting their recruitment structures and procedures. Instead of giving on-the-job training to the selected people, they can offer before-the-job training (internship) to the fresh graduates.

And lastly, the political leadership should set an example for other institutions and organisations by engaging students of Political Science, International Relations and Political Economy for internship and practical training at the party level.

Universities and public/private organisations should undertake a joint venture in this regard. It could contribute in the development of skills of youths on the one hand and would help organisations to pick up the best ones, on the other hand.

In conclusion, building linkages between knowledge and societal needs can make students of Social Sciences relevant. It will give them an opportunity to contribute to society while having a sense of professional identity. It would also help society to attain growth and prosperity by developing a knowledge-based economy.

The writer is a visiting faculty member at Quaid-i-Azam University, and International Islamic University, Islamabad.