For many years in Pakistan, the voices of our youth expressing their concerns about their due rights have remained unheard. The majority of them did not get an adequate platform due to inefficient governments and a lack of the rule of law. In addition, the Transparency International’s Corruption Perception Index ranks Pakistan 140 out of 180 countries, citing corruption and the absence of accountability as two significant indicators of poor governance; these factors often result in chaos, instability, and other challenges for the state and its citizens. Most analysts attribute this issue to ineffective and incompetent top leadership; to address this problem, it is essential to place competent and expert individuals in decision-making positions. However, it is difficult for citizens, except those in the ruling class, to be part of the political process. The term “politics” and being political often carry negative connotations in context to the Pakistani Political System. However, politics and political participation are the fundamental constitutional rights and essential for a state’s development and progress.

Pakistan’s public service delivery has several loopholes, from education to healthcare and to the rule of law; the system only serves those who possess wealth and power – leaving the masses to suffer. The primary reason for this is the quick-fix approach rather than a long-term and sustainable solution through policy formulation and structural reforms in the system. The Constitution of Pakistan guarantees every citizen the right to be part of the political process. However, during the regime of military dictator Zia Ul Haq, major reforms were introduced that significantly curtailed the exercise of civil liberties. Specifically, freedom of speech was restricted, and avenues for public expression of concerns were severely limited.

Furthermore, student unions were banned in 1984, with grave consequences for Pakistan’s youth and civil society. The restriction of these spaces has profoundly impacted the right to assembly and association, effectively impeding accountability and diminishing transparency. Student leadership on campus is vital as it provides students with a platform for creative engagement, discussing their issues, policies, and solutions, enabling them to become politically active and responsible citizens. Having student bodies on campus encourages youth to participate equally and select their representatives based on merit. It provides the opportunity for creative engagement and learning for the students and a platform to collaborate, engage in dialogue, resolve conflicts, and encourage diversity and inclusiveness.

The political environment in Pakistan is predominantly centered around the ruling and elite classes. As a result, students and citizens from lower-income households have been indirectly excluded and removed from all platforms to engage and participate in the political process. This exclusion results in the lack of representation of diverse perspectives and interests in the political arena. To overcome this issue, it is essential to promote and uphold equal representation of all citizens and encourage more inclusive and diverse participation in the political process. To address the challenges related to freedom of speech and assembly, safe spaces, and promote youth engagement on campus through productive dialogues and creative ideas, the Accountability Lab launched a “Youth Peace Incubation Program” in 2020.

The establishment of safe and inclusive spaces is highly advantageous for fostering a pluralistic society. Regrettably, in the past, many journalists, activists, dissidents, and religious minorities have lost their lives only for expressing their beliefs and voices. To prevent such occurrences in the future, it is imperative to introduce reforms in the educational sector. Therefore, educational institutions should endeavor to produce a diverse community of thinkers and researchers. In response to this need, the Accountability Lab initially established peace incubators, in partnership with the Asia Foundation, at three public sector universities: The University of Education Lahore, Abdul Wali Khan University Mardan, and Federal Urdu University Karachi.

Moreover, during the second phase of intervention, the lab continued to work with existing peace incubators and expanded the program at MNS-University of Agriculture Multan, University of Okara,Women University Swabi, University of Haripur, University of Karachi, and Fatima Jinnah Women University.

These Peace Incubation Centers are designed to engage students and enhance their critical and analytical skills in the areas of civic engagement, peacebuilding, and responsible leadership through various activities. Networking events and exposure visits provide students with the opportunity to interact with different entrepreneurs and industries related to their fields, which helps build their professional linkages with experts. The purpose of the exposure visits is to give students an opportunity to complement their academic learning with professional exposure.

At each of the partner universities, five Social Action Projects (SAPs) and one Social Enterprise Idea Challenge (SEIC) were implemented. The purpose of the SAPs and SEIC was to provide students with a safe platform to discuss the daily challenges they face without fear of sensitivities. By constructively engaging with their peers, students would create an inclusive and conflict-free environment on their campuses. All SAPs were designed to promote the project’s core values, including peace and diversity.

The training workshops, mentoring sessions, networking opportunities with the local industry and startups, and micro-grant program to fund innovative ideas and social action projects were highly successful in promoting thought leadership, enhancing awareness and knowledge of conflict resolution, enabling students to handle communal conflicts with tolerance, empathy, and inclusiveness. For most students, the project was the first opportunity for similar training programs or workshops to engage in leadership development. The project facilitated active learning, engagement, and participation among students. Notably, the program witnessed a significant participation rate from female students, which constituted a major accomplishment for the initiative.

In addition, eight meetings (both virtual and in-person) were held with partner universities to create an exit strategy and sustainability plan for the Peace Incubation Centers. To ensure project sustainability, universities have allocated dedicated space for the PICs and will continue programming beyond the project period. This will be achieved by structuring the operation of the PICs, where graduating students will periodically train recruits, ensuring the initiative’s continuity and the purpose. The PICs were established in collaboration with the university administration and managed under faculty supervision to demonstrate ownership by the respective academic institution, enabling a more supportive and conducive environment for students to act as future leaders. The SAPs had 1,495 participants, including 641 males and 854 females, and the project awarded 40 SAP grants to eight partner universities. The project also conducted 21 Exposure Visits. The total number of beneficiaries throughout the project was 3,180, including 1,444 males and 1,736 females. Lab has reached around 30,000 youth and 2000 faculty members under the initiative so far.

The Peace Incubation Program has established long-term institutional collaborations between student societies and various entities, including industry, local businesses, national incubation centers, and civil society organizations. This fosters an environment of ongoing collaboration, growth, and development even after the project’s completion. Ensuring the continuity of such interventions is crucial, and it requires the government’s encouragement and support of these initiatives. Public sector academic institutions should also collaborate more often with the private sector to improve the quality of education and align it with emerging needs. This will reflect the state’s commitment to educating and building the skills of youth in line with market requirements through policy reforms.

Identifying the real issues embedded in our social culture requires the development of thought leadership, which starts with questioning and raising one’s voice. Additionally, there is a need to revise the curriculum to enable young minds to think critically, freely, and without fear. Identifying issues, raising questions, and exploring solutions and alternatives are crucial for the future of democratic societies.

*This Thought Piece is written by Zohra Khatoon. She is the Research and Communications Associate at Accountability Lab Pakistan.