Standing before a hall of young graduates, the Prime Minister Shehbaz Sharif called it “a historic day in Pakistan’s journey of youth empowerment”, as he inaugurated the fourth phase of the Prime Minister’s Youth Laptop Scheme (PMYLS). His words resonated not merely because the ceremony was more than a routine policy announcement, but because of what it means for Pakistan’s giant leap into the technological future.
From its inception in 2014, the PMYLS has been one of Pakistan’s most visible youth-oriented initiatives, ambitious in scope and contentious in execution. More than ten years and three completed phases later, the fourth phase is attempting to rewrite the narrative: shifting from mere hardware distribution to human capital development in the age of Artificial Intelligence.
4 Phase of a Youth Revolution
The Politics of Access: Phase I (2014–2015)
The first phase of the Prime Minister’s Youth Laptop Scheme emerged during the PML-N government’s early efforts to brand itself as pro-development and education-friendly. Spearheaded by Shehbaz Sharif in Punjab and later extended nationwide under the Higher Education Commission (HEC), it aimed to bridge Pakistan’s widening digital divide by equipping high-achieving students in public universities with laptops.
The rhetoric was stirring a new generation of digitally literate citizens ready to compete in a knowledge economy. In practical terms, approximately 100,000 laptops were distributed across the country, targeting students based on merit lists verified by the HEC.
However, the early implementation revealed systemic weaknesses, such as universities struggling to verify eligibility, and the quality of hardware was uneven. Some students found the devices ill-suited for advanced research or design work. Reports emerged of students selling their laptops to cover tuition or household expenses, a reminder that technology, without the ecosystem to sustain it, becomes a symbol rather than a tool.
Still, Phase I marked a philosophical shift: it placed technology at the centre of public education policy, and for many young Pakistanis, it was their first personal computing device.
Expansion and Experimentation: Phase II (2015–2017)
Phase II sought to build on that foundation. It expanded coverage, introducing detachable laptops and limited internet connectivity to help students access online learning resources. Around 200,000 additional laptops were distributed.
The ambition was clear: to embed digital access deeper into higher education. But execution faltered under the weight of bureaucracy and procurement controversies. Reports surfaced of controversial tendering and inconsistent quality assurance.
Critics argued that the scheme had morphed into a public-relations exercise, a high-visibility political tool rather than a sustainable educational reform. Yet despite the criticism, it succeeded in normalizing the idea that technology should be part of every student’s toolkit. The visibility of young people carrying government-stamped laptops on campuses across Pakistan became, in itself, a powerful cultural symbol.
-PM Shahbaz Sharif
Revival in a Post-Pandemic World: Phase III (2022–2023)
After several years of dormancy, the scheme was revived in 2022, at a time when Pakistan’s education system was still reeling from the effects of COVID-19. The pandemic had forced universities to adopt online learning, exposing deep digital inequities between urban and rural students.
Phase III sought to correct that imbalance. It was formally approved by the Executive Committee of the National Economic Council (ECNEC) with a budget of Rs 10.8 billion and a target of 100,000 laptops. Applications and merit verification were digitized through an upgraded HEC portal, and stricter eligibility criteria were introduced, focusing on recent admissions and full-time enrolment in public-sector institutions.
On paper, the design looked tighter and more merit-driven. But the scheme still faced criticism for its exclusions. Students in private universities, distance-learning programmes, and affiliated colleges were declared ineligible, raising questions about fairness and inclusivity. In provinces like Balochistan and Gilgit-Baltistan, logistical hurdles limited participation.
Moreover, the underlying “device-only” model persisted, distributing laptops without ensuring the infrastructure support. Without stable electricity, reliable internet, and technical support, poses as serious challenges to its fullest potential.
Pakistan’s Human Capital Strategy: Phase IV (2025)
Recently, Prime Minister Shehbaz Sharif announced the fourth phase in October 2025. The messaging was notably different this time. The focus had shifted from simply equipping students to preparing a digitally skilled workforce aligned with Pakistan’s emerging AI and technology policies.
What truly distinguishes this phase is its integration into a broader national development agenda. The government has announced a substantial Rs 500 billion allocation dedicated to youth education, skills, and empowerment, a sum the prime minister described as an “investment in the nation’s destiny.” In addition to this financial commitment, Pakistan has entered into a strategic partnership with Saudi Arabia to provide advanced training in Artificial Intelligence, semiconductor technology, and modern trades, aligning the country’s youth initiatives with global technological trends. The phase also upholds the principle of merit-based laptop distribution, reinforcing transparency and accountability through a fully digital application and verification portal managed by the Higher Education Commission.
Rs 500 billion allocation dedicated to youth education, skills, and empowerment
This marked a clear departure from earlier iterations. While the first three phases revolved around access and merit, Phase IV aimed at relevance, aligning youth empowerment with Pakistan’s entry into the global digital economy.
Phase IV effectively repositions the PMYLS within Pakistan’s human capital strategy. The inclusion of AI and semiconductor training signals a shift from consumption of technology to creation of technology, a necessary transition if Pakistan is to compete regionally with India, Malaysia, and Vietnam in high-tech manufacturing and digital services.
Global Parallels of Digital Empowerment Models
International experiences offer key insights for Pakistan’s evolving youth technology strategy. Malaysia’s 1Malaysia Netbook Initiative (2010) distributed over a million netbooks to bridge the digital divide, pairing hardware with free broadband and digital training. Much like Pakistan’s earlier laptop phases, it sought to democratize techno-logy access; however, Malaysia complemented hardware distribution with free broadband packages and digital training, managed through the Malaysian Communications and Multimedia Commission.
Similarly, Rwanda’s One Laptop Per Child (OLPC) program transformed education by embedding laptops into curricula and teacher training, promoting critical thinking and digital literacy from an early age.
From Hardware to Humanware
In a post-pandemic global economy where AI, automation, and data literacy define employability, Pakistan’s youth policy must transcend symbolism in its fourth phase.
By aligning with Saudi Arabia on Artificial Intelligence training and semiconductor capacity building, Islamabad is signaling a clear intent to position its youth at the forefront of future industries. Yet, partnerships alone cannot drive transformation. Pakistan must simultaneously strengthen its digital infrastructure to ensure reliable broadband access in rural and underserved regions, undertake institutional reforms that empower universities to design and deliver AI and data science curricula, and establish ethical frameworks to regulate the responsible use of AI in education and industry.
Equally vital is increased research funding that encourages Pakistani youth to innovate rather than imitate. If these complementary measures take root, Phase IV could transcend administrative continuity and truly mark Pakistan’s entry into the global knowledge frontier.
In a country where nearly 64% of the population is under 30, youth empowerment is not an optional policy; it is demographic destiny. As part and parcel of Pakistan’s digital transformation, this scheme needs ecosystems, mentorship, and measurable pathways to innovation for meaningful impact.
