'The PM while hosting a conference in Islamabad declared a nationwide education emergency'. We see this headline plastered everywhere, these days. There is a strong discourse on the topic and the public has raised questions on the purpose, implications and outcomes of this emergency.
'The third season of our podcast 'Let's Talk Education' -in collaboration with Bolo Jawan- kicked off with a thorough discussion on this important topic. Ms. Zehra Arshad - Executive Director of the Society for Access to Quality Education (SAQE) and Ms. Maliha Hyder - Education Specialist from the World Bank joined us for a candid discussion on the topic.
Setting ground for the discussion, Ms. Areebah Shahid highlighted the scope and persistence of the education crisis in Pakistan. She declared;
'Education Emergency is the buzzword!'
Ms. Areebah Shahid - Executive Director, Pakistan Youth Change Advocates (PYCA)
Various governments have used the term 'Education Emergency' successively. An 'emergency' is defined as a serious or dangerous situation that needs immediate action. Considering this, one might ponder, is Pakistan's education in a state of emergency.
Statistics paint a grim picture of Pakistan's education system, as 26.2 million children remain OOS, projecting the highest number in the world. Three out of every four (75%) 10-year-olds are unable to read and comprehend an age-appropriate text, spotlighting the pervasive learning poverty. The overall literacy rate (10 years and above) stands at 62.8%; around half of females (48%) in Pakistan remain illiterate.
Referring to the statistics above, the urgency of this emergency becomes evident. But is it the first time, we heard this slogan? Zehra while reflecting on her vast experience, stated;
'Every government has talked about it since I've been in the education sector. I can say that I have heard this term, 'education emergency,' under every government'
Ms. Zehra Arshad - Executive Director, Society for Access to Quality Education (SAQE)
One of the questions that arises here is that, if there have been successive education emergencies declared in the country, why have the education indicators transitioned from bad to worst over the years?
The answer to this question is not a simple one, as the education landscape in Pakistan has over the years suffered severe neglect, even with so-called 'Emergencies' in place. Crisis after crisis, i.e. COVID, climate catastrophes and economic downturns have contributed to Pakistan's education being in a perpetual state of emergency.
'There are many different types of OOSC: those who have never been to school, those who dropped out after primary school, and those who dropped out recently. Different solutions are needed for each category, and context matters in different areas.'
Ms. Maliha Hyder - Education Specialist, World Bank
Maliha pointed towards the importance of informed decision-making that takes into account contextual factors. However, only getting children into schools is not enough. Delivering quality, skill-based education to learners is equally important. Zehra pointed out the need for a curriculum that places an equal emphasis on foundational and technical skills relevant to market needs, to nurture productive and responsible citizens.
'Our schools should not only focus on foundational skills but also technical skills. Both are equally important. For instance, in countries like China, children start learning technical skills alongside their formal schooling. Look at China's economic growth now. So, it's crucial for us to integrate technical skills into our education system.'
Ms. Zehra Arshad - Executive Director, Society for Access to Quality Education (SAQE)
However, to achieve incremental growth in education indicators, financing is a crucial aspect. Recorded in FY 2017-2018 the GDP stood at 2.1%, this figure has now dropped to an alarming 1.5% in FY 2022-23; the lowest in the region.
Zehra touched on the insufficiency of the budget to meet growing population needs, saying;
'The education emergency declaration mentioned aiming for 4% GDP allocation, but the actual budget increase is minimal, just pennies. With population growth and more children entering school each year, the budget should increase proportionally. I appreciate the initial steps, but we need practical steps as well.'
Ms. Zehra Arshad - Executive Director, Society for Access to Quality Education (SAQE)
While Maliha emphasized the importance of better budget utilization, alongside better allocation.
'There is always a debate on whether we need to spend more or spend better. Obviously, we need to spend more because there are still 26 million children out of school, but we also need to spend better.'
Ms. Maliha Hyder - Education Specialist, World Bank
Inclusion of marginalized voices was a crucial takeaway from the discussion. Areebah raised that the word 'inclusion' has seen increased emphasis in education policy.
'This time we have seen the word 'inclusion' being used frequently in every sector plan, in every province. However, I believe that the definition of inclusion is still very limited. Our policymakers either view it through the lens of gender or through the lens of ability and disability.'
Ms. Areebah Shahid - Executive Director, Pakistan Youth Change Advocates (PYCA)
Zehra while sharing her perspective on inclusion, continuously emphasized on involvement of communities at the grassroots to develop education policies that reflect the needs of diverse regions.
'If we raise the slogan of education emergency, then we should ask everyone. It is necessary for that. When I say that you need to go to the people, the response I get back is that it is not possible to talk to so many people. Their representatives are present, you developed local government, didn't you? Those people are there, all these responsibilities are theirs. So first, fulfill all the slots on the ladder that you need to climb to make policies. Build that ladder first. This is the thing where there is a lot of need.'
Ms. Zehra Arshad - Executive Director, Society for Access to Quality Education (SAQE)
Maliha highlighted the ongoing efforts to standardize data collection and deliberated on its importance in informing policy decisions and effective resource direction.
The discussion concluded with an emphasis on the collaboration of diverse stakeholders and focus on data-driven solutions for quality education. Pakistan's challenges are vast, however, the speakers acknowledged the government's initiative, with a constant emphasis on the need for long-term, cross-party line commitment on the issue.
Authored by: Urwa Naeem-Senior Program Officer - Research & Advocacy
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