Students at the COMSATS University Islamabad (CUI) were infuriated by an “objectionable” and “immoral” quiz in the exam that left them no choice but to write down an unnatural relation between siblings. The paper went viral like wildfire in Pakistan and abroad, with people urging authorities to take strict action against the varsity management for allowing such obscene content.

Defending such an act is equally shameful and goes against the ethos that our society upholds. It is our collective responsibility to condemn such actions and hold the individuals and institutions involved accountable for their actions.

The promotion of immoral content in educational institutions has serious consequences on the mental health of individuals. It can lead to psychological diseases such as depression, anxiety, and addiction. Psychology emphasises the importance of promoting healthy behavior and education, not normalizing immoral behavior.

Education is not meant to promote vulgarity or to encourage immoral behavior. The primary objective of education is to produce good human beings who are equipped with knowledge and skills to contribute positively to society. Including questions about harmful behavior in exam papers not only fails to achieve this objective but also undermines it. It can harm the mental and moral development of students and can lead to negative attitudes towards human relationships and values.

CUI’s top management should also be blamed for allowing illicit content to be made part of exam papers. Sacking just one faculty member involved won’t cover up the matter. It won’t contribute to the face-saving of the institution. Rather, the entire faculty of the relevant department including the dean and HODs must be held accountable for showing tolerance on the issue and HR to not properly screening the individual.

The conscience of the university administration would never have awakened if this paper had not gone viral on social media. They had lost their identity as believers when this paper was included in the examination in December of last year. I believe that everyone has an equal responsibility for this. Both paper developers and their approvers. They are all thus criminals of their conscience as well as the nation. One has sunk the lifeboat of a reputable educational organisation. Want medals and applause from the unbelievers? Go ahead, but remember, Allah, on the Day of Resurrection, Allah will do justice.

Asking questions related to unnatural relations in an exam paper is not only inappropriate but also cannot be tolerated at all. It is against the teachings of Islam, societal norms, and country laws. Pakistan Penal Code and the constitution have strict provisions for the promotion of such content. Section 292 of the PPC states that it is a punishable offence to publish, sell, or distribute obscene material. The Constitution of Pakistan also prohibits any act that goes against Islamic principles, morality, and decency.

The Quran and Ahadith both emphasize the importance of modesty and shame, and prohibit violence in any form. These principles are essential to maintaining a healthy and ethical society. The Quran states in Surah An-Nur, verse 30: “Tell the believing men to lower their gaze and be modest. That is purer for them. Surely, Allah is All-Aware of what they do.” This verse emphasizes the need for men to lower their gaze and be modest to avoid temptation and misconduct. Modesty is a virtue that is valued in Islamic teachings and is seen as a means of promoting decency and respect for oneself and others.

Similarly, the Prophet Muhammad (peace be upon him) said in a hadith recorded in Sahih Al-Bukhari: “Every religion has a distinctive virtue, and the distinctive virtue of Islam is modesty.” This hadith emphasizes the importance of modesty in Islam and highlights it as a defining characteristic of the religion.

The role of academia in shaping the future of individuals and society at large is undeniable. The education sector has always been considered the guardian of morality, with a primary function of producing responsible and ethical citizens. Thus, it is imperative for the academic world to maintain and promote values of professionalism and morality. One aspect of this is avoiding the promotion of vulgarity, especially such content, among students. Such immoral content, especially that which is gratuitous or explicit, has no place in the academic sphere. It can lead to the objectification of individuals and the normalisation of harassment and assault. Moreover, it can promote unhealthy attitudes towards sex, relationships, and gender roles, which can adversely affect the moral fabric of society.

The incident of the COMSATS exam paper is a wake-up call for the academic world to reassess its values and priorities. Academia has a fundamental responsibility to promote ethical values and professionalism and to avoid promoting vulgarity and immorality. Students must be provided with a safe and nurturing environment that fosters respect, discipline, and healthy attitudes towards sex, relationships, and gender roles. The inclusion of questions about incestuous behavior in academic materials not only fails to achieve these objectives but also undermines them. We must strive to promote the values of modesty, shame, and the prohibition of sexual violence and immorality, which are essential to creating a harmonious and ethical society.

We must all play a role in promoting ethical values and professionalism in academia. As students, we must demand and support a safe and respectful learning environment that promotes healthy attitudes towards sex and relationships. As faculty and staff, we must model ethical and professional behavior and provide training and support to prevent and address any inappropriate conduct. As policymakers and leaders, we must provide clear guidelines and standards for academic materials and ensure that they reflect the values and needs of the community.

We can use this incident to reflect on our values and priorities and to take concrete steps to promote ethical values and professionalism in academia. We can work together to create a learning environment that is safe, respectful, and conducive to the moral and mental development of students. And we can do so with the knowledge that we are contributing to a healthier, more harmonious, and more ethical society.

Related: HEC takes notice of COMSATS immoral quiz, CUI clarifies

The question of education and the budget that our state allocates to the field of education has always been a topic of interest for many researchers and academics as there is no proper mechanism in place as far as the education system is concerned. We have three systems working parallel to each other, schools for the lower and middle class, the elite class English medium schools, and then we have Madrassahs for religious education. In the midst of all this, the challenges for both students and teachers are numerous, to an extent that often those students, with special needs are ignored and very little attention on their well-being and to facilitate in education. In the past seven decades, the state tried to develop several policies and initiatives focusing on the needs of differently-abled students and the challenges faced by special needs students in Pakistan. The policy development was started in 1985 and finally first National Policy for Disabled Persons was approved in 2002. A National Plan of Action (NPA) was presented in 2006 at the national level to truly implement and translate this policy into action. This policy provides a large range of services like education, assessment, medical care, rehabilitation, vocational training, employment, early intervention, research and development, funds donations, and designing parks, buildings, and other public places to meet the needs of special persons. Even with all these efforts and initiatives and even after the establishment of “the Department of Special Education” in Punjab, a province with 60% population of the country, there are some serious challenges that need our immediate attention. Lets have a look at some of those challenges and what can be done to solve them:

• Inadequate Infrastructures

One of the significant challenges that special needs students face in Pakistan is inadequate infrastructure. Most schools in Pakistan do not have the necessary facilities to accommodate special needs students. The majority of the schools lack wheelchair ramps, disabled-friendly washrooms, and lifts, among others. This makes it difficult for students with physical disabilities to move around and access essential facilities such as washrooms.

Furthermore, most schools do not have sensory rooms, therapy rooms, or specialized equipment that students with special needs require. This poses a significant challenge to special needs students as they cannot access essential services that facilitate their learning.

• Lack of Trained Professionals

Another significant challenge that special needs students face in Pakistan is the lack of trained professionals. The majority of teachers in Pakistan are not adequately trained to handle special ne,eds students. This makes it difficult for special needs students to access quality education as they do not have the necessary support.

Moreover, the shortage of professionals such as occupational therapists, speech therapists, and psychologists, among others, also hinders the education of special, needs students. These professionals are critical in facilitating the learning of special needs students, but their shortage in Pakistan makes it challenging for special needs students to access their services.

• Social Stigma

Social stigma is another significant challenge that special needs students face in Pakistan. Many people in Pakistan view special needs students as a burden on society, and this hinders their access to education. Some parents of special needs students are afraid to send their children to school as they fear being stigmatized by society.

Additionally, teachers and school administrators may not be willing to accept special needs students into their schools, primarily because of social stigma. This means that special needs students are denied the opportunity to access quality education, which is their fundamental right.

• Inadequate Policy Framework

The policy framework that governs special needs education in Pakistan is also inadequate. The government has not put in place a comprehensive policy that addresses the challenges faced by special needs students. The current policy only provides guidelines on the integration of special needs students into the mainstream education system.

Furthermore, the government has not provided adequate resources to facilitate the implementation of the current policy. This means that schools lack the necessary resources to provide quality education to special needs students.

• Lack of Awareness

Another challenge that special needs students face is the lack of awareness about their needs. Many people in Pakistan are not aware of the needs of special needs students and the challenges they face. This lack of awareness can lead to misunderstanding and discrimination.

This lack of awareness also extends to policymakers and education authorities. Without a clear understanding of the needs of special needs students, it can be challenging to develop effective policies and programs that meet their needs.

Conclusion

The challenges faced by special needs students in Pakistan’s education system are numerous. The inadequate infrastructure, shortage of trained professionals, social stigma, and inadequate policy framework hinder their access to quality education. To address these challenges, the government needs to invest in special needs education by providing adequate resources to schools, training more professionals, and creating a comprehensive policy that addresses the needs of special needs students. Additionally, society needs to change its perception of special needs students and embrace them as valuable members of society who deserve equal access to education.

Though Pakistan is a majority Muslim country with more than 90% of its population practicing the Islamic faith still, its culture and ethnicity carry many blends and diversity. And precisely because of so much cultural and ethnic diversity, education plays a very crucial role in developing the social fabric of the country and keeping it intact. Only through education, we can teach and train our young generations to be mindful and conscious of the cultural differences of others. But sadly, since the education sector, especially higher education has not been a priority for the government and while the government has made some efforts to improve access to education for all, many minority groups continue to face significant barriers that prevent them from accessing quality education. This article will explore the state of education for minority groups in Pakistan.

Minority Groups in Pakistan

Pakistan has several minority groups, including Christians, Hindus, and Sikhs. The largest minority group in Pakistan is the Christian community, which makes up around 1.6% of the population. The second-largest minority group is the Hindu community, which makes up around 1.85% of the population. Other minority groups, such as Sikhs, make up a smaller percentage of the population

The State of Education for Minority Groups in Pakistan

Despite constitutional guarantees of equal rights, minority groups in Pakistan face significant challenges when it comes to accessing quality education. These challenges include discrimination, poverty, and a lack of resources.

• Discrimination

One of the main challenges that minority groups face in Pakistan is discrimination. Discrimination against minority groups in the education sector is pervasive and takes various forms. For example, minority students are often subjected to verbal abuse, bullying, and physical violence by their peers and even their teachers. Discrimination is especially rampant in areas where minority groups are in the minority.

In some cases, minority students are even denied admission to schools on the basis of their religion. This type of discrimination is particularly prevalent in government-run schools, where officials often use their discretion to exclude minority students from the admission process. As a result, many minority students are forced to attend private schools, which are often too expensive for their families to afford.

• Poverty

Another significant challenge that minority groups face in Pakistan is poverty. Many minority families live in poverty, which makes it difficult for them to access quality education. Poverty affects every aspect of a child’s education, from their ability to purchase books and uniforms to their ability to attend school regularly.

Poverty also affects the quality of education that minority students receive. Many schools in Pakistan lack basic amenities like clean water, electricity, and functioning toilets. These problems are even more severe in schools that serve minority communities, which often receive fewer resources than schools in majority communities.

• Lack of Resources

Finally, minority groups in Pakistan also face a lack of resources. This lack of resources manifests in several ways. For example, many schools that serve minority communities lack basic facilities like libraries, computer labs, and science labs. This lack of resources means that minority students often do not have access to the same quality of education as students in majority communities.

In addition, many minority communities are located in remote and underdeveloped areas of the country. As a result, these communities lack access to the same infrastructure and services that are available in more developed areas. This lack of infrastructure makes it difficult for minority students to attend school regularly and access the resources they need to succeed.

Efforts to Improve Education for Minority Groups in Pakistan

Despite these challenges, there have been some efforts to improve education for minority groups in Pakistan. These efforts have taken various forms, including policy initiatives, grassroots activism, and the work of civil society organizations.

Some positive developments in the education of minority communities in Pakistan. For instance, the government has introduced various policies and programs to promote education and reduce discrimination against minority groups. The National Commission for Human Rights (NCHR) has also been established to address human rights violations, including discrimination against minorities.

Additionally, many non-governmental organizations (NGOs) and civil society groups are working to improve the education of minority communities. These organizations provide scholarships, educational materials, and other resources to minority students and communities. They also work to promote tolerance and understanding among different communities, which helps to reduce discrimination and improve the quality of education.

In conclusion, while progress has been made in recent years, minority groups in Pakistan still face significant challenges in accessing quality education. Poverty, discrimination, and inadequate infrastructure are some of the main factors affecting the education of minority students. However, with the government and civil society organizations working together, there is hope that the state of education for minority groups in Pakistan will improve in the years to come.

Related: GCU holds discussions on gender mainstreaming, SDGs and minority rights

Education is a fundamental right for every individual and a crucial aspect of human development. It opens up doors to opportunities and shapes the future of individuals and communities. Mostly it is considered the responsibility of a state to provide the necessary opportunities and facilities of education to its citizens but in developing countries like Pakistan, some NGOs do play their part in helping the state. In any modern nation-state, Civil Society Organizations (CSOs) and Community-Based Organizations (CBOs) act as a bridge between people and the state machinery. In most cases, their function is to amplify the demands and needs of the masses and make sure that the government act upon those demands to make governance more efficient. Though in most cases, the focus of both CSOs and CBOs is on human rights and law and order in some extreme cases, they do help the govt, especially in times of calamity and natural catastrophes like earthquakes, etc. But in developing countries like Pakistan, the role of these organizations become much more active and vibrant as the country lacks proper resources as well as the gap between the masses and the ruling elite is much wider. So, we see in Pakistan, NGOs not only restrict themselves to raising awareness on human rights and civil rights but also tend to focus on education. The role of community-based organizations in improving education is very pertinent in Pakistan.

Ways to Contribute

There are several ways to enhance the role of community based organizations in improving education.

• Providing Alternative Education Opportunities

One of the most significant ways in which CBOs have been able to improve education in Pakistan is by providing alternative education opportunities to students. In many areas, government-run schools are inadequate, and students are not receiving the quality education they need to succeed. CBOs have stepped in to fill this gap by providing alternative education opportunities to students.

For example, many CBOs have established informal schools that cater to students who are not able to attend formal schools due to various reasons, such as poverty, lack of schools in their area, or lack of access to transportation. These schools are designed to provide basic education to children, including literacy and numeracy skills, and provide an environment where children can learn and grow.

In addition to providing education, CBOs have also been able to provide vocational training to students, equipping them with the skills they need to succeed in the workforce. For example, some CBOs have established training centers that offer courses in computer skills, tailoring, and other trades, which can help students secure employment and earn a livelihood.

• Improving Infrastructure and Resources

Another way in which CBOs have been able to improve education in Pakistan is by improving the infrastructure and resources available to students. In many areas, schools lack basic amenities such as running water, electricity, and proper classrooms, which can hinder the learning experience for students. CBOs have been able to provide these resources to schools, improving the learning environment and making it easier for students to succeed.

For example, some CBOs have established libraries in schools, providing students with access to books and other learning materials. They have also been able to provide schools with computers, internet access, and other resources that are essential for modern-day education. By doing so, CBOs have been able to improve the quality of education in schools and provide students with the tools they need to succeed

• Supporting Teacher Training and Development

Another crucial way in which CBOs have been able to improve education in Pakistan is by supporting teacher training and development. In many areas, the quality of teachers is poor, and they lack the training and resources they need to deliver quality education to students. CBOs have been able to provide teacher training programs and workshops, equipping teachers with the skills and knowledge they need to provide quality education to students.

For example, some CBOs have established teacher training programs that focus on areas such as teaching methods, curriculum development, and classroom management. By doing so, they have been able to improve the quality of education in schools and provide students with better opportunities for their future.

Role of Community-Based Organizations in Pakistan

Community-Based Organizations play a multifaceted role in developing the field of education. Here are some examples that come to mind as soon as the role of community-based organizations is mentioned in the development of education:

• Al-Khidmat Aaghosh Program

Al Khidmat Foundation (AKF) is a renowned NGO working in many dimensions, from building schools and hospitals to rehabilitating flood victims. But the Aaagosh program of Al Khaidmat deserves special praise. It entirely focuses on the personal, economic, and skill development of orphans, which are mostly from underprivileged or far-flung areas. The organization has dedicated special homes to these children and has arranged teachers and trainers for their education as well. As of now, they have orphan homes in almost 20 cities across the country, 8 are under construction with almost 15,00 children getting benefits from these facilities.

• Ghazali Education Trust

Ghazali Education Trust (GET) is another organization working to provide quality education to the children of rural areas. They have different established programs focusing entirely on the education of children. These programs include the literate Baluchistan Program, Orphan Support program, Sponsor a disabled child program, etc.

• Akhuwat

Upon its launching, the focus of Dr Amjad Saqib, founder and CEO of Akhuwat, was entirely on providing interest-free loans to youngsters so they can start small-scale businesses. But recently, Akhuwat Foundation has several programs and initiatives that are focusing on education. They have established a college in the city of Kasur, near Lahore offering different sets of degrees and scholarships to students and the vision of Dr Saqib is to turn this whole project into Akhuwat University in the near future. Apart from this college in Kasur, they have also established a “women only” college in Chakwal targeting the rural women to enhance their educational and technical skills.

Related: SSUET organized seminar on responsibilities of community

In modern times, Political Stability is one of the key components in governing any society and country. There is hardly any aspect of human life and endeavor that is not affected by the policies proposed and implemented by Politicians. And out of all, education usually is affected most by non-stop political interference. Hence, the Impacts of Political Instability on Education in Pakistan are way too many. And every time, after coming into power, the first attack of every regime is on education because they know that through their education policies, they can control the minds and bodies of most individuals they are about to govern. Since Pakistan got its independence from the British in 1947, it has never seen political stability for a long period of time. Often, the Political process was disrupted by the dictators which resulted in weak civilian governments.

What’s education have to do with Politics?

At first, we all need to come out from this thinking that the effects of Political Instability are only limited to the realm of politics and economics. In a country like Pakistan where military dictators have this habit of toppling the governments anytime they want, the importance of Political instability cannot be stressed enough. The example of SNC is right in front of us. The initiative of a Single National Curriculum (SNC) was launched by the government of PTI under the supervision of Dr Mariam Chughtai. The program had the following key objectives:

• To give all children (across the board) a fair and equal opportunity to receive a high-quality education.
• To ensure inter-provincial mobility of students and Teachers.
• To endure the equity
• It vowed to provide equal opportunities for upward social mobility for all students.

The program was further divided into three phases, the first phase was to design and disseminate the primary curriculum, and in the next two phases, the focus would have been on secondary and high school. But due to the political instability, the project evaporated into thin air after the ouster of Imran Khan while it was still in its embryonic stage and only the curriculum for primary had been finalized. There was a lot of hues and cry around this subject and the discourse around SNC attracted people from both sides of the aisle to share their thoughts. People from the left, the likes of Pervaiz Hoodboy saw this whole activity as an attempt to radicalize the younger generation just like it happened under the military regime of General Zia, because according to him, under the guise of “equality”, the focus of SNC was more on “ideology”, as it contained huge volume of religious material which beats all previously designed curriculums in Pakistan’s history. SNC was severely criticized too, for proposing that those who are graduates of Madrassah, could have the opportunity to be hired in public schools and colleges to teach Quran and Islamic Studies. But Dr Mariam, who was in charge of this whole initiative, saw this as an attempt to bridge the gap between the traditional Madrassahs and modern schools. She also said in an interview, that in later stages, the government will be registering all the Madrassahs across the country, hence bringing them into the mainstream, designing a curriculum for them that will help the adjustment to the mainstream economy after they graduate from any institution. There was some sense in this argument that mostly, the people who chose to send their kids to Madrassah do so simply out of economic reasons, and when they get out, there are very few opportunities for them.

We can have a debate about the pros and cons of SNC all day long, but no one can deny that it was an effort of its kind as it got the conservation started between different groups of people and provided them with the opportunity to exchange their views and ideas about the education and in this regard, this initiative deserves nothing but praise.

But sadly, it also could not save itself from the Political turmoil followed by the Vote of No Confidence and the impacts of political instability on education were dire, though the PTI government in Punjab did try its best to keep this project alive as education after the 18^th amendment is a provincial matter, in Punjab too, when the government of PTI was replaced by Hamza Shahbaz led PDM government, the first causality was education. Right after he took an oath, he announced several committees, to reevaluate the whole approach of the government towards education and media. Though the government never lasted long enough to discard the whole project the dent was enough to make it never see the light of day and it stands halted till date after the curriculum of the primary was released. Now imagine the situation of students who will be reading the modern curriculum in primary but will be forced to read the same old when they will go to high school. This shows the impact of Political instability on education.

Educational Policies: The Way Foreword

All things aside, there is a lot to be learned from the country’s latest experience with SNC. From General Ayyub to General Musharraf, every military dictator and every civilian ruler has attempted to design and formulate the educational policies that will prolong their rule and as soon as their rule ends, it takes their all educational policies with them because of their short-sightedness.

The need of the hour is to have a wider debate and discourse around the impacts of Political Instability on education with all the stakeholders, especially the politicians as they have the potential and the power to not only make policies but also to turn the opinion of the masses into their favor. And this has to happen beyond the political divide. Sadly, we see the polarization has just gone through the roof and the political divide has just gone worse after the events unfolded in April. And every side has termed the other as evil and the place to find the common ground for working is just non-existent. I see no harm in suggesting that education can be very subject to bringing people from different political biases together and can help stabilize the crises at hand. On the contrary, the state of education will be much direr as a result of a never-ending tussle between the two groups.

Conclusion

The Impacts of Political Instability on Education in Pakistan are multifaceted and have various dimensions. The country’s troubled Political History, its romance with military dictators, civil and martial administrators, and now with “hybrid” regimes, says a lot about its education whether we talk about schools in rural areas, the dire situation of campuses all across the country, the never-ending cycle of violence in universities, the gap between academia and industry, the sheer lack of interest in producing good research, it all comes back to one and only one thing “Political Instability.” All the ills can be traced back to this, and if we ever are serious about giving our next generations, a better and sound future, we have no choice but to come to an agreement that there will no “personal score-settling” on the topic of education and we will have to ensure that every government in place must have complete freedom to ensure the implementation of the policies they have envisioned. And we will have to be more politically mature to give time to our political opponents and wait for their policies to bear results instead of just outwardly rejecting them. If only we are really serious about learning from our own historical experiences.

Related: LSE holds Round Table Conference on Economy of Pakistan

If there is one lesson that is to be drawn from the Global Pandemic, it should be that access to the internet is as important as access to education and healthcare. With the lockdown in place and with schools being closed, it was imperative for the education sector to shift the learning process to online mediums but given the current digital divide between different areas of Pakistan, it was a difficult task at hand. Many areas in Pakistan, especially the peripheral region of KP and Balochistan have no 3G and 4G coverage and hence those areas were completely cut down from the mainland because of the COVID restrictions, and the impacts of the digital divide were quite visible during that time.

E-Learning in Post Covid World

In the post-Covid World, E-learning is the new normal as the conventional means of getting knowledge and skills are becoming outdated. Children these days are using digital platforms such as Khan Academy and Udemy to equip themselves with modern tools for earning. Even women in remote areas with internet access are learning blockchain and other skills to earn and support their families while sitting in their homes. But this facility is only limited to areas that have uninterrupted internet access, and such areas are only a handful, women living in far-flung areas cannot even begin to imagine how simple access to the internet can revolutionize their lives.

The Impacts of the digital divide are actually worse when we talk about children and youth. We often see our politicians and policy maker bragging about the potential of the country’s youth which is more than 68% of our total population, but they hardly come up with any plan to capitalize on this potential and make them skillful so they can contribute positively in the economy of our country and not only can the support themselves but also can help their families.

The impact of the digital divide on education in Pakistan is most noticeable in the quality and access to education. The quality of education is directly impacted by the availability of technology and the internet. The internet provides access to vast amounts of information, and the use of technology in the classroom can make education more interactive, engaging, and effective. Teachers and students who have access to technology and the internet can access online resources and educational materials, which can greatly enhance the learning experience. In contrast, teachers and students who lack access to technology and the internet are at a disadvantage, as they are unable to take advantage of these resources and are limited in their ability to learn.

Moreover, the digital divide also affects access to education. Technology and the internet play a critical role in providing access to education for those who are unable to attend traditional classrooms. Online education has the potential to bridge the gap between those who have access to education and those who do not. However, in Pakistan, the digital divide limits the availability of online education and exacerbates the disparities in access to education. Those who live in urban areas have more access to technology and the internet, which makes it easier for them to participate in online education programs. In contrast, those who live in rural areas often lack access to technology and the internet, which makes it difficult for them to participate in online education programs. This creates a significant disparity in access to education, which is a major barrier to educational opportunities and outcomes.

The impact of the digital divide on education in Pakistan also extends to teacher training and professional development. Technology and the internet play a critical role in providing access to professional development opportunities for teachers. Teachers who have access to technology and the internet can participate in online professional development programs, which can help them stay up-to-date with the latest teaching techniques and practices. However, the digital divide in Pakistan makes it difficult for teachers in rural areas to participate in these programs, which limits their ability to improve their skills and knowledge. This, in turn, limits the quality of education they can provide to their students.

In addition, the impact of the digital divide on education in Pakistan extends to the ability to track student progress and assess educational outcomes. Technology and the internet play a critical role in tracking student progress and assessing educational outcomes. Teachers and administrators who have access to technology and the internet can use online tools and resources to track student progress and assess educational outcomes. This information is critical for making decisions about how to improve the quality of education and ensure that students are making progress. However, the digital divide in Pakistan makes it difficult for teachers and administrators in rural areas to access these tools and resources, which limits their ability to track student progress and assess educational outcomes.

Digital Divide and Economy

The digital divide also has a significant impact on the economy of Pakistan. Education is a critical component of the country’s economic growth and development, and the lack of access to technology and the internet is a major impediment to this growth. For example, students in rural areas who do not have access to the internet and technology are unable to develop the skills necessary to participate in the digital economy. As a result, they are unable to compete with their peers in urban areas, and their potential for economic success is limited. In a post-Covid World, we have learned new dimensions to explore human potential and people have found new ways and means to earn and play their productive role in the country’s economy. Imagine Pakistan, where the majority of the country does not have proper internet facilities, the economic aspect of this phenomenon is even more damaging and catastrophic.

What’s the Way Forward?

To mitigate the impact of the digital divide on education in Pakistan, it is necessary to implement policies and programs that promote access to technology and the internet in rural areas. This can be achieved through a combination of government initiatives and private-sector partnerships. For example, the government can establish programs that provide schools in rural areas with access to the internet, computers, and other technology resources. Additionally, the private sector can partner with schools in rural areas to provide technology and internet access, as well as training programs for teachers and students.

To conclude, one can say that the impact of the digital divide on education in Pakistan is significant, as it limits the ability of students and teachers to take advantage of the many benefits of digital technology for learning. This disparity perpetuates social and economic inequalities and undermines the ability of students to prepare for the digital age. To address this issue, it is essential to invest in technology infrastructure, teacher training, and programs that promote equal access to technology for all students. By doing so, Pakistan can begin to bridge the gap.

Related: Pandemic unveils a widening digital divide

The writer, Muhammad Saad, is an M.Phil scholar of Political Science at GCU Lahore.

The State of Rural Education in Pakistan: Challenges and Innovations

In any country’s progress and prosperity, Education plays a pivotal role, especially in contemporary times, where the world is being ruled by modern AI tools, the importance of education cannot be stressed enough. But sadly, in a country like Pakistan, where education is not on the priority list of any government, the state of rural education is extremely worse and it poses a great challenge to the country’s overall commitment to education and skill development.

Education is considered to be a fundamental human right, along with health and safety. The United Nations and other World Organizations put great emphasis on all nation states to ensure that no child is out of the school and to allocate proper budget and resources on education and on the development of Youth. Pakistan, with almost 65% of its population ranging from 20-35 years, only makes the role of education more important in the country’s overall progress and economic development. And in this regard, the state of rural education should be our primary focus. As every challenge eventually can be turned into an opportunity if dealt with smartness.

Challenges

What are the main challenges that hinders our educational progress in rural areas? What have been the policies of our state for the past seven decades to address those challenges? These are the main two questions that any policy maker or researcher should have been exploring in order to reach a conclusion that will truly address the problem at hand.

One main reason behind this dire situation of education in the rural areas is that these areas are not densely populated unlike the Urban centers of the country, hence even if govt allocate resources to build schools and hire school staff, it would pose another challenge that the average number of students per school would not be that big that it helps sustain the school administration. Which ultimately leads us to the next issue, that mostly govt build schools to accommodate the population for two or more villages, but due to the lack of transportation and other resources, not everyone has the access to school and it becomes a very valid reason for some parents who are already reluctant to enroll their children into school.

Another challenge that affects the state of rural education in Pakistan is the lack of teacher training and resources. Though there is a shortage of teaching positions which depict that there is a surplus of trained professionals in the field as far as the country’s Urban Centers are concerned, on the other hand, rural areas have a hard time attracting the best instructors. And this is not only limited to education, but in the field of health and law enforcement too, the candidates from Urban cities are reluctant to serve in far flung areas because of the lack of basic resources like internet, transport and health care and also, it’s a fact that simple living is not for everyone.

Another challenge that we find in rural areas is the spotty internet access.  We all know that in order to capitalize on our human resource, there is no other way but to equip our youth with polished internet skills and to get them familiar with modern AI tools. And yet, the sad part is, most of the rural areas of our country forget about FATA or Baluchistan, even the parts of South Punjab have no 4G facility. Now, without these facilities and without ensuring undisrupted internet coverage, we cannot even imagine solving the crisis at hand.

Poverty is another reason behind the drastic situation of education in rural areas of Pakistan. Rural regions have greater rates of unemployment, starvation, and poverty than metropolitan ones, yet no location is completely devoid of poverty. Poverty is harder to perceive in rural regions than it is in urban ones because of the lower density of people. This makes it more difficult to deal with. Poverty has been linked to worse academic achievement and higher rates of absenteeism (or early drop-outs). If a rural school district has a lot of pupils, it’s not uncommon for instructors to be unaware of how their students are doing because of the huge distances they cover.

Innovations and Opportunities

Like I said earlier, every challenge if tackled properly can be turned into an opportunity to explore our human potential and to innovate our existing approaches and lifestyle. The challenge for the betterment of education in rural areas is one of its kind that’s been troubling us since 1947, but at the very same time it also has the capacity to expand our horizon and change our thinking and policies while approaching this subject. Here are some recommendations that can really help us formulating a long term plan to overcome this challenge of illiteracy and poverty.

• First and foremost, we need to come to terms with the reality that digitalization with the help of AI is the new reality of our contemporary world and no policy, public or private, can bear any fruit without using modern tools of engagement. Hence, the use of modern technology becomes pivotal while addressing the issue at hand. The state cannot due to economic restraints build more schools to accommodate every child out there and spend the budget on teachers training and development. But it sure can make the culture of “distance learning” a new norm by providing students of rural areas with free and undisrupted internet access. This is not a difficult task as there are many networks and digital companies who will be more than willing to do this voluntarily. Also, in the same way, some big tech giants can be tasked with providing free tablets and laptops to students (the Gates Foundation have somewhat similar initiatives). The goal should not be just to educate children by the standard of traditional education but, the sole purpose of this activity should be to equip students with modern skills, like graphic designing, coding and writing, so that they will be able to play their role in the country’s economy and can help their families too.
• Secondly, we need to use and strengthen the private sector (NGOs) to fight the challenge of both poverty and illiteracy. Private sector with the help of Civil Society can help us combat this challenge with the assistance of the volunteer force that they have at their disposal. The Orphan Care program of Alkhidmat Foundation Pakistan, where they provide shelter, food and education to orphans, has set an example for other NGOs to follow. Another such initiative was introduced by Akhuwat, by lending loans to people and starting businesses and they are now also building a university to give free education to deserving students.
• Lastly, the State needs to increase the budget of education on an emergency basis, not only to build infrastructure needlessly but more importantly, more resources need to be allocated for R&D. There is a need to conduct province wise and district wise researches and to gather actual data and figures and then come up with proper plans and strategies to solve the crises at hand.

Conclusion

Education in Pakistan, especially in far flung rural regions of Pakistan where the public sector is still unable to offer necessary educational facilities, might benefit from the help of many hands. An educational institution’s denial of fundamental necessities shows the inability of the institution to bring about change in society. It is impossible for any country to fulfill its stated objective of increasing its literacy rate at this crucial juncture. Rural education challenges include a lack of instructors willing to relocate, a lack of internet access, poverty, and the need for educators to be self-starters. The Internet and AI can be a game changer for us if we are serious about fighting both illiteracy and poverty.

Related: Rural Pakistan’s untold Education Crises

All across the Globe, the mental health pandemic is on the rise and it’s hardly getting any recognition, the figures are even worse when we talk about schools and colleges. The number of students suffering from depression, anxiety, and other “mental health disorders” is getting bigger every day and the crises of mental health in educational institutions is getting worse with every passing day, but medical professionals, as well as teachers and parents, are completely oblivious about this topic, especially in Pakistan where there are so many taboos attached to this topic. And then, whenever we hear the news of any university student committing suicide, we get shocked for a day or two, start asking questions to psychiatrists and mental health professionals, and then the news gets replaced by the next breaking and we all forget that incident ever happened.

The crises of Mental health on campuses across the country can be traced back to several causes, from financial issues to bullying to the pressure of studies. The focus of almost all schools and colleges seems to be entirely on getting new grades and pressuring others to just keep running in a never-ending rat race. And in the midst of all this, the mental and physical well-being of students is greatly compromised.

What’s Parenting got to do with it?

It is a fact that parents play the most crucial part in the emotional and physical upbringing of their children and they have the power to make or break the life of children. Sadly, in most cases, we see that parents themselves lack the emotional capacity to connect and they only see their children as accessories and an extension of themselves, not as separate individuals who have their own decisions to make according to their own life experiences. In our desi society, parenting is the most neglected institution, and usually, parents are not equipped enough to deal with children and provide them with the proper tools to cope with the anxieties of the modern world.

In their formative years, if any child does not receive proper attention from its primary caregiver, it can account to a childhood trauma, which in later ages of his life will become an issue of mental health in the shape of depression, anxiety or worse cases can lead to addictive behaviors. Numerous studies done on addiction shows the trend that often adults with addictive behavior have troubled childhoods and often have parents who neglected their duties and didn’t give proper attention and care to their children. Psychologists such as Dr Nicole Le Pera and Dr Gabor Mate claim that emotionally immature parents are one of the main causes of mental health issues in adults as it causes children to view themselves from the eyes of their “critical parents” and disconnects themselves from their own “authentic selves”, which can further result into children and adults having self-doubts and then we see students always comparing themselves with others in every social setting.

So, in order to solve the mental health issues of students, especially school-going children, special attention should be given to the mental and emotional well-being of their parents. In this age of instant gratification, the role of parents is even more crucial and important. Parenting, if done with utmost consciousness and awareness can solve most of the issues related to mental health. It can also provide a sense of purpose and fulfillment and can help improve mental health by fostering strong relationships and providing a sense of community. Engaging in self-care activities such as exercise, mindfulness, and seeking support from friends and family can help parents manage the challenges of parenting and maintain their mental well-being. It is important for parents to seek help if they are struggling with their mental health. Therapy, support groups, and medication can all be effective in addressing mental health concerns and improving overall well-being. By prioritizing their mental health, parents can provide a better life for themselves and their children.

The Culture of Counselling

Compared to universities and colleges across the globe, the concept of “counseling” is completely alien to the academic culture of Pakistan. Most students tend to pursue their careers either by parental pressure or because of the pressure of society. It’s only when they come into professional life, they realize that they didn’t want to be there in the first place. Some may argue that given the budget and resources that the education sector receives from the government, counseling is just a luxury to be only afforded by the rich and the elite but I would argue that the quite opposite is true. We see in the US and other western countries, that student counseling is a norm even in public schools and colleges. The job of a student counselor is not only limited to providing emotional support to vulnerable students but also helps them in unlocking their hidden potential and connecting them with their authentic selves, guiding them through the process of picking their professional degrees and helping them navigate through the University admission process and so on and so forth. Hence, the role of the counselor is of key importance, not only in matters related to mental health but also in the educational development of students.

In Pakistan, counseling is usually frowned upon because both parents and society at large have this misconception that if their child is seeking the help of a counselor, there must be something wrong with him the whole topic of mental health is stigmatized to an extent that people prefer to suffer in silence instead of getting help. But the fact is, counseling can help us fight these crises of mental health going rampant in universities and colleges.

In order to take the fight against the pandemic mental health seriously, the importance of student counseling cannot be emphasized enough. Though the scope of it is not just limited to the emotional and mental well-being of students.

How Can Student Counselling Help us?

Student counseling is of utmost importance in Pakistan for the following reason and can play a pivotal role in combating the crises of mental health in so many ways such as:

• Mental Health: Mental health is a major concern in Pakistan, with increasing stress levels among students Counseling services can help students cope with these pressures, reduce anxiety and depression, and improve overall well-being.
• Career Guidance: Many students in Pakistan are unaware of their career options and the steps they need to take to achieve their goals. Student counseling can provide guidance and support in choosing the right career path.
• Academic Performance: Counselling can also help students overcome academic difficulties and provide strategies to improve their performance. This can be especially useful for students who are struggling with specific subjects or who need help with time management and study skills.
• Personal Issues: Students may encounter a variety of personal issues such as relationships, family problems, or financial difficulty. Counseling can provide a safe and supportive space for students to discuss these challenges and develop coping strategies.
• Prevention of Substance Abuse: Substance abuse is a growing problem in Pakistan, particularly among students. Counseling services can help prevent substance abuse by providing education and support for students who may be struggling with addiction.

In conclusion, student counseling plays a crucial role in the overall development and well-being of students in Pakistan. It can provide support and guidance in a variety of areas, including mental health, career guidance, academic performance, personal issues, and prevention of substance abuse.

Related: Ziauddin University hosts session on Mental health

The State of Higher Education in Pakistan

Access and Quality

In modern times, no idea of nation building and economic stability can be turned into reality without making education the first most priority. That’s why we see many developed countries and states allocating a huge chunk of their budgets on education, from awarding scholarships to expanding their current setup. Sadly, in Pakistan, due to economic instability, the state of higher education has several challenges despite going through several changes over the course of several decades. Though Pakistan has some world-renowned Universities like QAU, LUMS, etc. but still it lags behind when it comes to delivering quality education that can really affect policy making on a higher level. Lack of resources, poor infrastructure and untrained academics, these are some of the main challenges encountered by Higher Education in Pakistan.

Access to Higher Education in Pakistan

Access to higher education is a critical factor for the development of a country. It is crucial in promoting human capital, reducing poverty, and creating a well-informed and educated workforce. Unfortunately, access to higher education in Pakistan is not equal for all segments of the population. The most significant challenge that the country is facing is the lack of access to quality education, particularly in rural areas. According to the Higher Education Commission of Pakistan (HEC), only 25% of the country’s population is enrolled in higher education institutions (HEIs). This is significantly lower compared to other countries in the region.

One of the reasons for the low enrollment in higher education institutions is the high cost of education. The cost of education in Pakistan is unaffordable for most families, particularly those in rural areas. This is due to the high tuition fees charged by private institutions, which are the only option for most students as the public institutions are unable to accommodate all students. Furthermore, students from rural areas face additional challenges, such as a lack of resources and support systems, which makes it difficult for them to pursue higher education.

Another reason for the low enrollment in higher education institutions is the lack of quality schools in rural areas. Most students in rural areas are unable to obtain a quality education at the secondary level, which is essential for pursuing higher education. The quality of schools in rural areas is poor, and students are unable to receive a well-rounded education. This makes it difficult for them to gain admission to higher education institutions, as they are unable to meet the admission requirements.

Quality of Higher Education

The quality of higher education in Pakistan is a matter of great concern. Despite the increasing number of higher education institutions in the country, the quality of education being offered remains low. The lack of qualified faculty, inadequate resources, and outdated curricula are some of the reasons for the poor quality of education in Pakistan.

Talking about infrastructure, the country has a wide range of universities, both in the public and private sector. It’s a common conception that the quality of education in private institutions is much better as compared to public institutions funded by the state. are generally considered to be of lower quality compared to the private institutions. On the other hand, private universities and colleges are often more expensive and cater to a more affluent segment of society. This has resulted in a significant divide between the quality of education provided by public and private institutions, and has also contributed to the growing class divide in the country.

One of the major challenges facing higher education in Pakistan is a lack of resources. Public universities are often underfunded, and this has resulted in a shortage of basic facilities, such as libraries, laboratories, and lecture halls. In addition, the absence of a proper funding mechanism has also led to a shortage of qualified faculty members. Many universities in Pakistan are facing a shortage of teachers, and this has a direct impact on the quality of education being provided to students.

Another significant challenge facing higher education in Pakistan is the poor infrastructure. Many universities and colleges lack proper classrooms, libraries, and computer labs. The absence of these basic facilities makes it difficult for students to access the resources they need to succeed in their studies. Without the proper infrastructure and without allocating proper budget and ensuring its transparent spending, the state of higher education can never be improved. Libraries, laboratories and computer labs are the essential tools for knowledge production and for that they need special attention if we are really serious about producing quality knowledge.

Another barrier that is related with our previous point is the lack of scholarships awarded to Students which often results in the production of bad and poorly crafted research. There is a lack of “research culture” in our universities and it goes across the board. The reason is, no one in the government wants academics to devise policies based on proper data and research and even when any government hires academics, they only give chances to foreign qualified individuals as they know the situation of our universities very well. But this reason alone, should be enough for us to contemplate on this issue and take decisive actions, so that our public institutions can fulfil our needs up to the point that we wouldn’t be needing any foreign qualified academician to make our policies.

As per Rasul Bakhs Rais, a renowned academic and Political Scientist, accessibility of education is also one of the main issues. It is the issue of class now, the rich and powerful who have the resources and means have the access to educational institutions like LUMS etc. and now we are seeing the trend that most graduates of LUMS are going for Civil Services and taking a higher up position in the society, hence the poor and less privileged are struggling to get the quality education. Another reason is that the ruling class, starting with expensive preparatory English medium schools, aim for universities in the West. With so much neglect, inadequate funding and bad governance, the graduates of public universities continue to lag behind others in the job market.

Recommendations and Conclusion

Taking an account of all the challenges at hand, and problems that the higher education is currently facing, we can come up with several recommendations to not only improve the state of Higher Education in Pakistan but to also pave a way forward to country’s economic prosperity:

• At least 7% of annual GDP should be allocated solely on education. And after that. It should be ensured that there is zero corruption in the spending of that budget. It should be used to build more public institutions and to train professional teachers and academics.
• There should be special allocation in the educational budget to give scholarships to high achievers. It will only increase the competition but will also help us incentivize the research projects. We will not have to pay huge salaries to foreign qualified academics as students on our payroll will be doing all the work for us.
• Students should be encouraged to go for new innovations and try new ideas in universities, new state of the art Computer and Science labs should be built in Campuses across the country, no matter how small the average number of enrollments is.
• New curriculum should be designed as per the standard of Stanford and Harvard. And students should be equipped with modern AI tools of learning. There should be a zero tolerance policy for any institution not willing to comply with digitalization.
• Special research grants should be given for students who come from peripheries. This will not only encourage them to pursue higher education but will also help them produce authentic data and research.

Related: Malala calls for addressing challenges of higher education at LUMS

Over the course of the last two decades, the role of the private sector in the field of education has become very pivotal, especially in countries like Pakistan where the state is reluctant to spend more budget on higher education and even on the education of children. But it has its challenges as well, because the private sector tends to focus more on profit making and as a result can become a tool to just serve the elite of the country, neglecting the people from low economic and social background. Like it happened in the US, where only 4% of low-income families send their children to private schools compared to 19% of rich kids, and of parents with less high school education, only 3 percent send their children to private schools whereas, the percentage increases to 19 percent when we talk about parents who have high school or professional degrees and this trend is not unique to only US.

But in South Asia, we see a slightly different pattern, where we see a high share of private enrollment in primary schools. Countries such as Zimbabwe in Sub-Saharan Africa as well as Lebanon and the gulf-states in the Middle East also stand out, with both high private school enrollment and a larger private sector share at the primary level.

As per the Millennium Development Goals (2000) of the United Nations, the countries vowed to ensure that all children would complete primary education by 2015 and eliminate the gender disparities in primary and secondary education by 2005. But we can clearly see that even in 2022, Pakistan is struggling and severely off-track in achieving the MDG’s and even then, the discourse around the role of private schools is widely politicized because of their high-fees and their unviability in rural areas.

But a report published by the World Bank^[1] presents a different picture of the events. According to the World Bank report, there was a phenomenal rise in the share of the private sector in educational provision during the 1990’s and a large number of students from rural areas and poor families got enrolled in private schools. It proves that private schools can solve the problem of illiteracy in rural areas in an efficient way and also can use the local labor market to reduce the cost. In 2000, the number of children enrolled in primary private schools was 35%, and this number fell by a third for middle and high schools to 25%. The impact of Private schools at the primary level is huge and is only increasing.

Quality and Diversity

A diverse country like Pakistan, a home to people ranging from different cultures and ethnicities, it only makes sense that the private sector cannot and should not be defined in some simplistic terms, rather it has its own diversity and variations. We see private schools in remote areas of South Punjab that are operating in a different fashion as compared to the elite schools of the mainstream Punjab and the quality of education varies from place to place too. But overall, the quality of education in the private sector in one main reason behind its rapid growth in Pakistan especially in the mainland, where the public school lacks basic infrastructure and tools, the private sector not only fills that void but also, with the increasing number of private schools and colleges, the competition is now on another level and no private instituted can take a risk on the quality of education as it will lead them to economic loss.

But some might argue that the quality of education is only good in the schools that are of high-cost and only serving people from strong economic backgrounds, and also, often the point of comparison is the public sector, hence we overlook the shortcomings of private schools. Having said that, we can always increase the quality of education in the private sector by gathering more data and information and by increasing the competition among different private entities and also by making parents and students more aware about the private market and how they can maximize their learning experiences without spending a huge chunk of their money on education.

Public Private Partnership

Another step that we can take to meet our MDG’s is to bridge the gaps between Public and Private sector in order to maximize the potential of our youth in education and skill development and the idea of public-private partnership (PPPs) goes back to 1854, the Wood’s dispatch, which laid the foundations of modern education system in India before the partition. After independence, the government of Pakistan consistently called for and supported the development of private sector education through a laissez faire policy toward private schools including generous tax exemptions. State’s disposition toward the private sector was only interrupted during the 1970s in a bid to nationalize private schools. The major breakthrough in the support to the private sector was made during the early 1990s with the formation of national and provincial level education foundations. The foundations support the private education sector through the PPPs. Over the course of 75 years, there were several modalities proposed and adapted by different regimes of different times to strengthen the public-private partnership, the most common modality was public financing-private provisions. An example of unsuccessful PPP is a contract between Pakistan Railways and the Beaconhouse School System (a for-profit private education provider) to manage 19 schools of Pakistan Railways for 33years. This partnership, however, was unsuccessful and was terminated only after three years of contract.

What’s the Way Forward? Policy Recommendations

It’s an undeniable fact that the private sector all across the world has made a huge contribution in the field of education and Pakistan’s private sector has the potential to enhance the efficiency in education and to help Pakistan in achieving its MDGs. For that, the Govt has to take some necessary steps to ensure the working partnership between public and private sector.

They should facilitate more private groups to enter the market by proactively taking measures to put more responsibility on diverse private sector groups and by making them accountable towards citizens and the state institutions. When citizens will be provided with a greater number of choices, it will be easier for them to choose and Greater competition can have favourable effects on students in both public and private schools. Higher private school competitiveness has been shown to raise the quality of public schools as measured by educational attainment, wages, and high school graduation rates of public-school students.

The core components to ensure a workable PPPs model are, efficiency, accountability and quality, and the assessment of both teachers and students is of the utmost importance. At the primary level, most private schools have effectively used less educated and low paid teachers, though this can work in primary schools but not in middle schools and especially not in higher education. Hence a proper mechanism is required that should be under the constraint of the state, to ensure the training and development of teachers, both middle school and high school. More funds should be allocated to upgrade the primary schools to middle and high schools and to make them more cost-effective.

In case of higher education, there is a need to strengthen the PPPs and to ensure that more people from rural areas get enrolled in the universities and for that, Private sector must be given funds, to give scholarships to students who come from the peripheries but also to equip them with more AI and digital tools to normalize the distant learning. With that, not only we as a country would be able to meet our MDGs but also, we will have a more digitally equipped and talented youth that will play their part in the country’s economic progress.

Related: German Consul urges government and private sector to ensure sustainability

The writer, Muhammad Saad, is an M.Phil scholor of Political Science at GCU Lahore.