By Bahawal Hussain Chattha
The old worn out slogan ” education is the backbone of our country ” is recited each year. However the nation is still a divided system reflecting its own inequalities. Government rhetoric, in addition to
successive suggestions for reform, has still not turned education into a pillar of Pakistan, at least not for individuals outside of Pakistan’s metropolitan cities.
Pakistan’s education spending is one of the lowest in South Asia at approximately 1.7 per cent of GDP, a far cry from the international average of 4 per cent. The results are evident: over 22 million children have no basic education. The majority of these are children from rural Sindh, Balochistan, and South Punjab, where infrastructure makes education tough, and getting workers even tougher.
The gender gap widens the problem. UNESCO estimates that nearly 12 million girls from Pakistan are out of school. Social restrictions, early marriages, and distance of travel keep female enrollment low in rural Balochistan and interior Sindh. In most cases, the parents have to choose which child to enroll in school, and the boys are mostly preferred.
In the meantime, the disparity between private and public schools has become even larger. While high- quality schools located at metropolitan centers like Lahore and Islamabad have international curriculums and modern facilities, public schools do not even have functional restrooms and electricity. This
dichotomy produces two types of classes of students, one world-ready and the rest unable even to read a paragraph from their mother tongue. Periodic flips in politics have also harmed continuity in policy. A new education plan is introduced every now and then, hyped perhaps, but with little follow-through.
Teacher hiring, text revision, and curricular updating are addressed on a short time horizon, not a long- term national investment.
But, among the letdowns, there are a few silver linings. Such non-governmental organizations as The
Citizens Foundation, CARE Foundation, and Hunar Foundation have contributed towards filling the gap created by the state. Through this effort, underdeveloped regions have witnessed thousands of children and youths receive education and vocational training. Following a similar pattern, online educational websites have created an opening for students residing in rural areas, but the unavailability of accessible internet continues to be a stumbling block.
With nearly 60 per cent of the population of Pakistan being under the age of 25, the risk could not be higher. Without prioritizing education, the demographic dividend will turn into a burden, but with true investment, teacher training, and focus on equity, the youth population can still be the nation’s greatest asset.
Education ought no longer be an afterthought or votable. This is the only way to a sustainable and equitable future. The argument today isn’t whether Pakistan can pay for education investments, but whether it can’t afford not to.
