THE deplorable situation of education in Balochistan is a pressing concern. Recently, a report published by the government of Balochistan quoted that 3,694 schools are closed in the province. This shabby situation of educational institutions further rings alarm bells in a province already crippled with chaos. While the world believes that education is the most powerful agent of change in any society, this dismal picture presents situations of doom and gloom for this downtrodden part of the globe.
Moreover, many education experts doubt this data, believing the actual number to be greater. Article 25A of Pakistan’s constitution clearly mentions that free education is a birthright of every child in Pakistan. The more alarming aspect, as quoted by the Planning Commission of Pakistan in its report, is that over 30 lac children are out of school; the real number may exceed this data. In a province with a population of 15 million, a figure of 3 million out-of-school children is apathetic. Furthermore, the province’s Index score was also abysmally low at 46/100.
The report mainly attributed lapses to inadequate resources and administrative shortfalls. Apart from the significant number of out-of-school children and closed schools, functional schools also face numerous problems. Most government schools lack basic infrastructure and a learning environment. Similarly, a large chunk of private schools serve only commercial interests, seriously ignoring academic aspects.
The government of Balochistan needs to prioritize the solution of this abysmal educational condition of the province on urgent basis. Although monetary shortages and other various problems exist, but managing existing resources properly is crucial. Following steps can be taken in this regard.
(1) The Deputy Commissioners of the districts should individually monitor cluster budget distribution, and an annual audit should be carried out by a private agency.
(2) To curb teacher absenteeism, the RTSM system must be online, with direct access to provincial authorities. Furthermore, third-party monitoring teams and District Education Authority reports should be compared monthly.
(3) District administration bears a greater responsibility; sincere efforts can significantly address structural lapses. The example of District Kohlu, which lies at the bottom of poorly performing districts, demonstrates that recent stringent actions by the deputy commissioner resolved issues like absenteeism and non-functionality of various schools to some extent. Similar efforts are needed across the province.
Lastly, the government of Balochistan should engage with international donors, NGOs, and monetary forums like IMF, World Bank, and Asia Bank to invest in the education sector, benefiting provincial literacy rate and overall youth development.
—The writer is contributing columnist.
