Education for Shattered Young Minds

By Dr. M S Jillani

Television viewers who show the earthquake related programmes must have noticed that almost every person randomly picked up from the streets of Balakot or Muzaffarabad and the environs, to say a few words, was literate and most probably had received at least school level education. Visitors to the affected areas and relief camps confirm this observation. It is estimated that almost half the dead were children -- at least 17,000 were buried in the rubble of their schools. This is another indication of the presence of culture of education in the region.

Many questions about the future arrangements for education in the devastated areas now come to mind. It is believed that a large number of children in cities and larger towns were students of English medium, private schools. It has also been observed that the standard of education even in public schools of the area was higher than in other parts of the country. Foreign remittance sent by expatriates is the main reason for these factors, and also the influence of a sizeable number of retired servicemen residing in the area. What will happen to survivors of these schools in the transitory period and later?

The second big question is: How quickly can the nation start schooling in temporary premises and build permanent school buildings with permanent staff; is. Time is a crucial element in engaging children in education before they loose interest and become dropouts. As such, initiatives of starting schools in tents and shelters in relief camps and tent villages for the affectees should be welcomed. If properly inspired and mobilised, local college and university students will be willing to teach in these schools voluntarily. It will also be good for them.

The problem of permanent schools and colleges is, however, linked with the future location of cities and towns. That is a complicated issue. Many scientists and engineers are apprehensive about the stability of soil around the present cities. Due to emotional reasons, an overwhelming majority of the survivors of October 8 do not want to abandon their present homes. It will be futile to engage in reconstruction of damaged school buildings before plans are finalised for reconstruction of human settlements.

The third major question is of much importance as president Musharraf has hinted at charting modern syllabi for the revived educational institutions -- for example the introduction of English from class one which is a welcome idea. But it is fraught with problems. Foremost, what will be the link of the new syllabi with what is being taught in other schools in the country. This is an essential issue that must be looked into if we are to maintain equivalence, allow migration of students and prevent isolation of these new institutions from the mainstream. The question is also linked with the system of examination to be adopted from the 'middle' levels and higher. The boards, universities and other examining bodies will have to be earmarked before the question of syllabi is taken up. Another utopian game with the children will be outright cruel. A lot of planning will be required for settling this issue.

The fourth issue is that of obtaining qualified and willing teachers to serve in the new schools. Reports indicate that a large number of the teachers fell victim to earthquake along with the students. At places, bodies of teachers were found in postures of shielding students. Many of the teachers were local ladies belonging to educated families. How will the gap created by the departure of these teachers be filled? Where would qualified teachers, willing to serve in an earthquake-prone area, come from? One would not favour the filling of jobs by whosoever is available in 'emergency'. If qualifications and experience have to be scaled down due to poor response, crash in-service training courses for teachers may be instituted to meet the immediate need. The teachers could always improve their qualifications by preparing for higher diplomas and degrees.

The fifth requirement deals with books for students that would meet school requirements as well as the norms of local society. Since we would be dealing with a conservative and remote region, where even the expatriates have not been able to bring about any far-reaching changes, the books would have to be modern as well as in line with the sensitivities of the local populace. Their production, timely availability and price will be some other considerations that should be kept in mind.

The sixth concern has to do with efforts to revive educational activities in the quake-ravaged region, especially in the NWFP province where the deeply religious sentiments of the population is evident in the large number of mosques and madaris that dot the land. Even if a modest change in educational content is contemplated, the position and extent of religious education in the entire school system must be determined. Students would have to be protected from conflicting information emanating from two strong sources. Perhaps, the arrangement of imparting basic religious education at home and an exposure to the institution of religion and its role in society at school may be considered as a solution to conflict between modern and conservative elements.

The seventh question demanding serious attention deal with inclusion (or continuation) of elements of vocational education at the school level. It can vary from woodwork to computer technology. This single step may prove to be a worthy catalyst for producing a skilled work force in the future and will play a role in averting unemployment. Exclusively vocational and technical schools cannot be established everywhere even if desired but some skills can be imparted at the post-primary and middle levels which will be helpful in bringing about a change in attitudes besides imparting a skill to the students!

One agrees with the idea of using reconstruction as an instrument of change. Education activity in the quake-hit areas has to be started almost from scratch. This can also be made to become an agent for the much-needed social change required in Pakistan. But to play that role effectively, the education sector itself needs to resolve the conflicts raging internally. The chasm between the public and the private sector is widening. The present system of private and public schools has divided the entire society into watertight social classes for which the nation would have to pay heavily.

The public sector educational set-up faces the initial disadvantage of meagre resources. It also has to carry the burden of accommodating a growing number of students produced by the high population growth rate. It has to absorb larger numbers as a social service which the private sector is not obliged to bother about. The result is poor quality and high failure rates. The situation has been assuming alarming proportions since the destiny of this nation fell in the hands of money-grabbers and profiteers. Every now and then, efforts are made to correct the situation. But forces involved are so strong that nothing tangible comes out. Will it be asking for too much to desire that education in the quake-affected areas is saved from these unholy conflicts and that various systems are brought nearer to each other?

Source: http://www.jang.com.pk/thenews

The writer is a former federal secretary with an academic background in economics and sociology

Date Created: 11/22/05

Date/Time Last Modified: 11/22/2005 1:01:34 PM

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