By Majid Maqsood
Education is the cornerstone of progress and development in any society. It is a fundamental right of every child to receive quality education and to have access to a nurturing learning environment. However, the state of education in Sindh, Pakistan, presents a troubling picture of neglect and mismanagement. Recent statements by the Minister for Education, Sardar Ali Shah, underscore a concerning lack of accurate data on the number of out-of-school children in the region. According to the Minister, approximately 3 to 4 million children are out of school in Sindh. However, discrepancies of up to 100,000 between various figures indicate a significant lack of precise information. In 2018, the Alf-Alaan survey reported a staggering 6.6 million out-of-school children, while other reputable organizations estimated the number to be around 8 million.
This discrepancy alone raises serious concerns about the government’s ability to effectively address the issue and develop appropriate strategies to reintegrate these children into the education system. The enrollment campaign should ideally commence at the beginning of the new academic year, enabling newly admitted students to complete the entire syllabus. Unfortunately, no arrangements for an enrollment campaign have been made thus far. In previous years, the enrollment campaign was conducted in December, which made it impossible for newly admitted children to complete the syllabus within a few months. This timing also disrupts the progress of students who had already begun their studies and covered half of the syllabus. The evident lack of seriousness regarding the enrollment campaign has resulted in the annual wastage of millions of rupees. A significant factor contributing to the failure of the enrollment initiative is the overcrowding of many schools, which diminishes new students’ interest and engagement.
Each year, the government allocates 1.57 billion rupees to schools under the School Management Committee (SMC) head. However, 95 percent of schools lack a formal SMC, resulting in most of these funds being misappropriated by the headmaster or chairman of the SMC. While establishing SMCs in schools is not particularly challenging, the School Education and Literacy Department has consistently neglected this task. Despite numerous renovations each year, the quality of work remains substandard, with schools quickly returning to their previous conditions within six months. Millions of rupees are siphoned off by contractors with connections to the School Education Ministry. The poor quality of recent renovations is evident to any observer. Although measures to curb this corruption could be implemented, there is a noticeable lack of interest in doing so. It is disheartening to witness that, despite an annual increase in the education budget, there is little tangible improvement on the ground.
With approximately 49,000 schools in Sindh, it is alarming that around 80 percent of them lack basic facilities such as clean drinking water, electricity, and functional washrooms. Despite the Sindh Education and Literacy Department allocating millions of rupees each year for furniture, these funds frequently disappear into the pockets of corrupt officials. This misappropriation of resources prevents the provision of essential materials to schools and undermines the overall quality of education. A firsthand account from the Mirpurkhas Region highlights the extent of corruption within the education system. Although millions of rupees were designated for purchasing furniture, no acquisitions were made due to regional officials demanding a 50 percent kickback from contractors seeking contracts. This illicit network of kickbacks extends from the regional level to the ministry, diverting millions of rupees for personal gain while students continue to suffer in dilapidated schools devoid of basic amenities.
In the last academic year, 2 million children did not receive textbooks, as acknowledged by the former Secretary of the School Education and Literacy Department. The academic year traditionally begins in May, yet the government postponed the start to August. Examinations conclude in March, and May passed without books being provided for the new academic year. Although June and July are summer vacation months, the School Education and Literacy Department extended the vacation, citing the hot weather, while in reality, textbooks were still unavailable. Minister Sardar Ali Shah recently addressed the Provincial Assembly, urging all MPAs and ministers to oversee the schools in their constituencies. While this is commendable advice, it does not absolve him of his own responsibilities, such as ensuring the provision of basic facilities and appointing District and Director Education Officers based on merit.
When the Minister in charge of education fails to perform his duties, it is unreasonable to expect other Assembly Members to fulfill their roles effectively. Furthermore, the Minister’s focus on licensing teachers is misplaced. While ensuring that educators are qualified and competent is crucial, it is equally important to establish rigorous criteria for appointing ministers who are free from financial and moral corruption. Responsibility should not rest solely on teachers; all stakeholders must be held accountable. In 2018, Early Childhood Care and Education (ECCE) teachers were appointed, yet no ECCE classes have been established in Sindh’s schools, leaving these educators idle. To address the education crisis in Sindh, urgent reforms are necessary. Good governance is essential for improving educational outcomes, and bringing out-of-school children back into the education system must be a top priority.
It is imperative to allocate resources toward enhancing school infrastructure, particularly in rural areas. Dilapidated and inadequate facilities hinder the learning process and discourage students from pursuing education. Additionally, the establishment of new middle and high schools across Sindh is of utmost importance. Many children in rural Sindh lack access to post-primary education, depriving them of opportunities for personal and societal growth. By investing in the creation of new schools, the government can expand educational opportunities and bridge the educational divide between urban and rural areas.
(The writer is a senior analyst on social, political, and geopolitical issues, can be reached at news@metro-morning.com)
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