United Nations Children’s Fund (UNICEF) reported that Pakistan holds the second-highest number of out-of-school children, estimating 22.8 million children between the ages of 5 and 16. The gruesome situation is pushed by various factors, including inconsistent educational policies, incapacity of effective implementation, and inadequate infrastructure for providing quality education. In detail, quality education is one contributor where government and private schools do not provide quality education.
Government schools must provide more infrastructures to the children coming to the school, whereas private schools prioritize profits over educational development. In the end, it leads to mushrooming of private schools with questionable educational standards.
The factor of corporal punishment cannot be ignored while debating the higher ratio of out-of-school children. Without effective monitoring and sensitization of teachers, children are subjected to physical abuse and severe punishment, creating a climate of fear that deters them from attending school. Nevertheless, parent-teacher interaction is important for children’s education. Parents often do not discuss with parents about their children’s education, particularly in rural areas.
The weak communication between parents and teachers for children’s education creates mistrust and insecurity. School Management Committee under the Right to Education Act, 2012, and similar provincial educational laws are such bodies to utilize for improving enrollment rate through general monitoring of working of the school.
The misconceptions about education in rural areas significantly affect school enrollments. People always weigh education as a monetary value. Instead, education is more than that; it builds character and develops a conscience. Such parents prefer engaging their children in learning some skills and training to alleviate poverty and meet basic needs. The demanding nature of rural life and limited resources compels parents to challenge the benefits of investing in their children’s education. This skepticism further perpetuates the cycle of illiteracy and poverty.
Gender disparity is a significant issue affecting access to education, particularly for females. Pakistan’s patriarchal culture often restricts girls’ access to education, leading to early marriages and limited opportunities for personal and professional growth. Sometimes, parents prefer sending their children to Madrassas (religious schools), where education is considered a cheaper alternative. This inclination towards religious education can result in children dropping out of mainstream schools.
The poor conditions of public schools, especially in rural areas, exacerbate the problem. Inadequate facilities, infrastructure, sanitation systems, and a shortage of qualified teachers hinder children’s ability to receive a quality education. Moreover, the expense of private schools presents another challenge. While Pakistan’s education system is highly stratified, with a significant gap between private and public schools, the high fees and additional charges associated with private education create financial barriers for many families.
Poverty remains a critical underlying factor contributing to the high number of out-of-school children. Impoverished families often need help to afford the financial burden of education, leading them to prioritize short-term skills training programs that require minimal investment. This perpetuates the cycle of poverty, limiting access to education and hindering socio-economic progress.
The consequences of this issue are profound, as it not only affects the country’s socio-economic development but also hampers the individual development of these out-of-school children. Many resort to child labor to support their families, enduring exploitation and abuse.
These children are burdened with responsibilities beyond their years, working long hours under hazardous conditions. The stress and negative environment they face increase the likelihood of distractions, drug addiction, and perpetuating the cycle of poverty and illiteracy.
In conclusion, the rising number of out-of-school children in Pakistan poses significant challenges to the country’s development. Policymakers and stakeholders must address these underlying factors, including the quality of education, corporal punishment, parent-teacher interactions, perceptions of education in rural areas, gender disparities, and the allure of Madrassas, poor conditions of public schools, the expense of private schools, and the impact of poverty.
By investing in effective and inclusive educational policies, improving infrastructure, and fostering a supportive environment, Pakistan can empower its children with the education they deserve, contributing to a brighter and more prosperous future for Pakistan.