For the average Pakistani, if he is able to afford it, sending their children to private school is not a choice rather a compulsion. In stark contrast, we find that for the financially abled American, opting for Public school is commonplace. Perhaps this roots from the tremendous variation in differences in cost of schooling between the two countries, however it seems that the true reason is much more deep-rooted.
A general casual attitude towards education and gender based bias are critical reasons for the exceptionally high dropout rates and a 39 percent out-of-school rate for school-age students. Yet for those a few parents concerned about the quality of education, public schools fail to deliver that confidence. Teachers are hired through outdated or politicised processes and there is low emphasis on teacher training and skill development. Furthermore modern teaching practices and practical learning is practically non-existent. Likewise the curriculum has failed to adapt towards modern narratives and concepts and
gives strong emphasis on rote based learning. English is taught by teachers who aren’t fluent themselves and years of school leaves students unable to solve simple mathematical operations. Inevitably parents lose their trust.
In parallel, the low accountability for teachers spills over towards the overall low standard of education. Put simply, teachers don’t feel the need to put in effort in their teaching. Conversely ghost teacher-teachers who regularly skip days-are bred from the low monitoring by relevant authorities. Following suit students lose pivotal discipline and motivation.
The physical infrastructure, or lack thereof, also contributes greatly towards public school becoming an unpopular choice. Particularly in rural areas, separate toilets for girls do not exist which fuels dropout rates. In fact, according to UNICEF, 17% of girls’ schools lack washrooms altogether. Multi-grade schooling is particularly harmful for the productivity of student learning. Unfortunately however, due to dwindling numbers in students and a low number of classrooms, such systems remain an eye-sore. Inevitably schools fail to remain an avenue for holistic learning and child development rather are limited to a place of mechanical instruction.
However recently, an antidote for this dilemma has emerged. Even in rural areas low-cost private schools provide a chance for parents to immerse their children into an environment of quality education with real accountability for both teachers and administration. NGOs and donor agencies like USAID and CARE foundation have supported private schools or taken over public schools. Although this is a step in the right direction, this restricts the lowest income groups from quality education and enforces the social inequalities between those who can afford private school and those who can’t.
Clearly there is a dire need for reform and action. This may involve proper accountability and investment in infrastructure. Alternatively, a plan similar to the recent healthcare Public-Private Partnerships (PPP) could be implemented whereby private schools are leased to NGOs or other parties to run efficiently. Such actions will fulfil every Pakistani child’s fundamental right for quality education.