LEARNING – A LIFELONG JOURNEY

As September 8th, International Literacy Day, approaches, it’s time to reflect on the state of literacy in Pakistan. Since 2014-15, the literacy rate in Pakistan has remained steady at approximately 60 per cent, with urban areas at 74 per cent and rural areas lagging behind at 54 per cent. Alarmingly, Pakistan has 22.8 million children between the ages of 5 and 16 who are out of school, making it the country with the second-highest number of out-of-school children in the world.

International Literacy Day, observed globally on September 8th, was declared by UNESCO on October 26, 1966, during the 14th session of UNESCO’s General Conference. It was first celebrated in 1967, with the aim of emphasising the significance of literacy for individuals, communities, and societies.

Pakistan is committed to progressing toward SDG 4 - Quality Education. Sustainable Development Goal 4 aims at ensuring inclusive and equitable quality education and promotes lifelong learning opportunities for all. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. However, despite this commitment, the number of out-of-school children continues to rise.

The question arises: despite numerous measures, strong policies, and international commitments to improving education, why is Pakistan still in such an alarming situation with no significant progress? The reality is that we must address the true meaning of literacy, which seems overshadowed by institutional targets. The emphasis often lies on enrolment numbers and achievements measured in grades and scores, rather than on providing children with access to quality education. True literacy, which equips children with the tools to reduce poverty and inequality, increase life expectancy, and empower women and girls, is what we should be striving for. Education is one of the most powerful tools to end generational poverty.

Pakistan’s literacy rate of approximately 60 per cent lags behind neighbouring countries like India (77.7 per cent) and Bangladesh (75 per cent). Despite sharing similar socio-economic conditions, these countries have made greater strides in education.

Our rotten education system

The condition of public schools in Pakistan, both primary and secondary, still lacks basic facilities. Dark and suffocating rooms welcome our children at schools. Our examination system is plagued by corruption - from professional levels down to primary education. The issue of leaked exam papers continues to surface, and officials have been unable to control it, leading to further deterioration of trust in the system. This problem is not only present at the professional level; the secondary school examination system is also compromised. Education seems to be a low priority for our government, despite the existence of well-structured policies.

In response to ongoing literacy challenges, the Pakistani government has implemented various policies to uplift education standards across the country. The National Education Policy 2009 is a significant effort in this regard, focusing on increasing literacy rates through improved access to education, quality teaching, and addressing socio-economic barriers. The policy also emphasises the importance of adult literacy programmes and the integration of technical and vocational education into mainstream schooling to enhance practical skills. Furthermore, it advocates for the development of early childhood education, aiming to build a strong foundation for lifelong learning.

However, policies and promises alone are not enough. Pakistan needs to take serious efforts and measures from the bottom up to get back on track with its education system. Political influences and corruption should be rooted out within the educational system, as they are major hurdles to achieving desirable goals. The focus should be on providing conceptual learning rather than just bookish information. We have the example of Newton, who presented the law of gravity while sitting under a tree. Even without basic facilities, freedom of teaching, the presence of professional teachers, and opportunities to explore their environment can produce students who follow in Newton’s footsteps.

In private school system, we are heavily invested, but parents are burdened with heavy expenses for uniforms, books, and other materials. The focus on non-essentials like branded uniforms and school-specific books diverts attention from the actual purpose of education. Globally, the emphasis is less on such superficial aspects and more on actual learning and literacy, which has a lasting impact on individuals’ lives. While we chase degrees as a means to secure jobs, true literacy should empower our youth to unlock their potential and contribute to society, perhaps even as entrepreneurs who can help revitalise our economy.

“Literacy must transcend the basic ability to read and write,” Dr Naeem Akhtar Rana

Dr Naeem Akhtar Rana, a distinguished educationist with 15 years of experience in higher education, provides a critical examination of Pakistan’s literacy landscape. Dr Rana argues that the current metrics for measuring literacy are fundamentally flawed. “Institutions often focus on superficial targets to showcase improvements, but these metrics fail to capture the essence of true literacy. Literacy must transcend the basic ability to read and write; it should fundamentally transform an individual’s mindset and broaden their worldview,” says Dr Rana.

He is particularly scathing about the disconnect between academic qualifications and practical skills. “Many graduates, despite holding degrees, lack the essential practical skills and innovative thinking needed to make a meaningful impact on society,” observes Dr Rana. He challenges the effectiveness of our education system, questioning whether it truly equips individuals with the competencies required to drive societal progress. He advocates for a vision of literacy that fosters entrepreneurship, innovation, and active community involvement, rather than merely producing candidates for white-collar jobs.

Dr Rana also underscores the influence of socio-economic factors on educational outcomes. He notes that families in impoverished regions often perceive limited value in long-term schooling when immediate job opportunities are scarce. He calls for a paradigm shift in how education is perceived - viewing it not merely as a gateway to employment but as a tool for developing well-rounded, critically-thinking individuals.

“There is an urgent need to prioritise early childhood education as a cornerstone for fostering truly literate and creative minds. A robust early education system, centred on creativity, emergent literacy, and an appreciation of multiple intelligences, is essential for giving children the opportunity to explore their environment and develop problem-solving skills,” emphasises Dr Rana. “In professional teaching practice, the focus must shift to experiential learning, ensuring that students are equipped with practical skills that are directly applicable in the real world,” he adds.

Dr Rana also criticises the excessive focus on rote learning in schools, arguing that it diverts attention from nurturing critical thinking and conceptual understanding. He advocates for a more flexible educational approach that caters to diverse learning styles and prioritises the development of skills that have tangible real-world applications.

He also expresses strong concerns about current school timings, stating, “The starting time of schools at 8 am is fundamentally flawed. Schools should begin around 10 or 11 am to ensure that children are well-rested. If we cannot implement changes that allow for better sleep at home, then the least we can do is adjusting school hours to accommodate this basic need.” He stresses that a genuine commitment to producing literate and creative minds requires a strong focus on early childhood education. “An education system grounded in creativity, emergent literacy, and recognition of multiple intelligences is crucial for enabling children to explore their environment and develop problem-solving skills,” elucidates Dr Rana.

Ability to think critically and creatively

In examining the evolution of literacy and education, it’s valuable to reflect on the foundational contributions of ancient Greek philosophers, whose insights continue to resonate today. Socrates, Plato, and Aristotle laid the groundwork for understanding the purpose and methods of education, which can offer valuable perspectives for current educational reforms.

In Pakistan’s education system, while we have a detailed curriculum, we often fail to cultivate creative thinking and adaptive minds. We produce individuals who can read and write but lack the conceptual understanding necessary to tackle the challenges of a nation repeatedly tested by economic hardships, climate change, and high unemployment rates. The question remains: is it enough to prepare a person with a degree but without a deep understanding?

Our students often pursue university degrees as a ticket to enter modern society, a notion reinforced by universities. However, true success should be measured not by the acquisition of a degree but by the ability to think critically and creatively.

Modern world challenges

Pakistan’s education system is plagued by a myriad of challenges: pervasive poverty limits educational access, cultural barriers hinder girls’ education, and political instability disrupts learning. These issues are aggravated by chronic underfunding, poor governance, and a shortage of qualified teachers. Addressing these deep-seated problems is essential for delivering high-quality education and achieving lasting progress.

The evolution of education over the past century has been marked by a series of transformative moments and innovations that have shaped the way we teach and learn. From the Progressive Education Movement to the rise of online learning, each decade has brought its own unique challenges and opportunities for growth.

The world has witnessed revolutions and movements aimed at improving the quality of education since legislation was passed in 1940, making primary school attendance mandatory for children aged 6. More recently, we have experienced two significant shifts in education: the impact of COVID-19 and the rise of Artificial Intelligence (AI).

Unfortunately, we have been slow to seize the opportunities presented by the IT world, unlike neighbouring countries that have successfully prepared their youth to excel in this domain. As a result, while India now dominates the IT industry, Pakistan lags far behind. This lesson has not been enough for us, and we are now facing the challenge of AI. Rather than embracing AI and training our youth to use their creativity to enhance their work and succeed in the AI-driven world, our institutions have failed to prepare them, leaving them fearful of the changes AI may bring.

We must embrace change and foster an adaptable, inclusive, and forward-thinking educational system. As parents, schools, and governments, we must join hands to revolutionise our approach to education and ensure that every child in Pakistan has the opportunity to achieve true literacy and realise their full potential.

The writer is a development professional. She can be reached at quratmudasar@gmail.com