Vision for education

There were recent reports in the media that the president of the Asian Development Bank (ADB) had recommended Pakistan consider adopting India’s ULLAS (Understanding of Lifelong Learning for All in Society) to tackle its formidable challenge of out-of-school children (26 million) and impart them quality education through accelerated courses aligned with the demands of the 21st century.

However, there has been no official confirmation regarding where and when that statement was made since no official statement was released by the ADB nor any clarification issued. Upon consulting with multiple reliable persons within the federal government and ADB, it became evident that no such thing was put forward by the ADB, or at least anything to that effect. This is not surprising, as international development organizations are typically cautious about offering their opinions that may carry far-reaching political implications.

In fact, a reference to exploring successful education models from neighbouring countries, including India, was made by Federal Secretary for Education Mohyundin Wani who indicated Pakistan’s interest in seeking ADB assistance for developing a mechanism to initiate a central education programme.

While the media’s interpretation may have been speculative, the underlying suggestion – adapting best practices from successful international models – remains sound. In an increasingly interconnected world, there is considerable merit in drawing on global experiences and tailoring them to local needs.

Before delving into the merits and drawbacks of adopting the ULLAS scheme, it needs to be remembered that education is the sole domain of the provincial governments under Pakistan’s constitutional framework. So this raises the question of why a federal official would be seeking ADB assistance for a programme that falls outside federal jurisdiction.

A National Education Task Force, headed by the prime minister and comprising 19 members, has been constituted to address national education issues. Yet, it is likely that none of these members have children studying in the very public schools for which they are tasked with formulating policies. Isn’t this somewhat ironic? This disconnect between the ruling elite and the public education system may well be one of the contributing factors behind the persistent decline in the quality of education, as those in power often have little direct stake in the system they are meant to improve.

The PTI-led federal government had tried to introduce a Single National Curriculum. Education being a devolved subject to the provinces under the constitution, does the federal government have the authority to take such initiatives? To clarify this matter, I sought the legal opinion of Barrister Zamir Ghumro, senator and former advocate general of Sindh. He explained, “The subject of education as well as higher education falls under provincial jurisdiction. Only standards in higher education are to be regulated by the Council of Common Interests (CCI) ….so any initiative on education should come from provinces, not the federal government.”

As for the ULLAS scheme, its success will only become clear upon completion of its five-year period by 2027. For now, our discussion remains limited to its key features. With the ambitious goal of educating 50 million individuals aged 15 years and older, the schemes cover not only traditional foundational literacy and numeracy but also critical life skills such as financial literacy, digital literacy, healthcare and awareness, childcare and education, family welfare and vocational skill development.

Implementation relies on registered volunteers through an online platform, although training, orientation and workshops of volunteers are organized face-to-face. Registered volunteers will have access to online learning materials.

There is no doubt that if implemented in letter and spirit, the scheme holds significant potential to positively impact both individuals and communities. Pakistan too stands in dire need of a similar robust programme to empower its disadvantaged and rural communities, enabling them to navigate the challenges and opportunities of the digital era.

While these skills are undoubtedly essential for survival in the modern era, the ULLAS scheme seems heavily focused on a market-oriented model of education, which largely prepares individuals as commodities to be sold in the labour market. Such a narrow approach lacks the broader, transformative vision needed to challenge pre-existing social and economic structures.

By moulding individuals to fit into predetermined roles, the scheme overlooks the pressing need to address deep-rooted inequalities tied to caste, gender, class, and ethnicity. For developing countries like India and Pakistan, any new education model must aspire to accomplish a higher and nobler purpose – one rooted in social justice.

This will require empowering individuals to challenge social, economic and political structures that perpetuate inequality and maintain the status quo. In this sense, education must not only equip individuals with adequate skills for the workforce but also play a key role in humanizing society, enabling individuals to understand both themselves and their society. It should foster the potential to transform both the individual and society at large.

The writer is an education expert and can be reached at: asgharsoomro@gmail.com