ducation is a fundamental right and a key driver of development in any society. However, achieving high-quality education is not easy. It requires the participation of all stakeholders – teachers, students, parents and the community at large – with full ownership and commitment. In Sindh, school management committees are a crucial entity in this regard. These can play a pivotal role in enhancing the quality of education. Unfortunately, the SMC structure is outdated and faces several challenges, including the low capacity of members, presence of irrelevant people in the structure and a lack of ownership.

The success of an SMC largely depends on its capacity and effectiveness. If the SMC is weak, it can hinder the progress and growth of the school. Therefore, it is essential to select SMC members thoughtfully, taking into consideration their knowledge, skills, and experience in the field of education. The role of a school management committee member is critical.

Without strong and capable committees, schools cannot achieve the desired progress and development goals.

There are many gaps in the existing structure of SMCs. We seem unwilling to learn from past failures. If we don’t focus on this issue now, the situation will only worsen. Addressing the gaps in the existing structure is crucial for improving the quality of education in public schools.

In the current structure, use of school funds is authorised through the signature of the chairman. However, there is a conflict between the two signatories – the chairman and other members – and most of the funds in several schools remain unutilised. This is particularly true for schools in rural areas. As a result, many students sit on the classroom floor as there are no chairs despite funds being available in the SMC accounts.

One of the major gaps in the existing structure of SMCs is the lack of representation of parents. Most of the SMC members are influential people in the community. They tend to dominate the teachers. The parents and community members do not get to discuss the gaps in school management. Many parents do not even understand the SMC concept.

Another weakness is the lack of training and capacity building for SMC members. Many SMC members are not aware of their roles and responsibilities. This results in ineffective management of schools. As a result, they may utilise funds in a way that does not have the optimum impact on school facilities. In many rural schools, funds never get used. Due to this, many SMC accounts are dormant. This has led to a lack of financial resources for the improvement of schools.

Several countries have implemented best practices to improve their SMCs and achieve better management of schools. Some of these practices are listed here:

The inclusion of diverse, interested and trustworthy members is a critical aspect of ensuring effective and inclusive decision-making. India has become a front-runner in promoting the inclusion of diverse members in their SMCs. Typically, they are parents, local community members and teachers. They hold meetings every month and focus on four key areas:

Academic progress, focusing on every student.

Infrastructure work and furniture and fixture needs.

Planning for the next month.

Writing to the government and local philanthropists in the light of decisions taken for mobilising resources.

The SMC members sit in front of parents and request those who can afford it to support the school’s needs.

In recent years, Kenya has taken significant steps towards integrating technology into the education system, including SMC. These committees have been provided with smartphones and tablets to enhance their ability to manage schools more efficiently.

The use of technology in SMCs has revolutionised the way these committees operate, providing them with real-time data on school attendance, finances, and academic performance. This enables them to make informed decisions, identify areas of improvement and take necessary actions to improve the quality of learning.

Through the use of technology, they are monitoring student attendance and can identify patterns of absenteeism. They can also track the progress of individual students and identify areas where additional support is needed. In addition, SMCs can use the data to assess the effectiveness of various teaching methods and to make decisions on curriculum development.

In Sindh, it is imperative that we approach the restructuring of dysfunctional SMCs with a realistic mindset. The current structure is not conducive to desirable change. As a result, schools continue to deteriorate. To address this issue, it is recommended that the education minister, the education secretary and a pro-active team, issue special directives to all district education officers (DEOs). These directives should seek suggestions and a way forward in each district on how to develop a long-lasting and effective strategy to revamp the SMCs.

The DEOs, in turn, should work closely with their team of taluka education officers, as well as teachers, NGOs and CSOs, to develop realistic and sustainable plans to improve the functionality of the SMCs. This will require a comprehensive review of the existing SMC structure; an assessment of the needs of the schools; and an analysis of the resources available to support the SMCs. The DEOs should ensure that the strategy is tailored to the specific needs and context of each district.

The implementation of a well-structured and practical plan can ensure that the SMCs are equipped to address the challenges facing our schools. This will ultimately lead to the development of a supportive learning environment for the students.

Engaging diverse stakeholders in school management committee is an effective way to ensure that the available funds are utilised effectively. In addition to educated and proactive individuals, it is important to engage mothers, the youth and notable community members who can bring valuable perspectives.

By working together, these stakeholders can help push the SMCs towards effective utilisation of funds and supporting schools’ development.

The writer is based in Umerkot. He has more than 13 years of experience in the development sector. He can be reached at shewaram@live.com