ver the past decade, Sindh has experienced devastating floods, notably in 2010, 2011, 2020 and 2022. Additionally, the Covid-19 pandemic had a huge impact. These natural disasters caused widespread destruction in the education sector by disrupting the academic year and causing damage to the physical infrastructure.

In Pakistan, the devastation caused by floods is large-scale. According to the figures from Pakistan ECWG (Emergency Coordination Working Group), approximately 26,000 schools were destroyed. Around 7,000 schools were used as shelters/ for the flood-affected population. This significantly disrupted the educational infrastructure across the country, making it even more challenging to provide quality education to children affected by the floods.

The floods impacted the learning and education of primary and secondary-level students. This situation further compounded the already existing challenge of a substantial number of out-of-school children.

According to the rapid research report from the Pakistan Coalition for Education (PCE) with the collaboration of the Pakistan Education Champion Network-PECN, the flood in 2022 further exacerbated the learning gap, affecting the education of more than 3.5 million children in Pakistan – 59 percent of them in Sindh. 37 percent of the affected children were girls between the ages of 5 and 16. This was a significant setback for an already struggling education system. The absence of a comprehensive remedial mechanism to address this educational gap compounded the challenges faced by the education sector in Sindh.

In the context of the flood, several organisations with the support of the UNICEF focused on engaging children for two to three hours daily. However, there was a lack of attention to the students’ needs, particularly considering that most of them were from flood-affected areas. There was a notable absence of mechanisms to address trauma and provide psychological assistance to the students.

A relevant example is the approach taken in Sri Lanka after a cyclone hit. They engaged the students in meaningful activities such as drawing and innovative outdoor activities to help divert their attention from their situation. In contrast, in Pakistan, particularly in Sindh, the students were burdened and overwhelmed with excessive, unnecessary activities.

During the flood, some individuals who sought shelter in schools caused significant damage to the premises. They resorted to burning school furniture, cooking inside the school buildings, cutting down trees and causing other forms of destruction. This added to the already dire situation and further compromised the educational facilities and resources available to the affected students.

We need to learn from our neighbouring countries, India and Bangladesh. In India, the devastating earthquake in Gujarat in 2001 highlighted the need for improved disaster-resilient school infrastructure. In response, the government launched a School Safety Programme, which aimed to retrofit the schools and construct new buildings with earthquake-resistant features. This programme focused on strengthening school infrastructure to ensure the safety of students during earthquakes. India has emphasised the importance of integrating disaster risk reduction education into the school curriculum, raising awareness among students about disaster preparedness, response and resilience.

Bangladesh, prone to cyclones and floods, has also recognised the importance of protecting educational facilities and ensuring continuity of education during and after disasters. The government has implemented several measures such as constructing multi-purpose cyclone shelters that can double as schools during non-emergency periods. These shelters provide safe spaces for students and the community during disasters while also serving as functional schools during normal times.

Furthermore, Bangladesh has invested in early warning systems specifically designed for schools, allowing educators to take timely action and ensure the safety of students.

Both India and Bangladesh have prioritised disaster risk reduction in the education sector based on the lessons learned from past disasters. They have focused on enhancing school infrastructure, integrating disaster education into the curriculum and implementing measures to ensure the continuity of education during and after disasters. By adopting such strategies, these countries aim to create a safer and more resilient learning environment for their students in the face of future disasters.

In Pakistan, especially in Sindh, there is a lack of such planning when it comes to handling disasters. As a result, our skills and resources are getting impoverished.

Dr Moizza B Sarwar is an expert in the political economy of service delivery for historically marginalised populations, specialising in education and social protection. Her research focuses on achieving a resilient education recovery in the aftermath of Pakistan’s flood. Through detailed analysis of figures, she has identified barriers and proposed practical solutions for equal access to education and comprehensive social support. Dr Sarwar’s work informs evidence-based strategies that promote inclusive education and empower marginalised communities.

Following a research report on learning losses conducted by the Pakistan Coalition for Education (PCE) with the support of the Malala Fund, the Thar Education Alliance (TEA) took proactive measures to raise awareness among concerned departments and authorities at the provincial level. They translated the research report into Sindhi to enhance its accessibility.

In addition to translation, the TEA recommended to the minister for education the allocation of a specific budget to address the urgent needs highlighted in the research report. These recommendations were derived from a thorough analysis of the report’s findings. The TEA also reached out to corporate social responsibility (CSR) organisations, urging them to increase their investments in the education sector based on the report’s recommendations. Their efforts aimed to create awareness, mobilise resources and facilitate targeted actions to address the learning losses and other challenges identified in the research report.

By engaging key stakeholders and advocating for dedicated budget allocations, the TEA played a crucial role in fostering progress and improvement in the education sector in Sindh. In coordination with the PCE and the PECN, Thar Education Alliance launched this report at the federal level to sensitise more stakeholders about the facts and figures derived from the research report.

The recommendations from the research report were endorsed by Syed Sardar Shah, the Sindh education minister. He gave an assurance that these recommendations would be incorporated into the working plan and considered for the formulation of policies when the Sindh government planned its strategies in light of the current situation.

UN organisations, including the World Bank, have also expressed their commitment to prioritise the recommendations from the report in their upcoming plans. They have pledged to execute the actions and initiatives derived from the report to address the challenges in the education sector. This signifies the importance and relevance of the research findings and the collaborative efforts being made to improve education in the region.

Proactive measures are necessary to address current education challenges amidst disruptions. By utilising existing community infrastructure for learning activities, education can continue without waiting for school buildings to be rebuilt.

Shifting the focus to district-level learning targets prioritises children’s educational needs, regardless of infrastructure limitations. Public-private sector partnerships can expedite school reconstruction while maintaining quality. Teacher training and support can enhance remedial learning. Comprehensive school disaster response plans, backed by head teacher support, are crucial. Implementing these recommendations creates a resilient and inclusive education system for a brighter future. The government, particularly the Education Department, should consider and adopt recommendations from research reports to effectively implement those through the District Education Departments.

It is crucial to address the issue of learning losses, particularly in the remaining academic courses, through a remedial mechanism that minimises learning gaps. There are numerous proven models available. Working together, we can think more optimistically and adhere to guidelines to tackle these challenges appropriately.

In 2018, the Standardised Achievement Test (SAT) conducted by IBA Sukkur and supported by RSU had revealed that the mathematics and science scores of students in Sindh were below 30. While there is a significant focus on out-of-school children, the quality of education for regular students is shockingly poor. Unfortunately, there is a lack of attention to this issue and insufficient efforts to improve the education system. It is crucial to address the underlying factors contributing to this decline in academic performance and implement strategies to enhance the educational experience for all students.

By investing in teacher training, curriculum design and a holistic approach to education, we can equip students with the necessary skills for success.

Collaboration among policymakers, educators and parents is essential to create an environment that fosters a passion for learning and supports student development. It is imperative to prioritise the quality of education for both out-of-school children and regular students to ensure their future prospects and break the cycle of substandard education.

During the flood crisis, there was a significant focus on providing emergency aid and establishing temporary engagement centres to address immediate needs. However, attention to education was lacking. It is crucial for the government to ensure a focus on learning-based initiatives as recommended in the research reports.

To achieve broader coverage and implementation, government and non-government organisations working in the education sector should collaborate and devise plans to address the learning losses highlighted in the recommendations. By effectively planning and executing these recommendations, a more focused and improved approach to education can be achieved.

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