he governance system in Sindh consistently places a low priority on education. Various social barriers such as long home-to-schools distances limit access to schools. In Umerkot, a lack of necessary facilities poses a significant challenge, obstructing children’s enrollment in schools despite most girls being keen to attend school.

In rural areas, a school within a kilometre from one’s home is feasible. Once the distance increases significantly, it becomes an impediment, particularly for girls. In rural settings, viable options for reaching schools are scarce. In Tharparkar and Umerkot, many boys travel by bus to the nearest school once they have completed primary education in their villages. However, the situation for girls is different. They face social constraints and various challenges that prevent them from using buses to go to schools.

Though the Sustainable Development Goals embody a global commitment to providing education as a fundamental right for every child, the persistent lack of access renders this promise a mere sentiment.

Ensuring equal access to education remains a big challenge, particularly for children in rural Sindh. In areas like Umerkot, a multitude of factors converge to impede the educational equality.

One of the most significant challenges faced by girls in Umerkot is the distance between their homes and schools. Most of them have to reach school by foot. Many families reside in remote villages, far from educational institutions. The long distances not only pose physical challenges but also raise concerns about safety and security of the children. Many villages lack roads, public transport and school infrastructure, making it difficult for children to reach schools. This is a factor contributing to low attendance among girls. Among those who manage to attend school, a significant portion tends to discontinue after completing primary level studies. Large distances create obstacles for children in accessing education. Parents in rural areas are often reluctant to send their daughters to schools located far from their homes.

Remote areas can also be less secure, raising safety concerns for children travelling to school. The threat of dog bites alone is a significant cause for anxiety. Once students, parents and educators become apprehensive about going to school, attendance and engagement are affected.

Low attendance at girls’ schools in Umerkot is exacerbating the challenge of ensuring accessible education. The scarcity of educational institutions results in overcrowded classrooms, stretched resources and compromised learning environments. An absence of female teachers for girls worsens the situation. The lack of fundamental infrastructure – such as adequately equipped classrooms, hygienic sanitation facilities and access to safe drinking water – has a profound impact on both the quality of education and the overall school atmosphere. Lack of separate sanitation facilities and changing rooms for girls, for instance, can lead to discomfort.

In rural communities, numerous social norms act as barriers to education, predominantly affecting girls. Some parents prefer early training in domestic responsibilities for girls to schooling. Poverty and a lack of education lead them to favour early marriages over sending their daughters to school.

In the current scenario, mitigation needs to be approached in a sensitive manner. The government should analyse the situation in every district and allocate resources for infrastructure improvement. There is a pressing need to augment the School Management Committee fund, enabling each school to cater to its students by offering comprehensive facilities, ensuring that every child can readily access education. Given the high dropout rate among girls, it is imperative to focus on retaining them in schools and removing the impediments that hinder their access to education.

A key facet involves making parents aware of the tangible, real-world benefits education affords. The narratives of actual girls who have surmounted obstacles to achieve success in nearby areas and have ascended to positions of influence stand as potential points of realisation.

Collaboration among governmental entities, district officials, community leaders and non-governmental organisations is pivotal. Whether the challenges hinge on transportation hurdles, infrastructural enhancement or academic reinforcement, a united endeavour holds immense potential to effect substantial change.

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