As a concerned citizen and an educationist, I feel it is my responsibility to highlight some critical issues currently affecting the education system in Sindh. The initiative of Sardar Ali Shah, Minister of Education for Sindh, to recruit candidates who passed the IBA test as teachers was an excellent step.
The policy, which required candidates to have at least 50% marks in their last degree and an overall 55% with a minimum of 45% in each subject, was impressive. It gave hope to many aspiring teachers that only competent individuals would be hired.
However, after the test, the government decided to lower the passing marks to just 33 for Primary School Teacher (PST) and Junior Elementary School Teacher (JEST) positions. The justification was that remote areas of Sindh needed more teachers and that only local candidates from the same union councils would be appointed. While this decision ensured teachers’ availability for schools in hard-to-reach areas, it was not a sustainable solution for improving education quality.
Adding to this issue, the bureaucracy introduced the STR (Student Teacher Ratio) policy, which led to unfair transfers. Many dedicated teachers were forcefully transferred to schools in far flung areas where conditions were extremely poor. Some were sent to schools with no buildings, while others found that even if a building existed, there were no students. In cases where both schools and students were present, basic facilities like desks and chairs were missing. Meanwhile, some well-established schools with buildings, furniture, and students were permanently closed and deleted from government database under the label of “non-viable schools.”
Such policies are harming both teachers and students. If you truly want to see Sindh’s education system improve, you must stop those who are playing these bureaucratic games. A strong and sustainable education policy should focus on merit-based hiring, fair teacher placements, and proper school infrastructure.
Fahad Rind
Johi
