The government’s strategy for addressing the education crisis in Sindh must go beyond supporting non-formal education centres in isolation and instead leverage the existing formal school system as a primary vehicle for change. This approach offers a more sustainable and impactful solution by integrating non-formal initiatives into a standardised, recognised framework.
One key way to do this is by utilising government schools as hubs for non-formal education programmes, particularly in underserved and remote areas. Schools that are underutilised or have low enrollment can be repurposed in the afternoon or on weekends to host non-formal classes. This would provide non-formal students with access to better infrastructure, including classrooms, libraries and sanitation facilities, which are often lacking in standalone centres. It also helps legitimise the education these students receive and makes their transition into the formal system smoother.
Furthermore, the government should invest in training existing government school teachers to deliver the non-formal curriculum. By providing them with specialised training on multi-grade teaching and flexible learning approaches, the government can improve the quality of instruction at these centres and ensure a better alignment with national educational standards.
Finally, the government can use the existing school system’s monitoring and evaluation mechanisms to oversee non-formal programmes, ensuring accountability and consistent learning outcomes. By incorporating non-formal students into the same assessment and certification processes as their formal counterparts, the government can guarantee that their qualifications are recognised, paving the way for a more integrated and equitable education system in Sindh.
Ishaque Junejo
Dadu
