KARACHI:
The Khyber-Pakhtunkhwa government’s summer camp initiative was launched to address learning loss during the long vacation period. While the objective is commendable, the programme’s implementation raises serious concerns. Unlike Punjab, which eventually closed schools as temperatures intensified, K-P continues to run summer camps across the province. Yet many schools, particularly in rural areas, lack reliable electricity and alternative energy sources such as solar power. In such conditions, conducting classes during peak summer heat becomes a challenge for both students and teachers. More troubling is the shortage of textbooks for newly promoted classes. In many schools, teachers are expected to teach without the books that form the basis of instruction. Consequently, student participation has remained low in several areas, undermining the programme’s intended purpose.
Reports suggest that the government is now considering assessment mechanisms to measure the learning outcomes of these camps. However, an obvious question arises: what exactly will be assessed? Meaningful evaluation requires textbooks, a clear instructional framework and basic learning conditions. Without these prerequisites, any assessment risks measuring attendance rather than learning. Educational initiatives deserve support, but success depends on preparation and execution. Before evaluating outcomes, the government must first ensure that the conditions necessary for learning actually exist.
Manzar Hassan
Peshawar
