KARACHI:
Reforms are necessary when a system is struggling. But when every problem receives a new policy while implementation capacity remains unchanged, reform itself can become a burden. Khyber-Pakhtunkhwa’s education department has introduced a series of reforms in a relatively short period: the semester system, School Self-Reporting, E-Transfer, iEMIS, digital classrooms and performance monitoring. Biometric attendance, digital assessments and further technology-driven initiatives are also being pursued. Each may have merit individually. The concern is whether the system has the capacity to implement all of them effectively and simultaneously.
There is also a troubling mismatch in priorities. While we are moving towards sophisticated digital systems, many schools still struggle with basic infrastructure. A school without a proper boundary wall, toilet, electricity or adequate classroom facilities cannot be transformed merely by adding technology.
The implementation gap becomes even wider when reforms demand new skills from teachers without adequately preparing them. AI in education is a welcome initiative, but many experienced teachers entered the profession long before the digital era. Asking them to integrate AI and technology without sustained, hands-on training risks turning a promising reform into another compliance exercise.
As an educator, I believe K-P needs fewer simultaneous demands and stronger implementation capacity. Reform should be sequenced, teachers should be prepared, and basic needs should be addressed before technological ambitions take centre stage. Otherwise, we may end up reforming everything — and improving little.
Manzar Hassan
Peshawar
