Stifled learning

In Pakistan, the educational landscape reflects a mixture of progress and persistent challenges, as revealed by the latest ASER 2023 report. Efforts to improve access to education, particularly in Sindh, have yielded positive results, with enrolment rates for 6-16 year olds showing a notable increase. However, beneath these promising statistics lie enduring disparities, notably in gender enrolment rates, particularly pronounced in rural areas where girls often trail behind boys.

Moreover, concerning trends in learning outcomes have emerged, particularly in rural Sindh, where proficiency in fundamental skills like reading and arithmetic has regressed since 2021. Of particular concern is the persistent foundational crisis observed at the grade three level, indicating deficiencies that can hinder educational progress in later years. And, despite the transformative potential of digital resources, a substantial portion of the population lacks access to smartphones and the internet, hindering their ability to fully engage with technology-driven learning solutions. Alarmingly, a considerable percentage of households remain unaware of climate change, indicating the pressing need for awareness initiatives. There has also been significant psychological toll of natural disasters on mental well-being, which further hinders learning and development.

Nevertheless, the educational challenge extends beyond mere resource constraints and formidable hurdles. It encompasses a substantial portion of responsibility attributed to antiquated educational pedagogies in use, which typically rely on rote memorisation, passive learning and teacher-centred instruction, which can stifle creativity, critical thinking and problem-solving skills among students. This one-size-fits-all approach disregards individual learning styles and abilities, leading to disengagement and underachievement in many learners. To address this conundrum, education systems must undergo a paradigm shift towards more progressive and student-centred pedagogies that prioritises a balance in critical inquiry and real-world relevance.

Published in The Express Tribune, April 1^st, 2024.

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