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Can gamification save illiterate kids?

Going route of conventional brick-and-mortar schools is not scalable solution

Nadeem M Qureshi March 10, 2025

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KARACHI:

Education is the key. No society can progress and develop without it, and Pakistan is no exception. But education is a broad term. It includes primary and secondary schooling, first degrees offered by colleges, and then higher education, including master's degrees and doctorates.

In Pakistan, all these areas fail to pass muster when compared to global standards. This article, however, concerns itself only with the primary level because this is where we have a catastrophe in the making.

According to the United Nations Children's Fund (Unicef), approximately 26 million children aged 5-16 are out of school in Pakistan, representing 44% of the total population in this age group. This makes Pakistan the country with the largest number of out-of-school children in the world. The situation is particularly severe in rural areas and katchi abadis of large cities such as Karachi.

These 26 million children – a number greater than the entire population of Sri Lanka – will grow up illiterate. And in an age when information is power, it is a cruel injustice to abandon even one child to the ravages of illiteracy, let alone 26 million of them.

What we have here is an educational disaster, not unlike natural disasters such as earthquakes that sometimes wreak havoc in Pakistan. The difference is that natural disasters are ephemeral – they do their damage and pass. Not so in the case of our educational disaster. It is intensifying over time.

Pakistan's population is growing at a rate of six million per year. On average, half of these children will not be able to go to school. By 2035, we will have about 50 million children doomed to illiteracy.

Traditional methods, such as building brick-and-mortar schools, are costly and can only scratch the surface. Consider the laudable and valiant efforts of the citizen-supported and aptly named The Citizens Foundation (TCF). Founded by a group of concerned citizens 30 years ago to address precisely the problem of out-of-school children, it has managed – through broad financial support from the community at home and abroad – to build some 2,000 schools over these three decades. This is a marvellous achievement.

But assuming that each school caters to about 200 children, the combined capacity of TCF schools is about 400,000. On this basis, in order to accommodate all 26 million out-of-school children, TCF would have to build 130,000 new schools!

Clearly, going the route of conventional brick-and-mortar schools is not a scalable solution. We need a solution that, at minimum cost, can be scaled to build hundreds – if not thousands – of "schools" every year. Fortunately, in this age of AI, such a solution is within reach.

But before getting to this solution, it is important to have a clear target in mind: The challenge is illiteracy, not schooling. The distinction is important. We need to teach every child to be able to read, write, and do basic arithmetic – the equivalent of a 3rd or 4th-grade education. Once we have done this, our task is over. The child is no longer illiterate.

Having defined the target very narrowly as the mass eradication of illiteracy, we can now move to a possible solution. Around the world, various groups and organisations have been working to tackle this issue.

One such organisation is Teach The World Foundation (TTWF), a nonprofit set up by a group of expatriate Pakistanis based in the USA, including entrepreneurs, retired senior executives of Fortune 500 companies, and academics from institutions such as the Massachusetts Institute of Technology (MIT).

Their approach is to leverage digital technology in a way that allows a child to learn by herself. There is no teacher to instruct her, and there is no need for a school in the traditional sense of the word. All that is needed is a single well-lit and well-ventilated room – a "micro-school" in TTWF terminology. The room is equipped with 25 tablets loaded with AI-based software designed to present learning as a game.

The child believes she is playing a game, while in fact, the game is progressively teaching her the alphabet, numbers, and ultimately reading, writing, and basic arithmetic. In field trials, TTWF has found that its "gamification" software can bring an illiterate 5- to 10-year-old child to the reading and writing level of a 3rd or 4th grader at a regular school in about 10 to 16 months. The child is no longer illiterate. The world is open to her.

This is how the process works: A room is rented in a poor locality. It is cleaned, painted, and equipped with 25 desks and 25 tablets. A solar system is installed to charge the tablets and run the lights and fans. Finally, a local woman is hired as a custodian and facilitator to ensure that the tablets are charged and that children are guided to the correct games. The school operates in four shifts per day from this single room, meaning that at any given time, 100 children are learning.

In terms of cost and time: The average cost to set up such a "micro-school," including furniture, tablets, and a solar system, is about Rs4 million. The time to launch a single school is, on average, about nine weeks. The main recurring costs are room rent and facilitator salaries – both of which are very reasonable in rural areas.

Contrast this with a traditional school. The cost, on average, to build a school is about Rs70 million and takes around one year to complete. Teachers then need to be hired and trained – a daunting task, given that Pakistan has a shortage of about one million schoolteachers.

If proof of the gamification concept is needed, consider that TTWF, in partnership with the Sindh Education Foundation, has set up 125 micro-schools over the past year in interior Sindh and deprived urban areas. The foundation has been so impressed with the results that it has just greenlit the establishment of 200 more micro-schools in Sindh.

The good news is that TTWF is not the only nonprofit working in this area. Several others are involved in various stages of the process, including not only the building of micro-schools but also the vitally important tasks of creating content and incorporating it into gaming software.

A confluence of developments in AI and the continually declining cost of hardware such as tablets and solar systems has created a unique opportunity to massively scale up efforts to eradicate illiteracy among children.

TTWF believes that it can, given the resources, set up several thousand micro-schools per year. Compare this to the 30 years it has taken TCF to reach the 2,000-school mark. The gamification of learning presents an opportunity to eradicate illiteracy quickly and cost-effectively. This is an opportunity that Pakistan cannot afford to miss.

The federal and provincial governments must commit to working with organisations such as TTWF to jumpstart the building of micro-schools. This is also an opportunity for the corporate sector to allocate some of their CSR funds. Ultimately, the eradication of illiteracy will propel rapid economic growth.

Let's start with an ambitious target of at least 5,000 micro-schools per year so that by 2030, there are 25,000 such schools in operation. Then, we must continue to raise the bar until there is not a single illiterate child left in Pakistan.

THE WRITER IS CHAIRMAN OF MUSTAQBIL PAKISTAN AND HOLDS AN MBA FROM HARVARD BUSINESS SCHOOL

COMMENTS (4)

Nouman | 1 month ago | Reply I am pleased to see that someone is finally giving this issue the serious attention it deserves. In my opinion it is one of the most pressing challenges for Pakistan alongside climate change and other critical concerns. The concept of gamifying education is both innovative and intelligent. I believe this approach represents the future of education as traditional methods are likely to become obsolete sooner than we think. Moreover given our current circumstances it seems to be the only viable option. Some argue that this is a flawed idea claiming that education transcends mere literacy. However I find this perspective to be narrow and elitist. Those who hold such views often fail to understand the struggles of the poor who face immense hardships due to illiteracy. Many impoverished families are forced to send their children to work instead of school simply to cope with rising costs. These children end up laboring in shops under harsh conditions perpetuating a vicious cycle of illiteracy across generations. In light of this I would like to propose that the government introduce economic incentives for children to attend school. Without such measures many parents may view education as a waste of time time that could otherwise be spent earning money. I believe that through institutions like the World Bank and IMF securing a few billion dollars in investment for this purpose should be feasible. In conclusion I am convinced that traditional educational methods will soon become outdated and gamification is the way forward. If this project succeeds it could position Pakistan as a global leader in educational innovation at the very least.

BnZ | 1 month ago | Reply The article highlights a pressing issue in Pakistan s education system the alarming number of out-of-school children and the urgent need to address illiteracy. It proposes an innovative solution through the use of AI-driven gamified micro-schools as demonstrated by initiatives like the Teach The World Foundation TTWF . While the proposal is ambitious and forward-thinking it raises several important considerations including its strengths gaps and challenges particularly in the context of a third-world country like Pakistan. Pros of this approach 1. Scalability and Cost-Effectiveness The micro-school model is significantly more scalable and cost-effective compared to traditional brick-and-mortar schools. With a setup cost of Rs4 million per micro-school compared to Rs70 million for a traditional school the model offers a practical way to reach millions of out-of-school children. The use of solar power and tablets also makes it adaptable to rural and underserved areas with limited infrastructure. 2. Leveraging Technology and Gamification The integration of AI and gamification in education is a progressive approach. By making learning engaging and interactive the model has the potential to improve retention and motivation among children especially those who have never attended school. The success of TTWF s field trials where children achieved a 3rd or 4th-grade literacy level within 10-16 months is a promising indicator of its effectiveness. 3. Community Involvement and Local Employment The model s reliance on local facilitators often women not only ensures the smooth operation of micro-schools but also creates employment opportunities within communities. This approach fosters local ownership and sustainability which are critical for long-term success. 4. Focus on Literacy as a Priority The article rightly narrows the target to eradicating illiteracy rather than aiming for a full-fledged education system. This pragmatic focus on foundational skills reading writing and basic arithmetic ensures that the most critical needs are addressed first. Gaps and Challenges 1. Over-Reliance on Technology While the use of tablets and AI is innovative the model assumes consistent access to electricity via solar power and reliable hardware. In many rural areas maintaining and repairing tablets and solar systems could prove challenging. Additionally the durability of devices in harsh environments and the availability of technical support are not addressed. 2. Limited Scope of Education The micro-school model focuses solely on basic literacy and numeracy which while essential is only the first step in a child s education. It does not address the need for higher-level education critical thinking or vocational skills which are equally important for long-term personal and economic development. 3. Teacher-less Model The absence of trained teachers in the micro-school model is both a strength and a weakness. While it reduces costs and logistical challenges it also limits the potential for personalized instruction mentorship and the development of social and emotional skills that teachers provide. 4. Cultural and Gender Considerations The article does not discuss how the model will address cultural barriers particularly for girls in conservative rural areas. Ensuring equal access for both boys and girls will require targeted efforts to overcome societal norms and resistance. 5. Infrastructure and Logistics Despite the low-cost model setting up 5 000 micro-schools annually would require significant logistical coordination including identifying suitable locations procuring equipment and training facilitators. In a country with weak governance and bureaucratic inefficiencies this could be a major hurdle. 6. Funding and Sustainability While the micro-school model is cost-effective scaling it to the proposed level would still require substantial funding. Relying on corporate social responsibility CSR funds and government support may not be sufficient or consistent. Long-term sustainability will depend on securing reliable funding streams and ensuring community buy-in. 7. Monitoring and Quality Control The article does not elaborate on how the quality of education in micro-schools will be monitored and maintained. Without robust mechanisms for evaluation and accountability there is a risk of inconsistent outcomes and wasted resources. 8. Integration with the Broader Education System The micro-school model operates in isolation from the existing education system. There is no clear pathway for children who complete the program to transition into formal schooling or higher education. This lack of integration could limit the long-term impact of the initiative. 5. Resistance to Change Introducing a radically new approach to education may face resistance from traditional educators policymakers and communities accustomed to conventional schooling methods. Overcoming this resistance will require extensive advocacy and evidence-based demonstrations of the model s success. The article presents a compelling case for leveraging technology to address Pakistan s education crisis particularly the issue of illiteracy among out-of-school children. The micro-school model proposed by TTWF is innovative scalable and cost-effective offering a viable alternative to traditional schooling in resource-constrained settings. However the model s success will depend on addressing critical gaps and challenges including infrastructure limitations funding sustainability quality control and integration with the broader education system. To maximize its impact the initiative should be complemented by efforts to improve the overall education ecosystem including teacher training curriculum development and policy reforms. Collaboration between the government private sector and civil society will be essential to ensure that the ambitious target of eradicating illiteracy is achieved. While the micro-school model is not a panacea it represents a significant step forward in tackling one of Pakistan s most pressing challenges. With careful planning and execution it has the potential to transform the lives of millions of children and contribute to the country s long-term development.

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Syed Ahmad | 1 month ago | Reply The comment above reminds me of an old teacher of ours who would say that no one could call himself educated unless he could quote Shakespeare and Ghalib. That may be a stretch goal for the 50 million odd children in Pakistan who will be unschooled by 2030. But given the enormity of the challenge the lack of appreciation of its enormity and the consequent paucity of resources there is room for multiple approaches. Every viable approach should be adopted even if all approaches would not lead to ideal solutions. Every little bit counts. The problem so too enormous that addressing it cannot be delayed until we can afford the ideal solution. No child should be left behind. The tech-driven fantasy may not be an ideal solution but let us encourage it until we can afford brick and mortar solutions for all.

H | 1 month ago | Reply Principally I totally disagree with this. There really is no replacement for a school and a school is beyond academics so yes we either need someone to build these 130k schools or reform the existing schools that are either dysfunctional or under utilised all kids should be able to access a school. While innovative education models are worth exploring the argument presented in this article seems deeply flawed to me it s full of oversimplifications misleading comparisons and a lack of critical engagement with the realities of education. For example 1. Simply teaching children to read write and do arithmetic up to a third-grade level does not prepare them for the real world and while there might be outliers it doesn t do anything to break barriers. Real education is beyond literacy it is about critical thinking problem-solving creativity and social skills which cannot be achieved through gamified self-learning. The reason so many in Pakistan are illiterate is a lack of access child labor etc these are systemic issues. Micro-schools to me don t do enough to address these issues. By defining success as the ability to read and write at a third-grade level the writer lowers the bar for education in Pakistan rather than solving the actual problem. 2. The article compares the cost and scalability of micro-schools to TCF s brick-and-mortar model in a way that is both misleading and unrealistic - Infrastructure and long-term sustainability matter. Schools provide a structured environment professional teachers and a curriculum that builds long-term knowledge. A single room with tablets cannot replicate the discipline mentorship and community support of a real school. - A micro-school is not a school. Calling a single rented room with tablets a school is deceptive. Schools provide trained teachers extracurricular activities and community engagement essential for holistic development. - Scalability claims are exaggerated. The article claims that TTWF can set up several thousand micro-schools per year but the logistics of scaling up require much more than hardware. Who will maintain these schools What happens when the hardware becomes obsolete How do you ensure learning quality The comparison to TCF which has spent three decades refining its model and building a strong institutional framework is intellectually dishonest. What the writer defines as potential success doesn t even have a successful pilot to back it up. 3. Replacing teachers and schools with gamified learning solutions on tablets is hugely problematic - Lack of teacher-led instruction weakens learning. Research consistently shows that human interaction is crucial for effective learning. Gamification works best as a supplement not a substitute for teachers. - Children need social learning environments. Learning is not just about consuming content it involves peer interaction collaboration and guided questioning. A child sitting alone with a tablet cannot develop reasoning skills the way they would in a classroom. - Gamification is not a silver bullet. Many ed-tech initiatives have struggled to show sustained learning outcomes. Without structured guidance assessments and motivation this will not work on a long arc like TCF has for 30 years. - if this model is so effective why aren t leading education systems globally shifting entirely to tablets and AI-based self-learning Because they recognize that technology must complement not replace structured schooling. I recall during the elections PTI had a campaign on e-voting my argument was the same why haven t first world countries shifted to this 4. The writer completely ignores real and systemic barriers - Child labor and poverty are not solved by tablets. Many out-of-school children work to support their families. How will a tablet-based model address this in a meaningful way Most TCF students work the other half of the day the school is the highlight of their entire day. - Parental engagement and community support matter. Micro-schools which lack integration with the broader education system risk being ineffective - how are they defining impact Third grade numeracy and reading ability TCF already does this intervention through its agahi and literacy and life skills program. It works when the learners are adult learners or beyond school going age. Beyond that to me that makes little sense - Girls education requires structural change. Many out-of-school children are girls who face societal restrictions. Simply placing tablets in a rented room will not address deeply ingrained gender biases that a community school does via the teachers the principal the aya and the community at large . The article conveniently sidesteps these realities in favor of a simplistic tech-driven fix. It s also tacky to compare to TCF the way it does. Seems lazy. A national education strategy requires policy coherence curriculum standardization teacher training and infrastructure investment not just cheap tech solutions that have not been piloted for success. It can be hugely damaging. This article overstates the potential of gamification while ignoring the proven challenges of education reform. It presents a dangerously narrow view of learning suggesting that basic literacy alone is the goal and that schools and teachers are obsolete. While technology will enhance learning it can never replace the foundational elements of a structured education. Real education is about human relationships critical thinking discipline and long-term intellectual growth none of which can be achieved by a child passively interacting with a tablet. If we sincerely want to address the education crisis we must invest in systemic reforms teacher training curriculum improvements school infrastructure and equitable access not just quick-fix tech-driven fantasies.

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