A child’s family income has become a prediction of their future as a result of the growing disparity between public and private schools.
Education is said to be the bedrock of a prosperous nation, the most potent instrument of social mobility and the most powerful tool for a life transformation. But, in Pakistan, a child’s educational destiny is far too frequently out of his or her hands – the economic status of his or her family of birth.
One child is sitting in a classroom that has sufficient space, adequate books and learning resources. Another shares a room without other resources, even at the simplest level, in a crowded room. They’re both from the same country. They both have the same desires and talents. However they are not given equal opportunities. Increasing disparity between public and private education is a question which needs to be answered straight: is there equal opportunity for every child in Pakistan’s education system or is the quality of a child’s school education dependent upon the income of their family?
Beyond the School Building
English medium education, the use of modern facilities, organised administration and more involvement with parents are often touted as some of the benefits of a private school. A computer lab, a library and regular communication with families are features of many, while the majority also have an extracurricular programme. But the quality in private provision is very unevenly distributed and these features can help to create favourable learning environments.
Public schools are, meanwhile, irreplaceable. They cater for children from all socio-economic and particularly for those communities that don’t have the financial resources to cover private fees. There are many teachers in the government who work with great devotion and hardship, and in several government institutions, excellent students can be produced. However, in many places the results are undermined by a lack of learning materials, inadequate infrastructure, crowded classrooms and lack of management.
The real split is between the non-public and public ownership. It is between those schools with good teaching and successful purposeful learning and meaningful support and those schools that do not. The best measure of a school is its ability to develop a child’s knowledge, skill and confidence, rather than the quality of the building or the cost of the uniform!
When Money Shapes Opportunity
Making a school choice for those families that have to make one is often a matter of dollars and cents. The cost of tuition, admission fees, uniforms, books and transportation costs can put a strain on any family budget. There is a high level of choice in schools for the wealthier families and a lack of choice for poorer families who may go to a school that they do not want.
The effects start to occur early. Children can be just as competent and have different strengths when they enter school. One is provided with a tutor and a stable Internet connection, with educational technology and enriching activities. The other one does not receive any assistance outside of school.
These gaps may influence academic success, self-esteem, college admissions and job opportunities over time. You don’t have to be poor to not be able to, and you don’t have to be intelligent to be wealthy. The work is most likely to go unexploited, however, among talented children from disadvantaged backgrounds due to lack of the resources to develop it.
The Untapped Promise of Public Schools
Education, whether or not it is public, is the best security that all children can get a worthwhile education, regardless of their background. Improving the government schools could revolutionize Pakistani society, as they cater to the needs of a large population of children.
However, the reform must not be limited to new buildings and new policies. Schools require adequately trained teachers, powerful leadership, reliable buildings, and modern equipment, as well as the constant evaluation of children’s learning. To equip teachers with practical abilities for the classroom, critical thinking, problem-solving and active engagement should be emphasized in teacher training instead of memorising.
There’s also an element of accountability. Transparency of public funds tracking should be in addition to tracking teaching quality, learning outcomes and attendance. Meanwhile, teachers should not be blamed for all institutional shortcomings and be given support and resources. Never make a parent feel that public schools are a less desirable option if they can’t afford private school. They need to be fortified to become zones of learning and preparation for life.
Private Schools: Progress, Pressure and Responsibility” was his name.His name was Private Schools: Progress, Pressure and Responsibility.
In some communities, private schools have enhanced families’ choices and adopted new approaches to teaching. Some have gone the extra mile and developed technology, teacher training and skills based learning. This is a good job of contributing.
However, not all private schools provide quality. Some have inadequate facilities and poorly paid teachers or pay attention to examinations and cramming rather than understanding. In addition, the increase in fees is making good education unattainable for middle and low-income families.
Investment in human development is education. It shouldn’t be a commodity that is only available to families with purchasing power. It’s important that regulation is sensible, fee structures are transparent, educators are trained and learning goals are clear, to ensure that students and parents are both protected. All schools, both public and private, should be evaluated in terms of the quality of education they deliver and the opportunities they offer and the responsibilities that are upheld.
The Human Cost
Educational inequality does not exist just in terms of examination grades. The classroom influences children’s confidence, communication, knowledge about the world and aspirations. If children have had repeated poor learning experiences they may develop the belief that they are poor learners, regardless of their talent.
Educational disadvantage can also be perpetuating a greater social inequality. Children who receive greater educational support have a better chance of enrolling in more competitive universities and entering into professional careers; however, other children are less likely to be able to enter the workforce, but are handicapped before they even begin. There are a lot of people that do overcome the amazing obstacles and they are inspiring. However, a fair system would not put obstacles in their path and success should not be based on overcoming those.
The education system that is just does not guarantee the same outcome. It offers a fair chance – where each child has the opportunity to learn, develop and reach their goals.
One Standard of Opportunity is the Way Forward.
Pakistan requires an education policy for the long term, which will focus on children’s learning rather than the rivalry between schools and colleges. The government should invest more in assessing the needs, building infrastructure, training teachers, leading schools and make public school resources available based on need, particularly in poorly served rural communities and impoverished urban neighborhoods.
Private schools must also meet specific expectations in the areas of teaching quality, student protection and transparency of financial information. Good practice, the sharing of it and teacher development can be bolstered by partnerships between the public and private sectors, when monitored properly.
Increasing the effectiveness of schools is a parent’s and community’s responsibility, but not exclusively. The policy, school leaders, teachers and society as a whole should foster a culture that encourages learning rather than social status.
All children are entitled to a fair chance.
Equality of educational opportunity is essential to have a fair and prosperous Pakistan. The separation must not turn into a division between children who get opportunities and children who have to fight for them: between public schools and private schools.
All children deserve a learning environment that supports learning, teachers who are supported, talent that is recognised and the dreams that are respected. The education system should not be judged from the performance of the privileged minority, but from the performance of the unprivileged minority.
Rather than just the income of a parent, it should be a child’s potential, efforts and opportunities to learn that should determine their future. Education, it should be a bridge and not a wall between the classes.
Nayab Idrees : The writer is a freelance journalist and PhD scholar who frequently writes on social, political, and educational issues. She can be reached at nayabidrees24@gmail.com