Will the increase in the education budgets be able to address the inequities in our learning systems?
Half-hearted efforts in the form of more police at exam centres are not going to work.
‘We can judge the heart of a man by his treatment of animals.’ — Immanuel Kant
It’s hard to achieve universal education when we spent just 2pc of our GDP towards this goal.
The dominant narrative of Pakistan is power, and violence is its most naked and destructive form.
In Pakistan, rules are made to serve the powerful and strengthen their hold.
Our education, irrespective of level or type, does not inculcate empathy in our young people.
It is high time we experimented with the decentralisation of authority at the school level.
We are missing the larger narrative of who becomes a teacher in Pakistan and why.
If we want to ensure employment for our youth, we have to invest heavily in our people.
The role of a leader in our public education system cannot be emphasised enough.
The state bears the ultimate responsibility for the current climate of fear.
The state has a role to play in creating a more equitable society.
The coping mechanisms teachers offer in class cannot level the playing field for all students.
Why are the last 10-15pc of out-of-school children, in the relevant cohorts, so hard to bring into the system?
When we think of development and quality of life, we should also consider our social fabric.
Do we want only those people who have no alternatives to become teachers?
If people are educated and healthy, why should it matter if growth rates do not match those of East Asia?
Many among our youth who have dropped out of school want a second chance at education later in life.
Are our inequalities so entrenched that they have warped our sense of personhood?