PAKISTAN, being a signatory to Unesco’s education programme, is committed to achieving an 86 per cent literacy rate by 2015, as envisaged in the Dakar Framework of Action for Education for All (EFA).

Keeping in view the ground realities, the dismal track record of the government vis-à-vis its obligations to the cause of education, the pathetic conditions existing in some educational institutions and the stepmotherly attitude meted out to education by the government in allocating funds to the education sector, it would be difficult to even get anywhere near the target of 85 per cent literacy rate during the next three years.

If we continue to spend almost 30 per cent of our annual budget on defence and only around Rs30bn annually for education, I am afraid there is no way that we can bring about any significant improvements in the rate of literacy.

To do that the government has to substantially increase its allocation of funds for education in the federal and provincial budgets.

To have quality education, we have to have quality educational institutions headed and manned by teaching staff which has to be given a decent pay package commensurate with their experience and qualifications.

One cannot expect much from a schoolteacher who is paid Rs5,000-10,000 a month.

Surely such a teacher’s mind will always be preoccupied with how to augment hisr earnings to make both ends meet rather than concentrating on his pupils.

Besides, there are many schools and colleges, both in private and public sectors, which are in such a dilapidated condition that even poultry farms or stables seem better maintained in comparison.

How can the standard of education and literacy be improved when students are taught by poorly paid teachers and in places that are highly unsuitable for human habitation?

One may ask: what incentive is there for children to attend such schools with enthusiasm and joy? In all probability none.

Finally, I would like to quote Aristotle: “The purpose of education is to awaken the sleeping talent of an individual”. For this to happen, we need to have dedicated teachers who will deliver quality teaching only if their basic minimum financial needs are met.

Our children must be trained to meet the challenges of an increasingly competitive global system faced by developing countries like ours.

Our syllabi must be in step with rapid technological changes taking place around the world.

Most schools in rural areas still insist on writing on ‘takhtees’ (wooden tablets) rather than using a computer, which is the basis for all future learning.

We need an educational system that lays emphasis not only on social sciences but also gives top priority to producing scientists and scholars, a rare commodity in this country of over 180 million people.

To accomplish all this and to improve the literacy rate, the government has no alternative but to allocate more funds to the education sector and allow greater freedom to educational institutions which must be run by qualified and experienced educationists.

GROUP CAPT (Rtd) Saeed Nawaz Khan Senior Teacher, Angelique School, Islamabad