What do the COVID-19 pandemic, political instability and smog have in common? All three have been used to justify school closures for the “protection” of children.
Since the start of this decade, Pakistan has experienced a series of events that have forced children out of school, hampering their ability to learn. According to a 2021 Annual Status of Education Report (ASER) report, only a third of students at a grade 5 level could read sentences at a second grade level after the pandemic. The stark decline resulted from the prolonged closures imposed to stem the spread of COVID-19, with Pakistan “boasting” the second-longest closure of educational institutions globally. According to UNESCO, the average learning loss globally was over a year; in Pakistan, this was likely far more.
The shutdown, persisting well into 2021, most impacted those without digital access—a commanding majority of the country, as only 23% of Pakistani households had any form of internet access at that point. According to ASER, 10% of all students in the country had no access to internet services, with most of these residing in rural areas. These children were left to fend for themselves, losing precious years of their educational potential.
By 2021, according to ASER, learning outcomes in foundational subjects such as Urdu and Math had decreased by 5-10%. It cited a survey showing that 40% of children in rural Pakistan were incapable of reading simple sentences in the Urdu language, in stark contrast with pre-COVID results. In total, ASER said, only 29% of students in rural settings had any continued exposure to education during the COVID-19 pandemic, compared to 65% of urban residents.
In defense of the government, it made several attempts to remedy the educational disparities between the haves and have-nots. The Ehsaas Emergency Cash Program sought to provide funds to digitize households, but 43% of rural households continued to have no access to any devices capable of aiding remote learning. Authorities also introduced tele-schools, facilitating roughly 1.7 million students. This was, unfortunately, a drop in the proverbial bucket.
Shortly after schools reopened in full, Pakistan faced another crisis with 2022’s floods. The flooding had a devastating impact on rural areas, particularly in Sindh and Balochistan, with an estimated 11,000 schools forced into closure, impacting more than 5 million children. The excessive property damage prevented any speedy return to normalcy.
Over the past two years, Pakistan has had to reckon with another climate emergency, that of smog. The hazardous levels of air pollution, estimated to reduce average lifespans by 5 years, has most impacted the Punjab province, the country’s most populous. It has become routine for provincial capital Lahore to rank among the most polluted cities in the globe. Health experts have repeatedly warned that children and the elderly are most likely to suffer ill-effects and in the absence of any short-term solutions, authorities have resorted to shuttering schools to “protect” their young charges.
This year’s record-breaking smog, exceeding air quality index levels of 1,000, saw educational institutions shuttered for almost all of November. Yet, while one can’t fault the government for prioritizing children’s health, its inability to offer alternative modes of education requires a rethink.
Unlike the COVID-19 pandemic, which allowed schools time to incorporate e-learning methodologies, the smog closures were abrupt and left even the most privileged institutions scrambling. A key reason for this is Pakistan’s low budgetary allocations for education, which leave little room for significant improvements. Consequently, children—our future—are robbed of developmental learning and experiences, whether it be primary subjects or social interactions.
“Children learn not only through their own experiences but also by observing the behaviors of others,” says psychologist Alfred Bandura. This can only be achieved in a school environment that enables teamwork, refines social intelligence and allows an individual to effectively integrate into society. Studies have shown that children that grow up isolated from their peers struggle with language development and verbal skills. They may also experience higher levels of depression and anxiety; issues with self-esteem; and can be prone to reactionary outbursts/emotional instability.
With smog seemingly an annual affair—at least in the near-term—it is time for policymakers to recognize the detriment of repeated closures on educational outcomes. A partial solution lies in raising budgetary allocations for the education sector to the UNESCO recommended 15-20% of public expenditure. Developing standard and affordable modes of e-learning would also help, particularly in reaching children who lack access to formal schools.
Article 25A of Pakistan’s Constitution stresses that education is a fundamental right. Denying children the chance to succeed in future by disrupting their schooling will never be the answer—no matter the question.