Keywords

Introduction

With one of the highest birth rates in the world, the population of Pakistan has reached 230.4 million, up by 8.1% (17.2 million people) since the 2017 census (The News International, April 15, 2023). The population of Pakistan, ever-increasing at such phenomenal rates, puts it at risk of various catastrophes and emergencies. In other words, emergencies can strike at any moment, disrupting normal life and posing a threat to people’s safety, health, and well-being. Having an understanding of emergencies is crucial for effectively preparing for, responding to, and recovering from them. Emergencies can take many forms (e.g., natural disasters, accidents, pandemics, conflicts) and can have wide-ranging impacts on individuals, communities, and entire nations. Being equipped with the knowledge and skills to understand emergencies can help individuals and organizations minimize emergencies’ effects and save lives. This requires a multidisciplinary approach that incorporates scientific, social, and organizational perspectives for identifying risks, developing contingency plans, and coordinating responses. Thus, having cognizance of emergencies means being able to assess risks, anticipate potential consequences, and take proactive measures to mitigate and manage the impacts of emergencies. In addition to facing natural and environmental catastrophes, Pakistan’s public education system is in a state of emergency, as millions of students remain out of school.

According to UNICEF (2023, n.p.):

Pakistan has the world’s second-highest number of out-of-school children (OOSC) with an estimated 22.8 million children aged 5-16 not attending school, representing 44% of the total population in this age group. In the 5-9 age group, 5 million children are not enrolled in schools and after primary-school age, the number of OOSC doubles, with 11.4 million adolescents between the ages of 10-14 not receiving formal education. Disparities based on gender, socio-economic status, and geography are significant; in Sindh [province], 52% of the poorest children (58 percent girls) are out of school, and in Balochistan [province], 78% of girls are out of school.

Based on a 2021 study and report commissioned by Dawn newspaper, Faran and Zaidi (2021) provided insights into out-of-school children by province. As per their study, 32% of the total school-going children are out of school, which were over 20 Million in 2021; while at the provincial level OOSC’s were 32% in Khyber Pakhtunkhwa, 47% in Balochistan, 24% in Punjab, and 44% in Sindh respectively.

Similarly, while out-of-school children has been one of the most challenging issues, the floods of 2022 in Pakistan also had a devastating impact on all aspects of life, with education being no exception. Damages to schools throughout Pakistan have been a key concern in the context of education in emergencies; for instance, damages to schools documented by the Education Sector Working Group (ESWG) were reported during the 2022 floods in 17,455 schools in Sindh, 2359 in Balochistan, 1458 in Khyber Pakhtunkhwa (KP), and 1250 in Punjab (OCHA, 2023).

The floods of 2022 have had a significant impact on the education sector in terms of school destruction and damage, the use of schools as temporary shelters for displaced people, the disruption of schooling and the ongoing academic year, the loss of learning materials, and the psychosocial stress children, adolescents, and teachers have experienced. According to preliminary data from provincial education departments, more than 22,000 schools have been damaged or destroyed as a result of the floods in Sindh, Balochistan, Punjab, and KP, with at least 5500 schools being used to house displaced people. Large-scale destruction of school facilities during the 2022 monsoon floods has interrupted the education of more than 3.5 million children.

Thus, given that education is of prime importance for the progress and development of any nation, a natural or human-induced calamity or emergency in Pakistan can have devastating consequences for the education of children. Therefore, providing and continuing education in emergencies becomes all the more important. Given this backdrop, thus, education in emergencies is an important area of research and practice for all stakeholders, with implications for both policy and practice.

With this in mind, this chapter first discusses the current state of emergencies around the world, followed by a section on the context of education in emergencies. The chapter then presents policy frameworks for education in emergencies in Pakistan before discussing the situational context of education in emergencies in Pakistan, with a focus on the current status of educational reforms in Khyber Pakhtunkhwa, as well as the status of curricular reforms. The chapter then moves on to present the best practices and lessons learned from the collaborative efforts on education in emergencies in Pakistan, followed by a showcase of case studies and examples of education in emergencies in Pakistan. Lastly, the chapter presents future directions for education in emergencies in Pakistan.

Current State of Emergencies Around the World

Emergencies continue to be a significant challenge worldwide, with various types of emergencies affecting different regions of the world. From natural disasters to pandemics, conflicts, and political unrest, emergencies can disrupt social, economic, and political systems, leading to significant loss of life and property damage.

Natural disasters are a common type of emergency that affects many regions of the world. In recent years, hurricanes, floods, and wildfires have caused significant damage in many countries, including the United States of America, Australia, and Japan (Chartered Financial Analyst [CFA] DeLoughry, 2020; Institute, 2021; Smith, 2019). In addition, earthquakes, landslides, and volcanic eruptions have also impacted countries such as Indonesia, Chile, and Italy, leading to significant loss of life and property damage (Parisi & Pilato, 2018; United Nations Office for Disaster Risk Reduction [UNDRR], 2020). Throughout all this, children naturally suffer the most, and this has implications for their education, social, emotional, and psychological well-being.

Pandemics have also had a significant impact on the world in recent years, with the COVID-19 pandemic being the most significant public health emergency in recent history. COVID-19 has caused significant loss of life, disrupted economic and social systems, and led to significant changes in the way people live and work (World Health Organization [WHO], 2020). COVID-19 has also highlighted the need for effective public health systems and emergency preparedness plans, particularly in low-income countries that have been disproportionately impacted by the pandemic (WHO, 2020). With better technological and IT systems in place, developed countries have coped relatively well by providing online learning opportunities to children. However, third-world countries have borne the brunt of all this, with the education of children and students of all levels disrupted the most, due to the lack of a robust IT base and the necessary mobile phones and computers. Parents’ low socioeconomic background has also resulted in a majority of the students living outside the perimeters of major cities being unable to benefit from online learning.

A joint report (Azevedo et al., 2021) from the World Bank, United Nations Educational, Scientific and Cultural Organization (UNESCO), and the United Nation’s Children Fund (UNICEF) argued that the COVID-19 pandemic had brought everything to a standstill and that education at all levels had been disrupted globally, with severe implications for and effects on learning as school closures have affected more than 1.6 billion learners. The crisis has exacerbated inequality in education. Similarly, progress made for children and youth in other domains has stagnated or even reversed. The COVID-19 crisis has forced the global education community to learn some critical lessons while also highlighting that transformation and innovation are possible. This joint report (p. 6) presents “new evidence on the severity of the learning losses incurred during school closures and charts a path out of the global education crisis, towards more effective, equitable, and resilient education systems.” Azevedo et al. also argued that the highest priority for all countries should be the reopening of schools. To tackle the learning crisis, all countries must first address the learning data crisis by assessing students’ learning levels. Similarly, to prevent learning losses from accumulating once children are back in school, countries should adopt learning recovery programs containing evidence-based strategies. Moreover, in addition to addressing learning losses, addressing children’s socioemotional losses is equally important. Furthermore, building back better requires countries to measure how effective their policy responses are at mitigating learning losses, analyze their impact on equity, and then use what they have learned to keep improving. Azevedo et al. concluded by suggesting that countries have an opportunity to accelerate learning and to make schools more efficient, equitable, and resilient by building on the investments made and lessons learned during the crisis.

Similarly, conflicts and political unrest are other types of emergencies that have affected many regions of the world. Ongoing conflicts in Syria, Yemen, and Afghanistan have led to significant loss of life, population displacements, and infrastructural damage (United Nations Office for the Coordination of Humanitarian Affairs [UNOCHA], 2021). In addition, political and civil unrest in countries such as Myanmar, Belarus, and Venezuela have led to significant social and political instability, affecting people’s daily lives and well-being (Human Rights Watch [HRW], 2020, 2021).

The Context of Education in Emergencies

The context of emergency situations that are affected by disasters and conflicts is often contested, since the warring and affected parties have competing claims (Global Education Cluster & INEE, 2010). Moreover, local governments and aid workers often fail to meet their responsibilities and obligations toward affected communities (Global Education Cluster [GEC] & Interagency Network for Education in Emergencies [INEE], 2010). According to the United Nations Disaster Management Training Programme, “A disaster is a serious disruption of the functioning of a society, causing widespread human, material, or environmental losses which exceed the ability of affected society to cope using only its own resources. Disasters are often classified according to their speed of onset (sudden or slow), or according to their cause (natural or human-made)” (p. 4). However, before considering disasters and calamities and their impact on education, considering the context of the education system by stage, gender, and location in Pakistan will be worthwhile (see Table 1).

Table 1 Enrollment by stage, gender and location (public sector)—2020–2021
Full size table

Qadeer et al. (2023) presented a holistic picture of the public education system starting from pre-primary through higher secondary school education. Continuing from the figures presented in the Introduction about out-of-school children and youth, with an estimated 22.8 million children aged 5–16 not attending school and representing 44% of the total population in this age group, Table 1 shows that 23 million children are attending school. In a situation where a little less than half of all children are out of school, the children that do go to school have to endure a number of issues and problems pertaining to learning and their overall development.

Education may not be considered a priority in emergency situations. Depending on the nature of the emergency and the way it has impacted society, however, children’s education in emergencies is one of the key aspects of their well-being and future, as it also allows them to provide sustenance to their families. Providing education is a key requirement in all of this. A number of considerations influence the availability of teaching processes in emergency contexts. These include availability and access to schools, as well as school enrollment and gross and net enrollment rates (GEC & INEE, 2010). Education in emergencies can be provided in both natural and human-made disasters. Natural disasters include such things as hurricanes, earthquakes, droughts, tsunamis, and epidemics, while human-made disasters include terrorism, clan or tribe feuds, wars between countries, and other human-induced disturbances. Complex emergencies may include both natural and human-made disasters, in addition to being protracted and chronic emergencies that extend for long periods with no end in sight. In this regard, one should note that the recent 2022 floods in Pakistan have had a catastrophic impact on all sectors; according to the post-disaster damages needs assessment carried out by the Ministry of Planning and Development, the overall sectoral damages amounted to 14,906 Million USD, the total losses were put at 15,233 Million USD and the total needs amounted to 16,261 Million USD. Out of the total needs, education alone required 918 million USD, which hasn’t been forthcoming during the response phase.

Given these figures and the problems that beset all these sectors, education in such emergencies may not have been considered a main priority. Therefore, one must envision having education in emergencies be aimed at providing “quality education opportunities that meet the physical protection, psychosocial, developmental and cognitive needs of people affected by emergencies” (Global Education Cluster & INEE, 2010, p. 5). A significant number of children should also be noted to have remained out of school in emergency contexts, where children and youth often remain neglected. In such contexts, children are vulnerable to harm and exploitation. With their access to schooling compromised, children are often recruited as child soldiers by armed groups and often involved in unhealthy activities.

Policy Frameworks for Education in Emergencies in Pakistan

Over the last few decades, and especially very recently, Pakistan has been hit hard by a series of natural disasters, such as earthquakes and severe floods. These disasters have had a significant impact on all aspects of life including education and have disrupted the learning of millions of children. To address these issues, the Government of Pakistan (GoP) has developed several policy frameworks for education in emergencies.

Following the devastating earthquake of 2005 that killed thousands of people in India and especially in Pakistan, the rebuilding of infrastructure and many schools has yet to be completed, with people’s livelihoods still in shambles. In this regard, the GoP’s (2009) National Educational Policy of 2009–2015 envisaged addressing and mitigating the impact of emergencies on the education sector (Ahmad & Hussain, 2014). Thus, the Education in Emergencies Policy (EEP) is one of the most significant post-disaster policy frameworks in Pakistan. The EEP is a comprehensive policy framework that outlines the government’s strategy for addressing the educational needs of children affected by emergencies.

Under the EEP, the GoP has developed several strategies to address the educational needs of children affected by emergencies; one of these strategies being the establishment of temporary learning centers (TLCs). Due to Pakistan being one of the countries affected by global warming, the country very recently in the last decade or so has been devastated by severe floods, playing havoc with everyone’s lives there. With the support of UNICEF, TLCs that were established in response to the floods of 2010 and 2022 in the Provinces of Sindh and Balochistan remained instrumental in providing education to thousands of children (Korar, 2022; Malik, 2011). These centers were set up in areas affected by emergencies and have provided children with safe and conducive learning environments. Another strategy has been to provide psychosocial support to children affected by emergencies (United Nations High Commissioner for Refugees [UNHCR], 2020). This support has been provided through counseling and other activities that help children cope with the psychological effects of emergencies.

Prior to its initiation in 2012, planning for the National Disaster Management Plan (NDMP) had gotten underway following the 2005 earthquake and, owing to the fact that Pakistan ranks in the top 10 countries that are the most vulnerable to climate change effects, “started planning to safeguard and secure the life, land and property of its people in particular the poor, the vulnerable and the marginalized” (NDMP, 2012, p. iii). The NDMP is a comprehensive policy framework that outlines the roles and responsibilities of different stakeholders in disaster management, including the education sector.

Under the NDMP, the Government of Pakistan has developed several strategies to prepare the education sector for emergencies. One of these strategies has been to establish emergency response teams for search, rescue, and evacuation and to conduct education, training, and public awareness programs for local officials, stakeholders, and communities in schools. These teams are responsible for ensuring the safety of students and staff during emergencies and for providing first aid and other essential services. Another strategy has been to develop contingency plans for schools. These plans outline the steps that schools should take in the event of an emergency, such as the evacuation of students and staff.

According to Ahmad and Hussain (2014), Pakistan’s policy frameworks for education in emergencies have several strengths, one of the most significant being their comprehensive nature. The policy frameworks cover all aspects of education in emergencies, from preparedness to response and recovery. Additionally, the policy frameworks are based on the best international practices and standards, ensuring their effectiveness and relevance.

However, the policy frameworks also have several weaknesses (Ahmad & Hussain, 2014), one of the most significant being the lack of implementation. Despite the presence of comprehensive policy frameworks, the education sector in Pakistan remains vulnerable to emergencies. The GoP has been criticized for not providing adequate funding or resources for implementing the policy frameworks (Ahmad & Hussain, 2014; Ahmad et al., 2014). Additionally, a lack of coordination is found among different stakeholders, which hinders the effective implementation of the policy frameworks.

Situational Context of Education in Emergencies in Pakistan

Pakistan boasts one of the lowest net enrollment rates (NERs) globally. In particular, districts that have been affected by emergencies have one of the lowest enrollment rates. For instance, in the Khyber Tribal District in the Khyber Pakhtunkhwa (KP) Province, the NER at the primary level for boys and girls is only 18.26%, while it is 5.3% for secondary school students. Even though Pakistan’s constitution guarantees the right to education for children, the inability of the State to ensure children’s access to schooling is a serious breach of their rights (UNESCO, 2010). Moreover, during the recent conflicts and instabilities, school-going children and school-associated infrastructure were targeted. Thousands of schools were deliberately destroyed during the conflict, and female students such as Malala were attacked (Khan & Nyborg, 2013).

Consequently, the operations resulted in bringing peace back to the region. However, one needs to note that the peace that returned needs to be critically analyzed. Upon such a critical analysis, one can still observe strong structural issues and weaknesses in the society, which implies that the achieved peace is not long-lasting, and the peace-building literature classifies this as negative peace (Khan & Nyborg, 2013). In such a situation, providing children with education still faces significant challenges. A number of failures have been reported in northwestern Pakistan in relation to access to education (Nation, 2019). For instance, during the conflict, nearly 75% of female students had dropped out. Similarly, teachers were intimidated, killed, and barred from going to schools.

Assessing how conflicts and emergencies affect children’s education is important. Moreover, policies that regulate education in emergencies in the context of KP need to be reviewed. KP and Baluchistan have a highly centralized system that administers the education system, with the Department of Elementary and Secondary Education having oversight for administering the schools and managing the education systems. Another critical aspect in emergency situations and zones is the lack of accurate empirically based data. This is also the case with Pakistan, specifically in the case of KP and Baluchistan which have been badly affected by emergency contexts and situations. The lack of baseline data on ensuring reliable access and problems with reporting have affected the reliability of schooling data from KP and the former Federally Administered Tribal Areas (FATA). Moreover, qualitative and issue-based problems with child schooling are even more severe, as these are often based on interviews with anonymous officials (Khan & Nyborg, 2013). The key actors in the Pakistan education system in the context of emergencies include line ministries, donors, aid agencies, children and host communities, and disaster response officials.

Current Status of Educational Reforms in Khyber Pakhtunkhwa

Some periodic reforms have occurred in KP’s educational system over the last two decades. Most of these reforms have been focused on increased educational infrastructure in particular school buildings, induction of teachers, and enrollment in the primary and secondary school systems. However, the government’s educational school management and administration is still following the practices that have been enforced since the 1980s when old bureaucratic red tape held sway. For example, a single directorate, the Directorate of Elementary and Secondary Education (ESE), and the attached line department (i.e., the Elementary and Secondary Education) have a complete mandate for the transfer and management of schooling infrastructure throughout the KP province (ESE, 2023). The ESE Department and Directorate retain complete autonomy in administering and managing the whole educational system throughout the province, whose number of teachers alone amounts to 1,19,000 individuals in over 29,000 elementary and secondary schools.

In addition, the individuals employed in the Directorate of ESE and the ESE line department continue to retain their positions, over extended periods of time, which has led to problems of a differential nature that includes leakages, favoritism, stagnancy, and demotivation of the major and most important stakeholders (i.e., the primary and secondary school teachers). Only the secretariat staff which includes the administrative grade secretaries are rotated periodically. Meanwhile, the major officials belonging to the directorate and line department either remain in their positions for extended periods of time or manage to withhold their rotations by influencing the system, which has had repercussions in terms of affecting and stalling ongoing reforms, inhibiting transparency, causing corruption, and demoralizing staff, particularly the teachers in far-flung and remote areas (Nation, 2019). These teachers have to access the directorate for their time off and other applications including bills, which further affects their output and quality of teaching.

Moreover at the provincial level, an independent monitoring unit (IMU) was initially set up in the education department in 2013 in a project mode under the financial and administrative support of the Department for International Development (DFID) from the United Kingdom and later was transformed into an authority in 2019 (IMU, 2023). The IMU oversees different indicators relating to attendance and other key performance indicators (KPIs) relating to schooling and teaching. This in effect has created a parallel system. Meanwhile, questions are found related to the long-term ownership and sustainability of the authority.

What seems clear is that the education department has an extensive network of schools and offices that runs the length and breadth of the country. The Department has and can play an effective role in times of emergencies, such as in floods, earthquakes, and elections. However, issues exist regarding transparency, corruption, and catering to the needs of the population that suffer during emergencies. These may all be due to a less professionally trained workforce who have not been appropriately trained and are not ready to work under strenuous conditions to provide appropriate all-around services, especially regarding education in emergency situations.

During emergencies, the education system requires immediate and substantial reforms to address the specific needs of the affected population. However, the existing bureaucratic practices and lack of transparency can hinder these efforts, leading to the mismanagement of resources and the marginalization of already vulnerable populations. To address these issues, ensuring that the education system in emergencies is based on participatory and inclusive approaches that involve all stakeholders, including teachers, parents, and community leaders, is essential. The reforms should focus on creating a transparent and accountable system that promotes teacher motivation and provides incentives for quality education. The establishment of independent monitoring units such as the IMU in KP can be a useful tool for ensuring the effective implementation of education policies and programs. However, sustainability and ownership of such units must be ensured in the long term.

Status of Curricular Reforms

Half-hearted measures have been taken since 2009 for educational reforms in ESE in KP for reforming school curricula (Idris & Saeed, 2021). However, these reforms have failed to achieve the desired results, as they have lacked both the political will for problem-solving as well as a focus on ineffective teaching and the biases involved in the curriculum.

After the 18th Amendment, small cosmetic changes are found to have been made to the curricula throughout Pakistan and especially in Khyber Pakhtunkhwa. However, instead of promoting critical thinking and inculcating modern research skills in students, these half-hearted measures have led to unhealthy competition, confused structures, slow reforms, and a lack of modernization in the student curriculum. This in turn has led students to have learning, teaching, and understanding problems compared to the students of neighboring countries such as India, Sri Lanka, and Bangladesh (UNICEF, 2020). For instance, the curriculum reforms at the high school level in India were completed in the mid-2000s, with new textbooks having been written and taught since then. These have opened Indian students to faculties related to demonstrating and focusing on research, with an emphasis on citations and interpretation of different events (UNICEF, 2020). This has also provided Indian students with opportunities for linking theory with practice and results-oriented learning, which has been one of the most conspicuous weaknesses in practice in Pakistan’s educational system.

The implications of these issues for education in emergencies are significant, as they suggest that the educational system in KP, and for that matter in other provinces, may not be well-equipped to respond to the unique challenges emergency situations pose. Inadequate curricula and teaching methods may leave students ill-prepared to cope with the disruptions and changes that come with emergencies and may also limit parents and teachers from contributing meaningfully to recovery efforts. Therefore, having policymakers and educators address these issues is important in order to ensure that Pakistan’s educational system becomes more resilient and effective at responding to emergencies.

Best Practices and Lessons Learned from Collaborative Efforts on Education in Emergencies in Pakistan

As discussed above, Pakistan is prone to natural disasters, conflicts, and other emergencies that disrupt education systems and prevent children and young people from accessing education. In response, various organizations have implemented collaborative efforts to provide education in emergencies.

Best Practices in Education in Emergencies in Pakistan

Partnership and Collaboration: Collaboration and partnerships between various organizations are crucial for ensuring the effective delivery of education in emergencies. Collaboration between government, non-governmental organizations (NGOs), public–private partnerships (PPPs), and other stakeholders can help to leverage resources, share knowledge and expertise, and avoid duplication of efforts (Ministry of Federal Education and Professional Training [MoFEPT], 2020). For example, the Pakistan National Education Response and Resilience Plan (PNER&RP) for grades K-12 regarding COVID-19 involves a collaboration between the GoP and several international organizations, including UNICEF and Save the Children, to provide education in emergencies.

Flexible and Adaptive Programming: Providing education in emergencies requires flexible and adaptive programming that can respond to the changing needs and context of affected communities. Flexible programming includes a range of delivery models, such as temporary learning spaces, accelerated learning programs, and non-formal education. For example, the PNER&RP in Pakistan provides formal and non-formal education for children who are unable to attend formal schools due to displacement or other emergencies.

Community Participation: Community participation and engagement are crucial for the success of education in emergency programs. Communities have local knowledge and expertise that can help to ensure that programs are culturally appropriate and able to respond to the specific needs of affected communities. For example, the Pakistan Reading Project (PRP) is a collaborative effort between the GoP and several international organizations to improve children’s reading outcomes. The project involves the participation of community members, including parents, teachers, and local leaders, in designing and implementing reading interventions.

Lessons Learned from Collaborative Efforts in Education in Emergencies

Some lessons learned from implementing education in emergencies are discussed as follows:

Sustainability: Education in emergency programs must be sustainable to ensure long-term impact. This requires a focus on building the capacity of local education systems and ensuring that programs are integrated into national education systems. For example, the PNER&RP for grades K-12 during COVID-19 aimed at building the capacity of the education system to respond to emergencies and at ensuring that education in emergency programs is integrated into national education plans.

Quality: The quality of education in emergency programs is essential in ensuring that children and young people receive an education that meets their needs and prepares them for the future. Quality education requires trained and qualified teachers, appropriate learning materials, and a safe and secure learning environment. For example, the PNER&RP for grades K-12 during COVID-19 in Pakistan has included training for teachers and the provision of learning materials to ensure the quality of education.

Monitoring and Evaluation: Monitoring and evaluation are crucial for ensuring that education in emergency programs are effective and efficient. Monitoring and evaluating help to identify areas for improvement and ensure that programs are achieving their intended outcomes. For example, the Pakistan Reading Project includes a robust monitoring and evaluation framework to ensure that reading interventions are effective at improving children’s reading outcomes.

Case Studies and Examples of Education in Emergencies in Pakistan

As discussed above, Pakistan is prone to facing various emergencies that include natural disasters, conflicts, and displacements which severely impact the education of children and young people. As a result, several organizations have implemented education in emergency programs to provide access to education in crisis-affected areas. Case studies and examples of education in emergency programs in Pakistan are discussed as follows:

Pakistan National Education Response and Resilience Plan (PNER&RP)

The PNER&RP is a collaborative effort between the Government of Pakistan and several international organizations, including the United Nations Children’s Fund (UNICEF) and Save the Children, to provide education in emergencies. The program aims to provide temporary learning spaces, teacher training, and non-formal education to children affected by emergencies. For example, during the COVID-19 pandemic in Pakistan, the PNER&RP provided education to millions of children.

Pakistan Reading Project

The Pakistan Reading Project is a collaborative effort between the GoP and several international organizations, including the United States Agency for International Development (USAID), to improve children’s reading outcomes. The project aims to improve the quality of reading instruction in primary schools through the provision of teacher training, teaching and learning materials, and community engagement. For example, the project has trained over 40,000 teachers and distributed over 12 million reading books to primary schools across Pakistan.

Khyber Pakhtunkhwa Education Sector Program (KESP)

KESP is a program funded by the DFID to support the education sector in the KP province of Pakistan. The program aims to improve access to education and the quality of education in the province, including in crisis-affected areas. For example, KESP has supported the construction of over 200 new schools in the province, including in areas affected by conflict.

Education in Emergencies Working Group (EiEWG)

The EiEWG is a collaboration among various organizations including the GoP, UNICEF, and Save the Children for coordinating Pakistan’s education in emergency programs. The group aims to strengthen the education system’s ability to respond to emergencies, including by developing emergency preparedness plans and providing training for teachers and education officials.

Education Above All Foundation (EAA)

The EAA is a global foundation that supports education in emergency programs in several countries, including Pakistan. In Pakistan, the foundation has supported the provision of education to children affected by conflict in the former Federally Administered Tribal Areas (FATA) and KP province. The foundation has supported the construction of schools and the provision of teaching and learning materials.

Future Directions for Education in Emergencies in Pakistan

Education in emergency programs are critical for addressing the challenges that arise due to crises such as conflicts, natural disasters, and displacements. Pakistan has been prone to these crises, and as such, the need for effective education in emergency programs has become essential. Practitioners, policymakers, and all other stakeholders need to consider future directions for education in emergencies in Pakistan by focusing on the areas that require immediate attention, to ensure that the education needs of crisis-affected children are met, as discussed below.

Gender inequality has been a significant barrier to access to education for girls in Pakistan, and this issue has been amplified in crisis-affected areas. Education in emergency programs must be tailored to address this issue, ensuring that girls’ education is prioritized and that they are given the same opportunities as boys. This can be done through targeted interventions such as gender-sensitive curriculum and teacher training, safe spaces for girls, and community engagement programs that promote gender equality. While both the government as well as national and international non-governmental organizations have been addressing the issue of gender inequalities and disparities in education at all levels of education, with ever-increasing socioeconomic disparities, natural disasters, and calamities, attaining gender parity and equity in education is a huge challenge for all. Throughout all this, sufficient funding and its appropriate utilization have been some of the basic concerns of both donors and stakeholders.

Education in emergencies therefore requires adequate funding to ensure that crisis-affected children have access to quality education. In the recent past, Pakistan has seen and borne the brunt of natural disasters and human-induced calamities such as earthquakes and global warming. The very recent severe flooding has had a catastrophic impact on all aspects of life. The World Bank (2020) has estimated that Pakistan suffered $30 billion USD in flood damage and economic losses. Therefore, the international community should increase their investment in education in emergency programs, including funding for the construction of temporary learning spaces, teacher training, and the provision of teaching and learning materials. Similarly, education in emergency programs must be integrated with national education policies to ensure that they align with the government’s priorities and long-term development goals. This will also enable sustainability and ensure that education in emergency programs are not seen as standalone interventions but as part of a broader national education system.

Moreover, the COVID-19 pandemic has highlighted the importance of technology in education delivery, particularly in crisis-affected areas where access to physical schools is limited. Education in emergency programs can leverage technology and distance learning to ensure that children have access to education, even under the most challenging of circumstances. Teachers have an important role in all of this and are a critical component of education in emergency programs; thus, their development should be prioritized. Programs that focus on training teachers in crisis-affected areas should be established to ensure that teachers have the necessary skills to deliver quality education under challenging circumstances.