During a visit to a Christian community school in Lahore, Pakistan, I observed a Social Studies lesson and was asked by the proud principal to engage with the students. Despite my initial reluctance, I interacted with the class and asked what they had learned in their recent lesson on “Means of Transportation.” When I prompted them to look at the relevant pages in their English-language books, I realized I was speaking to them in Urdu. When I asked for volunteers to answer a question, no one raised their hand, so the teacher called on a student named Zeeshan, likely a high-achieving student or class prefect. Before asking my question, I lightened the mood with a joke about my appearance, which got Zeeshan and the whole class laughing. Then, I asked Zeeshan to explain in simple Urdu or Punjabi what sea transportation means, to which he initially answered “Airplane”. UNICEF emphasizes that “every child has the fundamental right to quality education – one that helps them acquire basic literacy and numeracy, enjoy learning without fear, and feel valued and included, irrespective of where they come from.” It further asserts that “access to education of poor quality is tantamount to no education at all.” In South Asia, only one in three Grade 4 children can read basic texts, highlighting the critical issue of educational quality. Research reveals that approximately 500 million children receive schooling in languages they don’t speak at home, leading to higher dropout rates, especially in rural areas. Reports also suggest that children in developing countries like Pakistan perform better when taught in their native language.Zeeshan’s story exemplifies the struggles faced by thousands of children in low/no- fee schools, where basic skills like reading, writing, critical thinking, and life skills remain undeveloped even in Grade 6. Rabindranath Tagore, a renowned Bengali poet, philosopher, and Nobel Laureate, penned a poem in 1890 that tells the story of a King who tasked his court to teach a parrot to sing verses. Despite elaborate efforts — such as creating a golden cage, amassing piles of books, and hiring scholars — the actual teaching of the parrot was neglected. Years later, when the King checked on the parrot’s progress, he found it dead. Upon poking the parrot’s stomach, papers spilled out. This story highlights the irony of the situation, where despite grand preparations and lavish investments, the essence of the task—the parrot’s learning—was neglected. At present, more than 250 million school-aged children globally lack fundamental academic skills. This deficiency in literacy levels leads to increased school dropouts, and exam failures, impeding their progression to secondary education. Ultimately, it places millions of children at a severe disadvantage for a lifetime. According to the UN reports 22.5 million children are out of school but the latest survey claims the number has now reached to 26 million in Pakistan. Though the Prime Minister of Pakistan stated two days ago that it’s a CRIME that these children are not in school, no solid plan of action is being considered. Reasons for children being out of school children: 1. Inadequate Funding2. Underpaid Teachers3. Limited Teacher Training and Resources4. Overcrowded Classrooms and Multi Grade Teaching5. Lack of Infrastructure and Learning Materials6. Socio-Economic Factors and Low Parental Involvement The above stated are the most important reasons for out-of-school children and hindrances in the provision of good and quality education, which will lead them to enhance their reading, writing, numeracy, critical thinking, and life skills. However, we strongly believe that the even in presence of all these limitations, a trained and skilled teacher can bring quality educational outcomes. Whereas, even if you remove all these obstacles, an untrained teacher would still fail to achieve the desired results. An untrained teacher, would need to grow in the following skills: – Pedagogy expertise– Curriculum design and implementation – Understanding of child psychology– Classroom management skills– Facilitation of critical thinking and problem-solving– Effective teaching skills– Differentiated instruction strategies As the previous director of Starfish Pakistan, I had the chance to conduct a survey which revealed that, in one year, there were 650 community-based schools not being supported by any organization in Lahore and Karachi alone. This means that together, there are thousands of untrained teachers currently teaching in Pakistani community-based schools which includes those schools receiving support. I am convinced that by 2024, this number must have approached or exceeded 1000+, yet there seems to have been little to no progress in improving the teachers’ qualifications and training with focus on providing quality education catering to holistic development. Training should be tailored to the specific needs of teachers and schools, regularly conducted on-site, providing support to underqualified and untrained teachers. School principals should also be trained to become qualified leaders who can support their teachers’ professional development. Based on the research of Kashi Javed, Director of Education at Chopan Trust (www.chopantrust.com), we have designed 3Es Discipleship: Empowering Early Educators. This initiative is founded on a holistic and sustainable approach to professional development, distinguishing it from conventional training programmes. 3Es Discipleship is a targeted training program designed to meet the specific needs of under-qualified teachers who otherwise cannot access professional development opportunities. This initiative aims to provide on-site and ongoing support, focusing on the development of teachers and school principals as master trainers. Join us in catering to the crucial need for effective teacher training, ensuring quality education for all. Anser JavedExecutive DirectorChopan Trust
