Education Emergency in Balochistan

Education is one of the basic rights of every citizen, which the state recognizes itself, too, in her constitution’s article 25(A). A good education, in fact, teaches one their roles, status, and duties in a given territory; it builds up one’s ability to critically analyze on things and work on their possible solutions. It guides one to fight against (anyone) who is involved in the infringement of citizens’ legal rights through proper channels. The progress of a nation is, nevertheless, based upon the quality of her education.

Every progressed state, while passing their budget, announces a great amount for the educational sector. As Nelson Mandela, a philanthropist and former president of South Africa, once quoted: “Education is the most powerful weapon which you can use to change the world.”

In another occasion, Mr. President said: “The power of education extends beyond the development of skills we need for economic success.” In the above quotes, we can measure how education is the most needed right for the development of any nation.

To through a look, the education system in Balochistan is different from other regions; we witness a shortage of educational institutions, lack of staff, less scientific resources, limited number of libraries, and even non-functional schools; long distances from schools to homes is yet another dilemma for most of the students.

On the other hand, the long-constricted buildings of many institutions are about to fall down in any stormy weather, ultimately increasing the danger for the young assets of the region. Such schools, when remain funtional, teachers rarely visit the classrooms and more often enjoys external businesses. In other occasions, a less number of classrooms have compelled the students to sit under sun – it happens because of upgradation of primary schools into middle and high schools without new constructions.

In contrast, private schools have helped to strengthen the literacy rate of the region with a quality education – but to some extents only. Because they collect high fees, many families, willing to admit their children to private institutions, cannot afford the required sum. Those who can afford, never imagine to send their children to government schools.

Besides this, Balochistan subsists more women as out-of-school children for reasons as family restrictions and ‘self-established’ norms which have nothing to do with the Baloch culture. Historically, Balochistan is a secular region, where women have been given full freedom to certain acts which do not likely affect the reputation of the family. However, education is never going to affect the reputation negatively but increase one’s analyzing power and makes them [women] more capable of working equally with men to promoting social prosperity. Sadly, such imposition on women education, according to United Nations, has dragged Balochistan as the region with lowest female literacy rate all across the world. The outcomes are in front of us; we are very backward.

Further, when the students surpass the school life, they face tougher challenges in their higher studies. According to Alif Ailan’s report of 2017, only 20,000 females and 40,000 males survive after matriculation with a primary involvement of around 7,51,000 students [males 4,29,000 and females 3,22,000]. Many students quit their education after matriculation for reasons as; poverty; lack of higher institutions; and [mainly for women] early marriages.

On one side, the internal educational system of Balochistan is getting worsened with colonial policies that have ceased the quality of the education system to maintain, and on the other, reserved seats and other scholarships to national and prestigious universities of the country are being taken away for the inhabitants of Balochistan. In such a case, how come we deem of regional prosperity?

Beautifully stated by Mr. Mandela, “If you want to destroy a nation, you must destroy its education.” Similarly, our education is getting deteriorated annually and, instead of better outcomes, we are introduced with bitter results. When the government makes policies which have continuously worsened the educational sector, what else would one look forward to and from whom?