The shortage of teachers has forced the closure of 367 government-run primary schools for girls and boys across the NWFP, more than 30 of them in Peshawar alone. As a result, over 36,700 students are now out of school, most of them in remote areas where there is no option of taking admission in another school.
The problem lies not in the shortage of teachers per se, but in the fact that the teachers in most of the now-closed schools, which were located in far-flung areas, managed to obtain transfers to other schools of their choice — mainly located in urban areas. Security concerns and transport problems discourage teachers from working in remote areas. Furthermore, teachers in urban areas receive more attractive allowances.
This is an unacceptable state of affairs. The number of educational institutions, primary schools in particular, in the NWFP has always been far from adequate. The situation plummeted in recent years when the Tehrik-i-Taliban Pakistan and other militant outfits put schools, particularly those for girls, in their crosshairs. With this threat having been reduced to some extent, it is now essential that schools stay open and, indeed, try to increase the numbers of admissions.
That people want their children to have access to education is evident from the fact that the schools now closed remained functional for many years after their establishment, and were staffed by teachers appointed by the Elementary and Secondary Education department — teachers who have now abandoned their positions and left thousands of students in the lurch. The matter merits urgent attention by the authorities: education is not just a constitutional right but also plays a critical role in lifting people out of poverty and darkness. Proper education is also crucial to ensuring that anarchic elements never, in future, find the province conducive to their activities.
The problem lies not in the shortage of teachers per se, but in the fact that the teachers in most of the now-closed schools, which were located in far-flung areas, managed to obtain transfers to other schools of their choice — mainly located in urban areas. Security concerns and transport problems discourage teachers from working in remote areas. Furthermore, teachers in urban areas receive more attractive allowances.
This is an unacceptable state of affairs. The number of educational institutions, primary schools in particular, in the NWFP has always been far from adequate. The situation plummeted in recent years when the Tehrik-i-Taliban Pakistan and other militant outfits put schools, particularly those for girls, in their crosshairs. With this threat having been reduced to some extent, it is now essential that schools stay open and, indeed, try to increase the numbers of admissions.
That people want their children to have access to education is evident from the fact that the schools now closed remained functional for many years after their establishment, and were staffed by teachers appointed by the Elementary and Secondary Education department — teachers who have now abandoned their positions and left thousands of students in the lurch. The matter merits urgent attention by the authorities: education is not just a constitutional right but also plays a critical role in lifting people out of poverty and darkness. Proper education is also crucial to ensuring that anarchic elements never, in future, find the province conducive to their activities.
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