Educational Challenges in Afghanistan

Written by Matilde Ribetti

In Afghanistan’s rugged and culturally diverse landscape, education has always been an intricate tapestry woven with threads of resilience, determination, and hope. Despite decades of conflict, political turmoil, and economic instability, the pursuit of knowledge continues to ignite a flame of possibility within the hearts of the Afghan people. However, the path to education in Afghanistan is laden with numerous challenges that pose formidable obstacles to its realization.

In this article, we delve into the profound educational challenges that have plagued Afghanistan, shedding light on the systemic issues that have hindered progress and examining the far-reaching consequences for the country’s future.

By understanding the complexities of the educational landscape, we can uncover the potential solutions and interventions necessary to pave the way towards a brighter future for Afghan students.

Picture from Wanman uthmaniyyah on Unsplash

Historical Background

The history of education in Afghanistan is a tale deeply intertwined with the country’s rich cultural heritage and the struggles it has endured over the centuries. Education has long been valued as a cornerstone of Afghan society, with early records indicating the existence of educational institutions as far back as the 11th century. Islamic schools, known as madrasas, played a crucial role in teaching religious studies and the Arabic language. During the 20th century, a wave of modernization and reforms sought to establish a formal education system, introducing secular schools and universities.[1] However, decades of conflict, including the Soviet invasion, civil wars, and the Taliban regime, severely disrupted the educational landscape. Schools were destroyed, teachers were displaced, and access to education became limited, particularly for girls.[2]

Educational Challenges

Gender Disparity

As mentioned above, one of the most pressing challenges faced by the education sector in Afghanistan is the pervasive gender disparity. Cultural norms and deep-rooted societal barriers have led to the exclusion of girls from schools, denying them access to the transformative power of education.[3]

During the Taliban regime in Afghanistan, which lasted from 1996 to 2001, access to education for girls was severely restricted and, in many cases, wholly denied. The Taliban implemented a strict interpretation of Islamic law, imposing a series of oppressive policies that targeted girls’ education. Girls were forbidden from attending schools, and educational institutions for girls were systematically shut down or repurposed for other uses. This denial of education deprived girls of their fundamental rights and perpetuated a cycle of illiteracy and limited opportunities for their futures. The Taliban’s restrictive policies affected formal schooling and limited women’s access to vocational training and higher education. The detrimental impact of these restrictions on girls’ education during the Taliban regime underscores the urgent need for ongoing efforts to ensure educational opportunities and gender equality for all Afghan children.[4]

After the fall of the Taliban regime, significant progress has been made in improving education for girls. With the establishment of a new government and the support of international organizations, a concerted effort has been made to promote gender equality and expand access to education. Schools that were previously closed or destroyed have been reopened, and new educational institutions have been established across the country. Numerous initiatives have focused on increasing girls’ enrollment and retention rates, ensuring safe learning environments, and providing resources and infrastructure. In collaboration with NGOs and international partners, the Afghan government has implemented policies to address cultural barriers and discriminatory practices that hinder girls’ education. As a result, millions of girls have gained the opportunity to attend school, pursue higher education, and broaden their horizons. The improved access to education for girls in Afghanistan since the fall of the Taliban regime represents a significant step towards empowering women, enhancing gender equality, and fostering the country’s social and economic development.[5]

However, the current situation for girls in Afghanistan following the Taliban’s takeover is a matter of deep concern and uncertainty. The Taliban’s return to power has raised fears about the potential rollback of hard-won gains in girls’ education. While the Taliban leadership has made statements indicating that they will allow girls to receive an education within the framework of their interpretation of Islamic law, the extent to which this will be upheld remains uncertain. Reports from various regions indicate that girls face barriers to education, with reports of schools being closed or converted to Islamic education centres. Additionally, there are concerns about the safety and security of female students, as the Taliban’s previous regime was notorious for its restrictions on women’s rights and education. The international community, along with local activists and organizations, is closely monitoring the situation and advocating for the protection of girls’ rights to education, which has already been significantly restricted.[6]

Poverty-related issues

Moreover, poverty and limited resources further exacerbate the educational challenges in Afghanistan. Insufficient funding, lack of infrastructure, and inadequate teacher training hinder the quality of education provided. Many schools operate in overcrowded classrooms, lacking basic amenities and learning materials. Additionally, the widespread prevalence of child labour and the need for children to contribute to their families income further impedes their access to education.

Limited access to quality schools and educational resources is a significant hurdle impoverished communities face. Many families struggle to afford necessities, let alone invest in their children’s education. As a result, child labour and early marriage often become alternatives to schooling. Additionally, widespread insecurity and conflict in some areas of the country threaten educational facilities and discourage attendance. These challenges contribute to a high illiteracy rate and perpetuate the cycle of poverty, limiting opportunities for socioeconomic advancement. Addressing the academic challenges related to poverty in Afghanistan requires a comprehensive approach involving targeted interventions, increased investment in education, and the provision of social support to vulnerable communities.[7]

In conclusion, the educational challenges concerning gender disparity and poverty in Afghanistan are deeply intertwined and pose significant obstacles to achieving a more equitable and prosperous society. The intersection of poverty and gender discrimination perpetuates a vicious cycle where girls and women from impoverished backgrounds face multiple barriers to accessing quality education. These challenges not only hinder their personal development but also restrict the overall progress and development of the nation. Efforts to address these challenges require a holistic approach that tackles poverty, gender inequality, and educational barriers simultaneously. By investing in inclusive and accessible education, empowering girls and women, and providing socioeconomic support to marginalized communities, Afghanistan can break the cycle of poverty and gender disparity, fostering a brighter future for all its citizens. Through concerted and sustained efforts, Afghanistan can overcome these challenges and ensure that every child, regardless of gender or socioeconomic background, has an equal opportunity to receive a quality education and fulfil their potential.

Bibliography

Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

 Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

Amiri, R., & Jackson, A. (2021). Taliban attitudes and policies towards education. ODI Centre for the Study of Armed Groups.

Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26th of June 2023.

[1] Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

[2] Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

[3] Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

[4] Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

[5] Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

[6] L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26th of June 2023.

[7] Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

Educational challenges in South Korea

Written by Camille Boblet—Ledoyen

South Korea, or more officially the Republic of Korea, is a country in Southeast Asia, the tenth largest economy in the world and a middle power. To fully understand the educational challenges of contemporary South Korea, we need to remember the historical context: a former Japanese colony until 1945, the Korean peninsula is an underdeveloped region with an estimated adult literacy rate of 22%. Pre-1945 Korea was a peninsula with very rigid social classes, influenced by Confucian values. The democratization of education beginning in the 1960s – largely driven by the containment of communism – resulted in an increase in the adult literacy rate to 87.6 per cent in 1970, 93 per cent in the late 1980s and 98.8 per cent today. The Korean education system is now ranked 7th in the world in the PISA ranking (Average Score of Mathematics, Science and Reading, 2018) and 6 Korean universities are among the top 200 in the world (Times Higher Education, 2023). Despite all these statistics which show a spectacular evolution, the South Korean system remains deeply unequal: this inequality of opportunity inherited from elitist Confucian values is today the main challenge for the country. Fifty years of economic and industrial development have certainly made Korea the eleventh largest country in the world; however, the social question was completely overshadowed. While the demonstrations of June 1987 enabled the country to become a democracy, they did not introduce the notion of the Welfare-State.

Korean students during Suneung exam. Photo by Koreaners.

EDUCATION SYSTEM

The educational system in Korea places an almost inordinate emphasis on standardized tests. South Korea’s university entrance exam, called Suneung, is widely regarded as the most important test in the country. The exam, which is taken by high school seniors, determines a student’s eligibility for admission to top universities in the country. The emphasis on the test has created a culture of intense competition, which places a significant amount of pressure on students. The pressure to perform well on the Suneung has led to a phenomenon known as “exam hell.” Students are expected to spend long hours studying, attending cram schools, and sacrificing their social lives in order to prepare for the exam. This exam has no equivalent in Western educational systems. There is no national exam in the United States of America to get into higher education. In Canada and Europe, there are high school graduation exams: the High School Diploma in Canada, the Abitur in Germany, the Baccalauréat in France, the Maturità in Italy and the Bachillerato in Spain. In South Korea, the exam is portrayed as “having the opportunity to make or break your future.” According to the Ahn’s Presidential Advisory Council on Education, Science and Technology, more than 200 students committed suicide in 2009 and about 150 the following year. The course of this exam even gives rise to unique situations:

“14,000 police officers are mobilized to ensure good traffic flow. And there is even an emergency number for latecomers. They call it and a policeman comes to pick up the student at his home to take him to his exam center. […] landings and take-offs are banned in all airports during the language tests because the candidates are listening to recordings.” (Radio France, 2017).

Therefore, the pressure is not only on students, but also on parents who invest heavily in their children’s education, often leading to a financial burden. The emphasis on standardized tests has also led to a narrow curriculum. Schools focus on teaching the material that is likely to be on the test, leading to a lack of emphasis on critical thinking, creativity, and problem-solving skills. The result is a generation of students who may excel in memorization, but struggle when faced with real-world challenges.

We should also point out the lack of diversity in teaching methods. The country has a highly centralized education system, with a focus on rote learning and standardized testing. While this approach has led to high levels of academic achievement, it has also resulted in a lack of creativity and critical thinking skills among students. In recent years, there has been a growing recognition of the need to introduce more diverse teaching methods to encourage creativity and problem-solving skills.

One of the most significant impacts of the COVID-19 pandemic on the Korean educational system was the sudden shift to online learning. Students were required to participate in virtual classes to continue their education. This shift to online learning presented numerous challenges, including access to technology, internet connectivity, and the need for teacher training in remote instruction. While many students were able to adapt to online learning, others struggled due to the lack of in-person interaction and support from teachers. The digital divide has been a longstanding issue in the Korean educational system, and the pandemic exacerbated this issue. The Korean government implemented several initiatives to address the digital divide, including providing laptops and tablets to low-income families and expanding access to high-speed internet. However, these efforts were not enough to address the disparities in access to technology and internet connectivity.

COMPETITION

One of the most significant challenges facing South Korea’s education system is the intense pressure that students are under. As a country with a Confucian tradition, there was an examination to become a civil servant in Korea called Gwageo. Similar to the imperial examination in China, this selection method was very long prized by the Korean elites until its abolition in 1894. The selection and competition between students is therefore ancient and deeply rooted in Korean society. From a very young age, students are expected to perform at an incredibly high level in order to gain entry into top universities and secure high-paying jobs. This pressure can be so intense that it can lead to mental health issues such as depression and anxiety. Moreover, this pressure on students has led to a culture of cramming and rote memorization rather than a focus on critical thinking and creativity. The level of competition that exists in Europe has nothing to do with that in South Korea. Competition leads to two things among students: considerable inner stress A terrible degradation of human relationships. The other is no longer a fellow man. Korean students do not go to bed before eleven o’clock in the evening, and their school day is hectic. Their minds are focused on work and how to become the best in the class. Everything else is put aside: relationships, music, sports, etc. In the school environment, no one really is a friend. There are only competitors. This competition begins at a young age, with students vying for spots at prestigious elementary schools and continues throughout their academic careers. This competition can be so intense that it can lead to cheating and other unethical behavior in order to gain an advantage.

This competition leads to a number of problems. Firstly, it leads to a lack of diversity in the education system. Students are pushed to excel in certain subjects, such as math and science, at the expense of other subjects, such as the arts and humanities. This focus on certain subjects leads to a lack of well-rounded education. Additionally, the competitive nature of the education system leads to a lack of collaboration among students. Instead of working together to solve problems, students often view their classmates as competitors and are hesitant to share their ideas or knowledge. This lack of collaboration can hinder the development of critical thinking and problem-solving skills.

Focusing on the artistic representations of school in South Korean society makes us aware of the importance given to education. School and more generally school performance are over-represented in films and series (K-Drama). To perform poorly in school or to perform less well in school is perceived by society as a tare and something very shameful, which is the central element of the film Parasite (shooted by Bong Joon-ho, 2019). The main protagonist’s family lives excluded from this society of success, in an unhealthy basement, without money and living from day to day. As the film shows, being poor is a disgrace for the people concerned: if they are poor, it is because they have not worked well. To succeed, you have to work hard: this is the leitmotif of Korean culture. Without hard work, there is no salvation. The 2012 release of the film Pluto by director Shin Su-won caused a lot of reaction and controversy in the country. This highlights several issues of the Korean educational system. All the students in the film are doomed to succeed. And they will do anything to achieve it, even dehumanize the other person and stoop to animal behaviour. The main protagonist feels humiliated in front of prosperous children who are more confident of success than he is. It is this feeling of inferiority that will push him to commit the irreparable. Wealthy students are ready to kill their competitors which is the whole plot of the film: students go crazy, don’t sleep at night, commit acts of rape and humiliation on other students.

EQUAL OPPORTUNITIES

The Republic of Korea has one of the highest rates of gender inequality among OECD countries. Women’s labor force participation in 2019 is 60%, 5 percentage points lower than the OECD average. The gender pay gap is a concern: while the OECD average is 12.5%, the gap is 32.5%. While this gap is decreasing (it stood at 41% in 2000), it remains indicative of the gender divide. The Republic of Korea has made progress in terms of gender equality, but still has a long way to go to reach the standards of other developed countries. Gender equality must be promoted from school onwards, which is currently not the case, if at all. If it is not able to ensure that young Korean women students have well-paid jobs with equal pay to men, then the country’s economic dynamism and social welfare will suffer.

Students from low-income families or rural areas often have limited access to quality education and may struggle to compete with their wealthier peers This gap in educational opportunities can lead to a lack of social mobility. Students from low-income families may struggle to get into top universities or secure well-paying jobs, despite their academic abilities. This can lead to a cycle of poverty, as these students may not have the resources or opportunities to improve their situation. The fact that tuition fees are very high (4 million South Korean won, or 3,500 euros per semester) is a serious impediment to education for all and prevents any social climbing. For comparison, the OECD average in terms of tuition fees is 2,800 euros per year.

The South Korean education system has been criticized for its lack of diversity and inclusion. South Korea is a homogeneous society, and this is reflected in its education system. The curriculum is focused on teaching Korean history, culture, and language, with little emphasis on other cultures or languages. The lack of diversity in the education system can lead to a narrow-minded view of the world. Students are not exposed to different cultures, religions, or ways of thinking, which can limit their ability to be open-minded and empathetic. The education system in South Korea has also been criticized for its lack of support for students with disabilities. According to a report by the Korea Institute for Special Education, only 31.6% of students with disabilities attend regular schools, while the rest attend special schools. The lack of inclusion can lead to a sense of isolation and stigmatization for these students, who may feel excluded from mainstream society.

CULTURE OF PRIVATE TUTORING

South Korea’s society is well known for the importance of private tutoring (hagwon). Private tutoring has become a necessary part of education in South Korea, as parents feel that it is the only way to ensure their children’s success. According to a report by the Korean Educational Development Institute, nearly 80% of South Korean students attend hagwon. Private tutoring is offered in a variety of subjects, including math, science, English, and Korean language. The cost of private tutoring can vary depending on the subject and the qualifications of the tutor, with some parents paying large sums of money to provide their children with extra support outside of school. The high demand for hagwon has led to a rise in the cost of private tutoring, which can be a financial burden on families. The pressure to succeed academically can be intense, with many students experiencing high levels of stress and anxiety. The cost of hagwon can be as high as 30% of a family’s income, putting pressure on parents to work longer hours or take on additional jobs to pay for their children’s education. The reliance on private tutoring has also led to a lack of trust in the public education system. Parents feel that the public schools are not doing enough to prepare their children for the standardized tests, leading to a loss of faith in the system. This has also led to a lack of support for teachers, who are often blamed for their children’s lack of success.

Students from wealthier families are indeed more likely to be able to afford high-quality private tutoring, which can give them an advantage over their peers from lower-income families. This leads to a cycle of disadvantage, with students from lower-income families struggling to keep up with their peers and falling further behind.

CONCLUSION AND RECOMMENDATIONS

While the Korean government implemented several initiatives to address these issues, the pandemic has underscored the need for greater investment in technology and support for disadvantaged students, as well as a greater emphasis on social and emotional learning. All things considered, the pandemic was the revelation of all the dysfunctions and challenges of the South Korean educational system.

The foremost concern of the Korean government should be tackling gender gap. should promote gender awareness and gender-sensitive education in schools, as well as develop educational programs that challenge traditional gender roles and promote gender equality. Violence against women is a significant issue in South Korea: the government should develop laws and policies that protect women from violence, as well as promote public awareness campaigns that challenge harmful attitudes towards women. The civil society and the government must work hand in hand to change cultural norms that reinforce gender inequality. This can be done through public campaigns, media messages, and the promotion of gender equality in popular culture. South Korea’s educational system could introduce policies to encourage more girls to pursue STEM fields. This could include offering scholarships and financial support to girls studying STEM subjects, as well as providing mentorship opportunities and career guidance. Additionally, schools could work to eliminate gender biases in the classroom and provide female students with positive role models in STEM fields.

The existence of an exam as stressful and complex as the Suneung is problematic. The fact that students are committing suicide demonstrates how this system poses a real threat to student well-being. The government should be inspired by foreign evaluation methods, either similar to the United States of America, where the final grade gives an important place to continuous assessment, or similar to the examinations held in Europe, where oral examination is more practiced.

To address the high cost of private tutoring, South Korea’s educational system could introduce policies to provide additional support for students who need it. This could include providing after-school tutoring and study sessions at no cost to students.

REFERENCES

Andrea Matles Savada and William Shaw, editors. South Korea: A Country Study. Washington: GPO for the Library of Congress, 1990.

Hossein Sharif, “Suneung: The day silence falls over South Korea”, BBC News, November 2018.

Jiyeon Lee, “South Korean students’ ‘year of hell’ culminates with exams day”, CNN, November 2011.

Gérald Roux, « C’est comment ailleurs ? », France Info, Radio France, June 2017 [French].

Yongsoo Yang, “Gender equality: Korea has come a long way, but there is more work to do”, 12 ways Korea is changing the world, OECD, October 2021.

OECD, “Access to education, participation and progress”, Education at a Glance 2021, OECD Indicators, 2021.

Thomas Hatch, “Known for its intense testing pressure, top-performing South Korea dials it back”, The Hechinger Report, November 2017.

Arne Duncan, “Education Is the New Currency”, Mapping the Nation, Asia Society, November 2013.

Huiyan Piao & Yuna Hwang, “Shadow Education Policy in Korea During the COVID-19 Pandemic”, ECNU Review of Education, vol. 4, 2021.

Agata Lulkowska, “An Oscar for Parasite? The global rise of South Korean film”, The Conversation, January 2020.

Choi Woo-Young « Condamnés à réussir », Arte, March 2017 [French].

Educational challenges in Pakistan

Written by Sara Ahmed

 

Introduction

Education lays the foundation for political, social and economic development of any country.[1] As a developing country, Pakistan has faced many critical problems when it comes to education and has one of the world’s highest numbers of out-of-school children (OOSC). There are various factors responsible for the educational situation in Pakistan. This article explores some of the challenges that Pakistan faces when it comes to the educational sector.

The Pakistani educational system

The Pakistani educational system exists of public schools, private schools and madrassas. Madrassas are working as Islamic Seminaries; they are imparting Islamic education at graduation level and are often found in more rural areas of Pakistan. These different institutions all have different mediums of teaching, curricula, and also examination systems. This is a barrier in the countries education sector, because it has become a dividing force between the privileged and underprivileged people in the society, leading to economic disparity.[2]

Across all levels of education, the public sector remains the main provider for educational services in Pakistan. Except for the pre-primary level, total enrollment in public schools is almost double compared to private schools.[3] The majority of public schools in Pakistan are primary schools; only 20% are middle and secondary schools. Limited and uneven school access is one of the most daunting challenges for augmenting school enrollment and completion.

Image 1

As can be seen from Image 1, The United Nations Development Program mentioned that in 2020, 64% of the Pakistani youth lived in urban areas and 26% in rural areas. 70% of the Pakistani youth was literate, while 30% was illiterate in 2020. Furthermore, 39% of the youth was employed, while the majority (61%) was unemployed and only 4% looking for a job. Another issue is the access to internet. Only 15% of the youth had access to internet in 2020, while 85% did not. 48% of the youth did not even have a mobile phone. The latter was a huge issue during the COVID-19 Pandemic in Pakistan.

 

Another important issue is that of gender disparity. Throughout Pakistan’s educational system, there is a gender disparity between males and females. According to the 2016 Global Gender Gap Report, Pakistan was ranked the second worst country in the world regarding gender inequality.[4] This is of most concern in more rural areas where access to education for girls is limited.

Out-of-school children (OOSC) and literacy rates

Another major problem that Pakistan faces is that it has one of the world highest numbers of OOSC. Estimated is that 22.8 million children between the age of 5-16 are not attending school; representing 44 per cent of the total population in this age group.[5] The disparities based on gender, socio-economic status and geography are significant. In Sindh for example, 52 per cent of the poorest children (of which 58 per cent are girls) are out of school. The figures are even higher in Balochistan, where 78 per cent of girls are out of school.[6]

Image 2.

On image 2, one can see the different stages of education; the number of children enrolled in the type of education and the number of out-of-school children in that stage.

The socio-economic disparities in Pakistan do not only exist between rural an urban regions, but also between the different provinces in Pakistan. This has an impact on educational outcomes, including gaps in access to education and overall education attainment. A good example is the literacy rate in Pakistan. In the bigger cities, such as Lahore and Islamabad and Karachi, the literacy rates are almost 75%. On the other hand, we have the tribal regions in Balochistan (Pakistan’s poorest and largest province) where the literacy rates can be as low as 9%.[7]

Quality of education

According to a report of UNESCO, the quality of educational institutions and teachers in Pakistan is very low. In remote parts of Pakistan, the availability of teachers is drastically lower.[8] There are also a lot of so called ‘ghost teachers’ that sap public payrolls by not showing up for work. While most of these problems are worse at the elementary level, where most of Pakistan’s students are enrolled, they have ripple effects for the entire education system and depress enrollment rates at all levels.

Furthermore, teachers are often not provided with the necessary equipment’s and training for the knowledge and skills. The main reason is the poor management, lack of finding and improper training standards. In addition to this, the curriculum is often outdated, resulting in a major lack of professional development.

Most students in Pakistan attend public schools. Public schools often do not contribute to a positive learning environment. The classrooms tend to be overcrowded, the electricity and air conditioning is not always working, insufficient use of playgrounds and libraries and most schools do not have commuting systems in place, which exacerbated female drop-out rates. Long home- to-school distances and poor transportation and communication facilities are among the important causes of dropout at the primary level in Pakistan. Poor children, especially girls who are not allowed to travel long distances alone, suffer the most as commuting costs and time increase.

In an interview with TCM Originals, Tariq Banury (a Pakistani educationist, professor and economist), opens up about the current struggles of the Pakistani educational system. He explains that a lot of students, after finishing their degree, do not have the basic skills they should possess. He blames the process in which professors are hired and the outdated curriculum. He continues to explain that professors and curriculum should not stand still, but should evolve with time and science available.[9]

Another major issue is the government’s annual spending on the educational field. Most of the United Nation’s agencies recommend countries to spend a minimum expenditure of 4% on education. Pakistan had only spent 1,77% of GDP on education in 2021-2022. In recent years, the highest percentage of GDP Pakistan has spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that Pakistan does not have the resources to increase the level of spending on the educational field.[10]

The effects of the COVID-19 Pandemic

The COVID-19 Pandemic also had its effect on Pakistan and its educational system. Because of COVID-19, Pakistan had to consider using online classes. However, many students, especially in rural areas, do not and did not have access to the Internet. Students who are on the lower ladder of the economical circle and students who live in rural areas had been greatly disadvantaged by this new learning method. Many students did not have access to a laptop or even internet. This has greatly impacted the lives of many students in Pakistan, who therefore could not access their education online.[11] This has also resulted in high drop-out rates across the various levels of education in Pakistan.[12]

Low-income families have been the hardest hit by the pandemic. High rates of poverty have put more burden on adolescent girls to stay at home to reduce schooling costs. Coupled with household chores and early marriage, many may never return to the classrooms.[13]  Pakistan was already struggling with high illiteracy rates, the Pandemic has made this situation even worse and has affected the learning of approximately 40 million students across Pakistan.[14]

Conclusion

Pakistan’s educational system has improved over the years, but still tends to rely too heavily on outdated teaching and examination methods. While great strides have been made in improving literacy and participation rates, the education system remains largely elitist with access to the best educational opportunities available only to the more affluent or well-connected students. Furthermore, the COVID-19 Pandemic has had a great impact on the lives of many students who could not access education at the time and increased the drop-out rates across all educational levels in Pakistan. Additionally, Pakistan does not spend the suggested minimum amount of 4% of GDP on education, the percentage is not even half of the suggested amount by the United Nations Bodies. Pakistan does have the intention to increase its annually spending on the educational field. Is this a feasible goal? Only time can tell. In the meantime, many students will still struggle to access the educational system of Pakistan.

 

 

References

 

[1] Iqbal Ahmad et al, ‘Critical analysis of the problems of education in Pakistan: possible solutions’, IJERE (3:2) June 2014, p 79.

[2] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

[3] ADB Briefs, ‘Access Challenges to Education in Pakistan’ (2022), NO. 27, <https://www.adb.org/sites/default/files/publication/771091/adb-brief-207-access-challenges-education-pakistan.pdf< accessed on 6 March 2023.

[4] World Economic Forum, ‘Global Gender Gap Report 2016’ (2016) p 22.

[5] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

[6] Idem.

[7] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

[8] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

[9] TCM Orginals, ‘Does Pakistan’s Higher Education System Need Reform? Educationist Tariq Banuri’ (2021), https://www.youtube.com/watch?v=lPkv9hEIUJw.

[10] Sahiba Abid, ‘Education in Pakistan: problems, challenges and perspectives (2022) >https://www.pakistangulfeconomist.com/2022/08/29/education-in-pakistan-problems-challenges-and-perspectives/< accessed on 3 March 2023.

[11] Adnan Muhammad “Online learning amid the COVID-19 pandemic: Students perspectives” (2020) Journal of Pedagogical Sociology and Psychology. 1 (2): 45–51.

[12] Rabea Malik, ‘The Impact of COVID-19 on education in Pakistan’ (2020), https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response.

[13] Anooshay Abid, ‘How has COVID impacted Pakistans’s education system?’ (2021), https://www.dw.com/en/how-has-covid-impacted-pakistans-education-system/a-59264829.

[14] Idem.

Educational Challenges in Cameroon

Written by Frida Martine E. Brekk

 Cameroon is known as “Africa in miniature”, a country located in central Africa, bordered by Nigeria to the west, Chad to the northeast, the Central African Republic to the east, Gabon and the Republic of the Congo to the south, and Equatorial Guinea to the southwest. With a population over 25 million, Cameroon is one of the most ethnically diverse countries within the African continent, with more than 250 ethnic groups and languages. The country is known for its unique cultural heritage, natural beauty, and abundant natural resources, including oil, gas and minerals. However, Cameroon also faces an array of challenges inclusive of educational barriers, high poverty, inequality, political instability, and environmental degradation. Despite these challenges, the country has made significant progress in recent years, and is working towards achieving sustainable development, and economic stability overall.

Cameroon, like many other nations in the African continent, faces a range of educational challenges that limit access to quality education and hinder the development of human capital. Despite progress in recent years, significant gaps in access, quality and relevance of education persist, particularly in rural areas and among marginalized populations. Inadequate infrastructure and resources, gender inequalities, poor quality of education, vocational training mismatches, and limited funding area some of the key challenges that Cameroon’s education system faces. Addressing these challenges is crucial for improving and promoting inclusive and sustainable development, reduction of poverty, and improving the overall well-being of the country’s citizens. Addressing the obstacles of Cameroons educational challenges will require a concerted effort from the government, civil society, and the international community to increase access to education, and ensure that students are receiving the skills and training required to further succeed in the job market.

Access is largely to blame in regards to the country’s challenges on the topic of education. Despite the nations progress in recent years, many children, particularly in rural areas, still lack access to quality education. This is due to a severe lack of infrastructure and resources including schools, textbooks, and qualified teachers. Many educational institutions in Cameroon are poor in condition, with inadequate facilities and a shortage of lecturers, professors and teachers.

Additionally, there is a significant gender disparity in access to education, with girls facing particular challenges in accessing education due to cultural beliefs and attitudes, poverty, early marriage, and pregnancy. These are particularly acute in rural areas, where the majority of families struggle to afford the costs of education, and there are fewer schools and teachers. As a result, many children find themselves forced to drop out of school prematurely or are never able to attend to begin with, which results in a limitation of opportunities for economic and social advancement. Lack of access to education not only limits individuals ability to secure employment and earn a sustainable income and life, but also limits the potential of individuals to improve their living standards and overcome and reduce poverty on a national scale. In order to address these challenges, the government of Cameroon must work towards the investment of educational infrastructure, increase the number of educators, and directly address the underlying social and economic barriers that enable limitation of access to education for marginalized communities.

 Cameroon’s education system faces notable challenges with regard to gender disparities and gender inequalities. Girls continue to face significant barriers to accessing education. Cultural attitudes, poverty, early marriage, and pregnancy all contribute to lower enrollment rates and higher drop out rates among girls. This not only limits their opportunities for independent, personal growth and development but also hinders the overall development of the nation as a whole. In addition to lower enrollment rates, girls also face discrimination in the classroom. They are often subjected to lower expectations, receiving less attention from teachers, and are therefore given fewer opportunities for advanced study. This hinders social mobility and perpetuates a cycle of gender inequality that limits the potential of girls and women alike, both in terms of personal achievement and contributions to the country’s economy and society.

According to UNESCO data, in 2019, the net enrollment rate for girls in primary school in Cameroon was 83.5%, compared to 92.4% for boys. For secondary school, the net enrollment rate for girls was 33.5%, compared to 42.1% for boys. Drop out rates for girls are also significantly higher than for boys at both the primary and secondary levels. According to the Ministry of Basic Education, the primary school dropout rates for girls was at 10.6% in 2018, compared to 7.6% for boys. At the secondary level, the dropout rate for girls was 36.5% , compared to 26.2% for boys.

Cameroon has implemented a range of policies and programs aimed at promoting gender equality within the education system. These efforts include elimination of gender stereotypes in the classroom promotion of girls’ education in rural areas, and provide financial support to families in hopes to offset the costs of schooling. Non-governmental organizations and civil society groups have played a critical role in advancing gender equality in education, working to raise awareness of the importance of girls’ education by supporting programs that promote access to these marginalized groups. Despite these efforts, progress has been slow, and significant challenges very much remain. Further action and effort is required to address social norms that perpetuated gender inequality, and promote equal opportunities for all students, regardless of their gender or socio-economic background and status. By actively addressing these challenges, Cameroon can assist in ensuring that all of its citizens have the opportunity to reach their full potential and contribute to the overall growth and development of their nation.

The lack of quality in Cameroon’s education system is another vital concern. The quality of education and the system remains low, with limited resources and inadequate teacher training and certification. According to the World Bank, only 47% of students can read a simple sentence in French or English by the end of primary school, and only 32% can do basic mathematics. This lack of quality in education results in significant implications for the country’s overall development and advancement, as it limits the potential of its citizens and therefore inhibits economic growth. The access to quality education is ever more linked to socio-economic status, with children from poorer families less likely to have access to quality education. This contributes to a never ending cycle of poverty and inequality, with limited opportunities for those who are unable to access said education. Cameroon’s policies and efforts to provide advanced training to teachers, increase access to newer textbooks and alike learning materials, and promote the use of technology within classrooms has fallen short – much more needs to be done to ensure access to quality education.

Non-governmental organizations and civil society groups have played a critical role in promoting access to education, working to improve trainings and through support programs in hopes of better learning outcomes. These efforts have been imperative in advancing access for marginalized communities. Moreover, the majority of educational materials and textbooks used are outdated, with little effort made to update the content or incorporate new teaching methods. This has led to a mismatch between the skills taught in schools and the demands of the ever evolving job market, hindering the ability of students to develop the skills required to succeed in todays modern economy.

Alongside the lack of material, Cameroon’s significant challenge lays in overcrowded educational institutions, which are more prevalent in rural areas. According to a report by the World Bank, the student-teacher ratio in primary schools is approximately 49:1, which is substantially higher than the recommended ratio of 30:1. This places a strain on the education infrastructure and disables teachers from providing individualized attentions students. Educational institutions lack basic facilities such as classrooms, desks and chairs, resulting in students sitting on the floor or sharing desks, which can lead to further distractions in an already deficient environment – hindering their ability to learn and develop new skills. As many schools are underfunded and struggle to meet basic needs, let alone invest in newer resources – resulting in outdated textbooks, resources and equipment and further results in failure to engage and motivate students. Additionally, the procurement process for textbooks and learning materials can be slow and bureaucratic, making it difficult to obtain the latest materials in a timely manner, or in any way at all. Lack of internet access and digital infrastructure is another major challenge faced by the education institutions in Cameroon.

Unemployment is a staggering challenge, particularity among the youth of Cameroon. According to the World Bank, the youth unemployment rate was estimated to be over 13% in 2019, and this figure is ever likely to already be higher in reality due to underemployment and informal work. One major factor contributing to this issue is the lack of vocational training programs. Vocational training programs have successfully proven to provide skills and experience required to enter the workforce and further build sustainable livelihoods. However, these programs are often limited in scope and accessibility, or completely nonexistent due to the high cost of tuition as well as limited availability of said programs. Additionally, there is often a mismatch between the skills taught in vocational training programs alongside the needs of employers within the current, yet ever changing job market. Lack of vocational training programs contributes to a cycle of poverty and unemployment, particularly in rural areas where access to formal education and thereafter job opportunities, if existent, is limited. This results in youth taking on low-paying jobs, as well as work in the informal economy, where wages are inadequate and working conditions are uncontrolled, and can be hazardous. In order to take action towards this concern, the government of Cameroon has launched a “National Vocational Training Strategy” aimed at expanding the reach and scope of vocational training programs across the country, as well as partnering alongside already established international organizations in providing funding and further support. Said NGOs, and international organizations alike have providing further independent funding and resources in advocating for policy reforms aimed at expanding access to quality vocational training. By ensuring these programs are tailored to the needs of the labor market, Cameroon can assist in the reduction of unemployment and provide its citizens with the skills and required experience to build sustainable livelihoods, as this would be in the interest to the economic advancement of the country as a whole.

In recent years, education funding in Cameroon has been a high topic of concern as the government continues to fall short in meeting the needs. Despite the governments commitment to education, the allocation of resources to the sector has been inadequate, leading to an array of setbacks and shortcomings. According to a recent report by the United Nations Development Program, Cameroon’s education sector is facing a funding shortfall of over $300 million. This funding gap has had a severe impact on the quality of education in the country, where schools often lack basic amenities as aforementioned. A critical issue being the lack of investment in the training and recruitment of educators. The majority of educational institutions in the nation struggle to attract and retain qualified teachers due to poor working conditions and even lower salaries, resulting in students left with inadequate instruction. Infrastructure is also underfunded, resulting in a lack of running water, electricity and proper sanitation facilities, making it difficult for students to study and pursue their studies in a conducive environment. This lack of infrastructure has led to a high drop out rate. Despite these challenges, the government has implemented the “Education Sector Plan” (ESP) in 2018. The ESP aims to improve access to quality education, particularly for girls, and increase investment in teacher training as well as recruitment. However, critics argue that the governments efforts fall short and much more needs to be done in addressing the shortcomings within the country’s education sector. They point to the fact that Cameroon’s education spending is well below the recommendation of 20% of the national budget, with only 13% allocated to the sector in 2020. Education funding in Cameroon remains a staggering challenge that requires immediate, urgent and transparent attention. The government must prioritize investment in the sectors to ensure that all students have access to quality education in order to achieve their full potential. Failure to do so will mean long-term implications for the country’s social and economical development.

Lack of education exacerbates health problems in Cameroon. Education plays a vital and imperative role in promoting health, particularly in areas such as maternal and child health, infectious diseases, and nutrition. Lack of education hinders the populations ability to access health education and information, leading to preventable health issues and lack of knowledge and skills to take care of their health in preventing diseases, seek appropriate medical care, or understanding in the importance of vaccinations and other preventative measures. Secondly, many Cameroonians may not be aware of the risks of certain behaviors, such as unprotected sex, that can lead to the transmission of diseases. Lack of education limits their understanding of health-related issues and reduces the individuals ability to make informed decisions accordingly. Thirdly, lack of education statistically contributes directly to poor nutrition, which is a significant health problem in this western African nation. Malnutrition affects a significant portion of the population, specifically children under the age of 5. It is studied that without education, individuals may not known how to grow, prepare, and consume a balanced diet.

Additionally, the lack of education directly hinders the country’s ability to address public health issues such as epidemics and pandemics. During Covid-19, the lack of education was directly connected to the difficulties endured by the population to understand and comply with health guidelines, leading to increased transmission rates. Lastly, women who lack education are less likely to seek medical care when necessary, as lack of education limits their ability to access health care altogether which directly results in higher rates of maternal and child mortality. In addition to strengthening the education sector, the health education should also be integrated into the curriculum in a safe, conclusive and secure manner for both genders alike.

Additionally, the lack of education contributes to social unrest as well as political instability. When individuals are unable to secure employment or participate fully in the economy, they are more likely to become involved in criminal activities or even join extremist groups. In Cameroon, the lack of education has been identified as a contributing factor to the rise of Boko Haram and other extremist groups. Boko Haram are recognized as a group seeking to establish the Islamic state, whilst opposing western education, which they view as a threat to their ideology, this extremist group is a concern within Cameroon in regards to the education sector. Boko Haram has specifically targeted schools, particularly those in the northern regions of the country, where poverty and lack of education are prevalent. The group has abducted school children and attacked institutions, resulting in the closure of schools and hindering children’s access to education. Boko Haram has been recognized in using education as a recruitment tool, targeting vulnerable youth who lack access to education by promising them ‘a better life’ if they join the group. Poverty has fueled hopelessness among youth in Cameroon, making them vulnerable to extremist ideologies. Additionally, this has perpetuated social inequality, particularly gender disparities, which have resulted in the exploitation of girls and women by the extremist groups. To counter the rise of existing and creation of further extremist groups, the focus on education is imperative.

Cameroon’s English speaking minority has been marginalized by the dominant francophone nation since 2017. The unresolved and ongoing civil war conflict has resulted in at least 15 attacks at in schools, resulting in the shut down and depriving 700,000 students from education. The education system has been held hostage by this military-separatist war. “Armed separatists bear full responsibility for these targeted attacks on education, but the response of the Cameroonian government and security forces has been inadequate and is hampered by the numerous abusive counterinsurgency operations in the Anglophone regions, which have spread deep mistrust among the civilian population victimized by these operations,” according to HRW. This has resulted in “uneducated generation of Anglophone youth joining criminal fighters because they lack other economic survival skills” writes journalist Aurore Bonny for the Anadolu Agency.

Cameroon faces various educational challenges that consistently hinder the country’s progress towards sustainable development. While significant progress has been made, much still needs to be accomplished in order to ensure that every Cameroonian has access to equal and quality education. Addressing these challenges will demand a collective, unified and transparent effort from the government, civil society organizations, and international partners. Only then can Cameroon provide its citizens with the tools required in order to build a prosperous future and contribute to the development of their nation.