By Syed Shams Uddin
Dr. Rizwan Karim, in a recent Facebook post, expressed deep concern over the dismal state of government schools in Gilgit-Baltistan, particularly at the primary and middle levels. He lamented that while this poor performance is regrettable, it is also a stark reflection of the region’s true educational landscape.
Despite the widely held perception—frequently echoed across Pakistan and on international platforms—that Gilgit-Baltistan is an educated region, this assumption remains largely unchallenged. The illusion persists because it reinforces GB’s positive image, but the reality is far bleaker, especially for those deprived of private education due to financial hardships or lack of access.
During a recent discussion with an educationist in Islamabad, the subject of academic standards came up. He remarked, "Everyone I have met from Gilgit-Baltistan is highly educated." He also praised the region’s education system and inquired about the reason behind its perceived quality.
I attributed his impression to the role of private schools and the scarcity of resources, which compel students to work harder. I even noted that public schools in GB are relatively better than those in other cities. However, upon reflection, I realized that I should have scrutinized my own response more critically.
I should have also questioned the educationist’s assertion that "almost everyone from Gilgit-Baltistan is educated." The truth is that people living in urban centers mostly interact with the educated segment of the population. Those without access to quality education often remain in villages, and even if they migrate to cities, their social interactions remain limited.
It is high time we acknowledge that a significant portion of our society is still deprived of quality education. Only by confronting this reality can we move beyond the false comfort of believing that Gilgit-Baltistan is fully educated.
This year’s disastrous academic results come in the wake of "massive educational expenditures" that made headlines last year. Despite an increase in the education budget compared to the previous year, it still remained below 1.5% of the total budget—an undeniable testament to the government’s lack of seriousness regarding education. The non-transparent utilization of this already meager budget has only exacerbated the crisis.
Beyond the issue of inadequate funding, several other factors are responsible for this state of affairs:
The absence of accountability among teachers. The indifference of students and parents. The lack of future opportunities. The rise of unhealthy attitudes among the youth.
Any one or a combination of these factors may be responsible for the poor results, but year after year, our response is reduced to nothing more than blame games.
It is imperative for every citizen of Gilgit-Baltistan to recognize the deteriorating state of the education system and collectively work towards creating a more conducive learning environment in public sector schools.
The privileged few may have alternatives, but real and lasting change can only be achieved by ensuring quality education for all. Teachers, parents, students, and society as a whole must unite to secure a brighter future for the next generation.
In this regard, renowned educationist and prolific writer Amir Jan Haqqani recently highlighted in Pamirtimes a proposal he had put forward during the tenure of former Chief Minister Hafiz Hafeez-ur-Rehman.
In one of his columns, Haqqani suggested that if the quality of education in Gilgit-Baltistan’s public schools were to be improved and brought up to standard, the GB Assembly should enact a law requiring all government employees—including ministers, judges, and assembly members—to enroll their children in public schools.
Haqqani’s proposal warrants serious consideration, especially in light of the appalling and continuously declining performance of public sector schools.
The latest results from the Gilgit-Baltistan Elementary Board for grades 5 to 8 paint an alarming picture. According to a Geo News report:
53 out of 153 government schools in Diamer district recorded a 0% pass rate. Only six schools managed to achieve 100% results.
Such statistics underscore the dire state of government schools in the region and the urgent need for radical policy reforms to uplift them. These institutions, which cater primarily to the underprivileged segments of society, must be brought up to par with private schools to ensure equitable access to quality education.
This necessity is further reinforced by the fact that the government has introduced a generous service structure for public school teachers, ensuring steady promotions and substantial salaries.
Ironically, these very teachers, benefiting from lucrative government pay scales, often prefer to send their children to private institutions, where educators receive only a fraction of their salaries but still manage to deliver superior academic results.
This glaring disparity raises serious concerns and demands immediate corrective measures to restore credibility and efficiency in the public education system.
The public outcry over poor Grade 5 and 8 results has triggered official action. The Chief Secretary of Gilgit-Baltistan has requested assistance from the Federal Ministry of Education.
A special team of experts has been appointed by the Federal Ministry of Education to address this crisis. This team—comprising experienced teachers, subject specialists, and assessment experts—will:
Assess the recent results and identify key educational challenges. Review the curriculum, early childhood education, assessment methodologies, and teacher training programs. Develop recommendations to improve teaching standards, professional development, and assessment systems.
The nominated experts will present their findings and propose reforms to the Chief Secretary of Gilgit-Baltistan. Their focus will be on modernizing the education system, enhancing teacher training and assessment techniques, and strengthening educational policies for sustainable improvements.
The expert team is set to begin work on Monday, February 10, 2025. After conducting thorough research and analysis, they will submit a detailed report with strategic recommendations for education reform in Gilgit-Baltistan.
While the government's initiative to improve elementary education in Gilgit-Baltistan is a step in the right direction, public skepticism remains high.
Many argue that true reform will only take place when bureaucrats and politicians enroll their own children in government schools.
Without this fundamental shift, critics believe that any proposed improvements will remain a mere pipe dream—another policy on paper with little real-world impact.
The demand for equal access to quality education for all, including the children of decision-makers, reflects the growing frustration over the persistent gap between public and private schooling in the region.
The education crisis in Gilgit-Baltistan demands urgent reforms, transparency, and accountability. The time for rhetoric and blame games is over—it is now imperative for leaders, educators, and society as a whole to take decisive action and prioritize education as a fundamental right for all.
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