Educational Challanges in Gilgit Baltistan

Pakistan's territory of Gilgit-Baltistan (GB) was established in 1948 as a part of the country. At the time, there was no formal educational system. It was gradually becoming more common for students from GB  to leave the homeland in quest of higher education (especially in Karachi and Lahore). Some of them returned to their homes after completing their education and began teaching their children, thereby making people aware of what it was like to be educated. A lack of representation in the National Assembly and Senate meant their demands for school construction were not taken seriously (Pakistan). Gilgit-educational Baltistan's system came into being after a number of years of schools being opened there.

Rural education in Gilgit-Baltistan is of paramount importance since the majority of the population still lives in rural areas. There has been a rise in the number of rural pupils going to school, but a survey found that more than half of fifth-graders are incapable of reading a second-grade textbook and doing simple mathematics questions. In addition, arithmetic and reading skills are deteriorating at an even faster rate. Even while attempts are being made, they are not being done in the correct manner. Among the reasons given in surveys for this problem is the increasing number of classrooms where kids from different grade levels are taught together. Attendance among instructors and pupils in certain economically depressed communities is also declining. Schools in rural areas of Gilgit-Baltistan have collapsed because of a variety of factors.

It is a major concern in rural schools that there are fewer long-term instructors, as well as insufficient textbooks and learning materials. Despite the fact that government schools exist, the quality of private schools is a serious issue. The majority of people in rural areas understand the importance of education and realize that it is the only route to escape poverty. However, they cannot afford to send their children to private schools, therefore they must rely on public institutions. Some government schools have just one teacher for the entire school, and if they don't show up for work, it's a day off for the entire school. Students in remote areas like Gilgit Baltistan can realize their dreams of great if the value of these schools' professors, as well as the quantity of them and their dedication, can be improved.

Some rural public schools are overcrowded, resulting in an unfavorable teacher-student ratio. It's not uncommon to see more than 300 people in class X in one rural village in District Ghangche, which works out to just over 100 students per classroom. Because of this, it's impossible for educators, no matter how ready they are to help, if they don't provide entire attention to each and every student. No village has a school, thus students must travel to another village for education. Gilgit Baltistan's rural education has been a shambles since parents are often unwilling to send their daughters to school.

Yet another roadblock is the plight of the poor. Neither government nor private schools are up to par. A substantial percentage of students in townships do not complete their secondary education. Schooling beyond the eighth grade is only an option for parents who can afford it. If parents are unable to send their children to college, all of their earlier efforts will be in vain since finishing secondary education leads to a low-paying job, and the individual is once again caught in the same never-ending circle of money, life, and poverty.

Most textbooks are in English, thus people in rural regions either speak their native language but not English, which negates the purpose of learning English. Though the lack of facilities and their poverty prevents many of the students from rural areas from pursuing higher education, there are those who are smart because they have a lot of knowledge both practical and theoretical, and the know-how to survive alive even in the harshest of situations.

More potent than poverty is a concern with quality issues. Students are not encouraged to think, instead, they are required to remember pre-determined exam questions. Many students prioritize passing their exams at the conclusion of a semester above learning new material. According to new government regulations, all students must be promoted to the next grade regardless of their exam scores. There is a decrease in educational attainment as a result of this trend. Although numerous attempts are made, education in rural Gilgit Baltistan is declining due to a lack of interest on the part of both students and instructors in their work.

Because elementary and rural education is critical to strengthening Great Britain as a region, they should be highly valued from the beginning. There should be thought-provoking content in both education and textbooks. There should be textbooks for pupils in rural areas, too, on their own culture and history to pique their curiosity and encourage them to engage in the subjects at hand. Finding out why so many students drop out even if they have access to free education is critical to the country's future growth. Government schools should be upgraded, their quality of education improved, and their committed instructors paid more, as part of the development process.

Urban and rural community students differ not in terms of brain or development, but in their beginning surroundings, talents, learning aptitude, availability of infrastructure, and access to alternative lodgings. They all must be careful while creating a curriculum, which should be the same but how it is taught is what makes a difference. Encourage the real rural students who are interested in education and help them develop their skills. Rural education in Gilgit-Baltistan has several examples of achievement, such as the fact that many students receive fully supported foreign government scholarships in different countries each year. These are some of the most sophisticated and effective rural schools in the country. Now more than ever, we need to scale up these initiatives since the size of our region and the number of rural residents means that just one or two such tales will have little impact. In rural Gilgit Baltistan, however, fewer of these kinds of schools are necessary. For this reason, it is absolutely necessary to evaluate the performance of both schools and pupils on every level. A timely review will provide light on current issues and successes. Let's try to come up with a solution to these challenges that will address the broader issues of rural education in Gilgit Baltistan.