The problem of Education
JAMELA's husband, Hassan, died six months ago. They have four children: one 14-year-old son, two 10- and 9-year-old daughters, and a one-year-old son only. Hassan, when he recovered, used to run a small grocery store.
When Hassan became ill - he had tuberculosis and kidney failure - he had to close the store. All the family savings were spent during the three months Hassan was ill. For the past six months, Jameela has been receiving financial assistance from her brother. But her brother has a family and earns only Rs22,000 a month. He has spent all his money and has said he will not be able to help Jameela much, every month, in the future.
Jameela moved her three older children from low / middle-income private schools to public schools. He had no choice. But he is not happy with the decision as he is very concerned about the quality of education in public school. The children also initially were not happy about the loss of their friends and the state of infrastructure at the public school, but within three months or so they had made new friends and reciprocated the change. Jameela is a little worried about her eldest son. Six months ago, since Hassan's death, he has been quiet, confined and secretive. The change of school did not help him at all and his son chose not to do it or he could not make great friends at the new school. He is not sure how he will handle the situation and hopes it will not lead to a bad outcome.
Is ‘free’ education about giving up tuition fees and providing textbooks?
Although some people have suggested that Jameela should seek help from Ehsaas / BISP and other government programs, he has not been able to go out and look at the possibility. Some people who live better lives have moved on to help with ‘food’ resources and other necessities. But this service is limited and unpredictable. Moreover, it comes at the expense of dignity. Jameela doesn't have any options yet, but she wants them. All of these options have significant intended and unintended consequences.
Some relatives put pressure on Jameela to send her son out of school to get a job or to get a job training. They ask what will help him to stay in school until he reaches Matric? They feel that his son will not pass Matric and if he succeeds that will mean they will not be able to afford a college education. Instead, if she chooses a career, she can receive training and start earning immediately. The car owner and barber, both acquaintances of Hassan and who owns shops near his grocery store, agreed to hire Jameela's son and teach him the right skills. They even agreed to pay him R3,000 while he was studying and increase his salary to R10 000 after the first six months. They promised to give her lunch too. Rs10,000 trial. Jameela is in good health. He really wanted his son to learn and have the opportunity to become a doctor or an engineer.
Jameela is beginning to think about getting a job with him. She passed her Intermediate exams before she got married but could not study further. She has no work experience but feels she can work as a receptionist or a clothing factory (she is a skilled tailor and used to make shalwar kameez suits for her son and daughters). Although he has asked but has not yet found a job. Another problem with work is caring for her one-year-old child. She will have to make her 10-year-old daughter stay home to look after her younger brother while she is away from work. Here is the same problem: she really wanted her daughters to be educated and successful so that they could be financially independent if necessary.
In a social context, Jameela will have (a) support for her necessary expenses, b) support for her children's education, and c) maintenance for her one-year-old child. But here none of these are available. Ehsaas is not enough and Jameela has to rely on individual generosity. Finding it hard to ask for help but, for now, you have a few options without asking anyone who can.
Article 25A of the Constitution promises free and compulsory education for all those aged 5 to 16 years. Is ‘free’ education about giving up tuition fees and providing textbooks? Jameela's son could make a significant contribution to the household budget if he changed his job. Jameela can also get a job if she removes her eldest daughter from school. But in both cases the cost, depending on the future opportunities of both the children and the family, can be significant. Should not the promise of ‘free and compulsory’ education address such issues? Should it not also offer a promise of quality education? If Jameela's son passes his matric exam but the level of education he receives is so low that he cannot even read or write well, will that be a true fulfillment of Article 25A?
Jameela's case may be more serious. But with poverty levels where they live in Pakistan, a large percentage of people face similar challenges between the need to increase income and to invest in accessing quality education (future opportunities). Most households in Pakistan do not have access to quality education for their children and this not only limits the opportunities for future generations, it also reduces the chances of Pakistan moving forward on a path to sustainable growth.
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