PAKISTAN is currently grappling with a severe education crisis, with over 22.8 million children between the ages of five and 16 not attending school, making it second only to Nigeria. The situation is bleak for girls, with 53 per cent not in school compared to 43pc of boys. Pakistan has declared a national education emergency, citing poverty, inadequate infrastructure, cultural barriers, child labour, and early marriages as the main hurdles.

Innovative strategies are needed. Conventional approaches concentrate on getting children to schools, but many children living close to these educational institutions don’t go, often viewing education as irrelevant. This indicates a need to (a) link education with employment prospects and (b) tailor education to suit children’s requirements. So far, all discussions have centred on getting the child to school. It’s time to consider the opposite approach.

A promising approach is the combined technical and vocational education and training model, providing children with employment skills and basic literacy. This combined TVET model bridges the divide between education and job readiness, focusing on children not in school. It integrates academic education with vocational skills such as woodworking, sewing, IT, plumbing, and farming, allowing children to learn lifelong skills and job opportunities.

Combined TVET is a versatile solution to the education crisis in Pakistan.

A major obstacle to education in rural Pakistan is the unavailability of easily accessible schools and training facilities. This issue is addressed by mobile vocational training units that bring education directly to isolated communities. These mobile units, outfitted with training resources and technology, can provide academic and vocational education. A few years ago, an international funding organization initiated a pilot project. The lessons learned from this project need to be integrated into mainstream education, and its success needs to be magnified.

The mobile model is particularly beneficial in conflict areas, where setting up permanent educational institutions is challenging. Adjustable timetables enable children to engage in part-time work if necessary, and initial evaluations can result in formal qualifications.

For girls, locally-run learning centres staffed by women from the community can offer secure, culturally sensitive environments. These centres can provide literacy, numeracy, and skills such as tailoring, embroidery, and cooking. Incorporating these skills into local economic activities allows girls to participate in community projects related to sustainable farming or small businesses.

With over 116m mobile broadband users as of 2021, increasing internet accessibility can revolutionize online and blended learning, particularly in urban regions. Hybrid TVET can utilize these platforms, combining online courses with in-person practical sessions to impart vocational skills. For example, children can acquire IT knowledge online and gain helpful experience at local vocational centres.

These digital platforms can link with current TVET institutions, enabling distance learners to avail themselves of the same syllabi and qualifications as traditional students.

Pakistan is also home to a substantial refugee population, comprising more than 1.4m registered Afghan refugees, a large number of whom encounter interrupted education. Incorporating hybrid TVET into refugee initiatives can deliver crucial skills and education, promoting resilience and community restoration. TVET in refugee settlements could provide vocational training in areas such as carpentry or tailoring, in addition to basic literacy and numeracy, to encourage self-reliance.

Conditional cash transfers or grants can promote school attendance among low-income families. By extending the Benazir Income Support Programme to encompass hybrid TVET, families could be incentivized to register their children in vocational training schemes, offering financial assistance in areas where child labor is prevalent. Such monetary incentives could be particularly impactful in rural regions, where families frequently depend on their children’s income. Providing grants for involvement in hybrid TVET can sustainably alleviate the financial strain on families.

Pakistan’s children who are not in school present both a problem and a potential. Through innovative approaches like hybrid TVET, Pakistan has the opportunity to educate disadvantaged children and provide them with crucial job skills. Numerous strategies are available, from mobile training units to online platforms and community-based centres, to deliver education directly to underserved children.

Hybrid TVET offers a versatile, pragmatic solution to the educational crisis in Pakistan, paving the way for literacy, life skills, and job opportunities.

The moment to intervene is immediate: The children of Pakistan merit an education that equips them for a promising future, and hybrid TVET holds the key to this potential.