By Bushra Rahim, who is currently working for the Government of Pakistan. He is a Fulbright Scholar, Aushad alumna and a Charles Wale Fellow. She acts as one President Association of Business, Professional and Agriculture WomanExecutive Director Development Agent for Change (Talent)- Benefit is a non-non-and for philanthropic organization President Fulbright Alumni Association KP,
Like most countries of the world, Pakistan closed its schools and universities to reduce the spread of coronavirus and sought ways to address the loss as a result of learning. Even without an epidemic, however, a large population of children and youth is unable to use school in many parts of Pakistan. In Khyber Pakhtunkhwa province where I work, official figures estimate that a million children are out of school. In many initiatives seeking admission to these children in schools, our non-profit charitable organizations, Association of Business, Professional and Agriculture Women, KP established two free primary schools named Ujala (or “Light”) in Peshawar by KP Has been done.
These schools run according to two different models, attracting comparative education scholars’ work, background papers for EFA GMR, policy structure, local community needs and supply and demand-pagous factors. In the first model, popularly known as a double-shift school, afternoon school or a half-day school, students are taught by a female teacher and two volunteers members made for three hours in the afternoon. The second model involves cooperation between a charitable organization and a low -cost private school.
The ratio of girls and boys in these schools is 43% and 57% respectively. Unlike the average rates across the country, their dropout rate is very low. The major causes behind boys’ dropouts require lack of interest in education and supporting family income. Domestic work, family and, transport issues are among those behind girls’ dropouts.
To promote its enrollment and durability in education, our organization takes various measures. For example, free uniforms and shoes are provided once or twice a year. Food aid /Ramadan package and Eid gifts are also distributed as an incentive to students’ families. In addition, health awareness campaign is arranged to keep students healthy and active. In addition, to maintain good oral hygiene, visits to dentists are held. Children interested in going to school are provided financial assistance, but are unable to pay tuition fees and purchases stationery to enable them to enroll in low -cost private school. The contribution of our NGO in the cost of teacher salary, textbooks, stationery, uniform, food is a positive side effect because it motivates children, especially girls to enroll and stay in school and enables them to eat healthy foods .
Handling Kovid -19 in light schools
During the outbreak of Covid-19, Ujala schools were closed like all other schools. Many children served by him were found walking on the streets without taking precautionary measures against the virus. Despite the government lockdown, he knocked on the doors of his teachers, asked for food and inquired when his schools would open again.
After discussing with colleagues and drawing on the GEM report and blog recently, it was decided to prioritize the health education of these children with brief, child-friendly sessions to display important hygiene practices. The 30-minute session for a batch of 11 students (age 3.5–8), about the risks generated by the epidemic and to create awareness between them to protect themselves and their families. From an offline book title about germs and hygiene ‘hello! My name is Corona Virus’ Was read loudly in Pashto. Adults displayed the correct way of sneezing, washing their hands and using children’s sanitizer.
In addition to teaching better hygiene, pictures of the virus were taken on a whiteboard, and the children were asked how they feel about it. Almost all the children said that they feel unhappy. This approach to talking about emotions was new to female teachers and volunteers. But they were convinced because the approach would help to improve the emotional literacy of the students: understanding various emotions, intensity of emotions, identifying, expressing and combating with emotions. These important skills are: course experts, cognitive psychological and education scientists believe that when students experience strong negative emotions, their ability to focus and solve a problem is severely impaired. Conversely, positive emotions can facilitate learning and contribute to academic achievement.
The way schools were run also changed. The children were asked to keep a distance of six feet as per the government’s guidelines. Breathing exercises were performed to display the method of examining symptoms through this breathing exercise. The session was attended by those teachers and volunteers who are currently copying it in their communities.
A few days later, another session was performed by two volunteers, one from Afghanistan and the other from a religious minority from slums in Peshawar in Persian and Urdu language respectively. There will be more such sessions in the coming days. We aim to make these exercises a part of regular teaching and learning process and practice practical practice at least twice a month.
Oxfam Pakistan provided hygiene items (masks, soaps and sanitizers) for students with food packets for students’ families. Mothers, grandmothers and father of students were invited to schools and showed how to wash hands properly. He appreciated the initiative and stated that such measures were not taken by any other school nearby. Given the interest of students in this new way of teaching, we are planning to arrange audio-visual AIDS and internet connectivity for the school to teach social, emotional and important thinking skills to increase. student Learn.
Child psychologists use a tool “Name it to subdue it“, To reduce their impact, to naming and identify apprehensions. We believe that teaching about the virus using iconic sources and helping children in Peshawar will help reduce the spread of epidemic for their families and friends.
The entire practice was carefully planned. We knew that these child’s parents are poor and uneducated or semilitats, children do not have access to reliable child-friendly information and were more prone to misinformation. After the awareness session, children were informed that these are lifetime lessons, which they will practice daily and they would share knowledge with their friends and family members.
Benjamin Franklin once said, “Tell me, and I forgot, teach me, and I might remember, I can be included, and I learn”. By joining, students learn the art of good hygiene and pass this learning to others, which will create a wave effect.
