Challenges faced by Students Throughout Pakistan during lockdown.
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Answer:
The role of governments is key in mitigating the disruptive impact of the COVID-19 pandemic on education delivery and outcomes. Effective response guidelines for governments stress the need to plan for long-term disruptions and strategic adaptation, and to coordinate, communicate with and support the education workforce, including and especially the head teachers and teachers. Much like the health response to the pandemic, an effective education response requires planning for phases. At the onset of the emergency, most countries mounted a rapid response by leveraging technology to start home-schooling mechanisms that can help cope with lost instructional time. The second phase requires policy planning for managing continuity of instruction when schools reopen, including ensuring children return to schools, instruction takes account of potential learning losses during time away from schools, and teachers and school leaders are fully supported as they work to realise these goals.
Federal and provincial governments in Pakistan have moved quickly to start airing curricular content for K-12 via television channels. This is the correct strategy, given televisions are much more widely owned than radios: according to DHS 2017, 62.5% of the sampled households had a TV compared with 11% who own a radio. However, these averages hide stark inequalities. For example, in Punjab children in households in the poorest homes (only 17% of whom have TVs in their homes) are much less likely to be able to benefit from this policy initiative than children in the richest households (95% of whom have access to television). The numbers for Sindh are similar: 96% of households in the top quartile have televisions, 20% in the bottom quartile have televisions.