More than 2 million Afghan refugees largely remain on the fringes of Pakistani society and are often unable to access basic services including primary education Opinion | Evan Jones
Pakistan is home to 1.44 million registered Afghan refugees, and a further 600,000 unregistered Afghan refugees, many of whom have been in the country since the 1970s, having left Afghanistan in search of safety and security.
For registered Afghan refugees – known officially as Proof of Registration cardholders – this status has importantly extended to them being able to access basic services, including primary education. As is the case anywhere in the world, education is a core human right that provides the foundation for individuals to live sustainable and fulfilling lives.
Challenges to education access and quality were compounded by the Covid-19 pandemic. During March 2020 to February 2021, schools in Pakistan were closed for 137 days, per government directives. With limited access to online learning platforms, many refugees not only missed out on significant amounts of education, but also dropped out completely.
In a child’s formative years, classrooms have the potential to be transformational. If quality and inclusive education is available, and children and their parents are committed to the education on offer, children can develop the foundations needed for them to escape poverty and lead independent and resilient lives. Education and training also provide the bedrock needed for all individuals – refugees or otherwise – to seek and secure gainful employment when they reach adulthood.
Importantly, it is also incumbent upon all actors supporting education for Afghan refugee children to ensure that Afghan refugees themselves are front and centre in decision making. This can be done through inclusion of Afghan refugees in critical decision-making, improving the effectiveness of Parent-Teacher Committees, as well as ongoing engagement with parents. Only with the direct inputs of affected persons themselves, can parents make informed decisions of their child’s specific needs.