Universally, there
is a challenge of accessibility, quality, and inequity. Regarding cost, I think
it is the barrier to overcome these challenges. Education, no doubt is one of
the solutions to increase accessibility, but it also carries many challenges
like the issue of privacy, quality, etc. Availability of the technological infrastructure
and adaptability of the people is also critically important. Regarding universal
primary education, this common phrase has only reaped quantitative gains, i.e.,
more enrollment, poor quality and no assurance of sustainability. In Pakistan,
there was an admission drive last year. Results: more enrollment, low quality,
and now, ghost students. Quality of
learning can affect conventional as well as technology based classroom as well.
Daniel et al (2006)
shared that open and distance learning and ICT has improved accessibility,
improved quality and cut cost. I agree, but not in case of Pakistan. In
Pakistan, during the recent years, the cost of distance education has increased
with no quality improvement. Technology based distance education is not yet functional
due to social and cultural barriers. In conventional classrooms, ICT equipment
are available in private schools, but most of the children go to public
schools, where the students are not even familiar to the term ICT. Education for All an SDG failed in
many countries including Pakistan. EFA Goal 2 states “Ensuring that by 2015 all
children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to, and complete, free and
compulsory primary education of good quality.” During the past three
years, many girls schools are blown up in the conflicted areas by the
extremists. We can’t trust the data presented in the fabricated reports. Technology
in education has potential, but we need infrastructure and resources, as well
as need to see the current social, cultural and political scenario.
Education Accessibility Quality and Inequity
Universally, there is a challenge of accessibility, quality, and inequity. Regarding cost, I think it is the barrier to overcome these challenges. Education, no doubt is one of the solutions to increase accessibility, but it also carries many challenges like the issue of privacy, quality, etc. Availability of the technological infrastructure and adaptability of the people is also critically important. Regarding universal primary education, this common phrase has only reaped quantitative gains, i.e., more enrollment, poor quality and no assurance of sustainability. In Pakistan, there was an admission drive last year. Results: more enrollment, low quality, and now, ghost students. Quality of learning can affect conventional as well as technology based classroom as well.
Daniel et al (2006) shared that open and distance learning and ICT has improved accessibility, improved quality and cut cost. I agree, but not in case of Pakistan. In Pakistan, during the recent years, the cost of distance education has increased with no quality improvement. Technology based distance education is not yet functional due to social and cultural barriers. In conventional classrooms, ICT equipment are available in private schools, but most of the children go to public schools, where the students are not even familiar to the term ICT. Education for All an SDG failed in many countries including Pakistan. EFA Goal 2 states “Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.” During the past three years, many girls schools are blown up in the conflicted areas by the extremists. We can’t trust the data presented in the fabricated reports. Technology in education has potential, but we need infrastructure and resources, as well as need to see the current social, cultural and political scenario.