Internally Displaced Persons in Pakistan and the Impact on Education
- Maha Shahid
- Oct 4, 2024
- 3 min read
The socio-political environment of Pakistan for the past few years has been one tainted with conflicts. The conflicts that often go unacknowledged are the ones that are internal and affect the majority of the population from the inside. It can be conflicts as a result of military operations against extremist militants, with schools and homes being targeted, leaving a vast chunk of the population vulnerable and displaced. For these individuals who have lost their homes, education is not the main priority; survival is. Internally displaced persons find themselves in refugee camps, where access to basic amenities is restricted. For example, the Swat Military Operation or the operations in North Waziristan. In such instances, children are the most affected as they are subject to much trauma and conflict-induced anxieties. The psychological impact of violence can make it harder for children to access education and develop a routine that is conducive to learning. More so than that, children lose a platform for social learning and nurturing.
Despite having a sizable displaced population of refugees from Afghanistan, Pakistan remains incapable of supporting and integrating internally displaced individuals back into the environment. The necessary policies to deal with displacement do not exist. Hence, there is a significant barrier when it comes to the rehabilitation of internally displaced people. There is a gap present in official and legal discourse towards the rights of internally displaced persons, with close to no laws protecting them. Children growing up in such environments have no access to formal education and, as a result, have to rely on schooling within those camps or home-based schooling once out of the camps. The quality of education varies from formal government schools, with the emphasis being on religious education through mullahs and madrasas. There is also a disparity between the education of girls and boys; conflicts are likely to cause more of a hindrance for girls than boys, given the political landscape of areas such as Swat, where there was a ban on the education of girls, with encouragement to maintain pardah and stay inside homes.
Makeshift or home-based schools lack the resources and are understaffed; even the teachers themselves are likely to be volunteers without the proper accreditation and likely to teach multiple subjects simultaneously and, therefore, likely to feel burdened. Given that the teachers themselves are internally displaced, they are likely to go for the opportunities to earn and support their families. There then occurs a disconnect between the education the rest of the country receives compared to what the internally displaced get, where most children are likely to leave education altogether and look at sources of livelihood, and in the case of girls, they are likely to take up household duties or be married at a young age and hence never get the chance to be educated. In conflict zones, boys are likely to be recruited by militant groups and, therefore, give up the opportunity of living a normal life.
The government must take proactive steps to rebuild schools and concentrate on giving adults work opportunities so they may leave camps and reintegrate into society. While those efforts will take time, rapid steps should be taken in collaboration with local NGOs towards makeshift schools or community-based education programs. UNICEF and other international bodies can play a significant role in providing the relevant resources. Moreover, dual-shift schooling in neighboring areas is another feasible recommendation here, ensuring the safety of children and utilising existing resources. Offering safe schools with access to transport is likely to increase the enrollment of girls and improve their conditions. Furthermore, providing incentives to teachers can go a long way towards providing a quality education. Cash Transfer programs linked to school attendance are another way the government can intervene.
To break the cycle of violence and instability, it is essential to invest in the education of the internally displaced, as it is not only an urgent need but also about securing the future of Pakistan. Prioritising education is essential; it should not be an afterthought but rather the cornerstone of all government policy. To rebuild the nation, it is imperative to prioritise establishing an all-encompassing and inclusive education system that ensures equitable access for displaced children.