The current catastrophic flood has added sizeable socioeconomic devastation to Pakistan, which incorporates a figure of greater than 15.4 million affected people, a loss of life toll of about 1497, an injured toll of 2054, 2.6 million acres of devastated land, and over three hundred 000 destroyed houses. These statistics are approximate estimates of the real situation to offer an extra depressing photo of the overall situation. The present real and approximate records figures will increase exponentially in a nonreciprocal mindset of the Government and all the stakeholders.
Much is being stated about the monetary reconstruction of the affected areas; it’s miles of equally essential importance to rehabilitate the instructional infrastructure of the flood-affected areas. This article will look at the various opportunities and mechanisms for reconstructing the educational infrastructure within the flood-affected regions.
Before a version of reconstruction of educational infrastructure is offered, it’s strongly emphasized that the many years of the antiquated philosophy of the influence of those areas for having an illiterate population under their command needs to be discarded and discouraged. It is highlighted that the obvious political motives for adopting this philosophy are (i) strengthening of preferred vote banks and (ii) organizing command over the illiterate populace in such a manner that the hundreds recollect the influential as a source of supply in their lives. It is vehemently advocated that a literate populace can also be instrumental in not only setting up reinforced vote banks and successful subordination but also bringing financial prosperity to their areas and influence. Many examples can be derived from countries like
Bangladesh, in which literacy in rural regions has introduced innovative effects at both the micro and macro levels. Another issue elevating the significance of education within the flood-affected areas is that hundreds of those areas are predominantly inhabited by illiterate religious clerics. These clerics inside the affected areas are continuously pronouncing those floods as a punishment from nature. They are dangerously endeavoring to persuade the affected population that everything that has taken place is because of our regulations of being an allied U. S. in the absence of proper training and education, those clerics will control the psychology of mainly the affected children, and these areas may develop as nurseries of terrorists and suicide bombers.
The proposed educational infrastructure, specifically underneath the modern-day conditionals, could be based totally upon five pivotal pillars, namely (i) Physical Infrastructure, (ii) Pedagogical Infrastructure, (iii) Faculty, (iv) Syllabi, and (v) Enabling surroundings. To achieve the objective of complete reconstruction of those five pillars isn’t always a possible option in the brief term because (i) the educational infrastructure turned into a conked-out circumstance even earlier than the flood, and (ii) the present devastation requires attention in different regions additionally.
As a result, specializing in simply one location is no longer viable. It is usually recommended that the whole undertaking of this reconstruction be divided into phases, with each section as a manageable piece of work having its nicely described deliverables and time framework. The first section can be taken as most forthcoming and based totally upon gum and stick ad-hoc settings for you to regularly lead in the direction of extra everlasting answers in an incremental style. The following few paragraphs will, in short, present the gum and stick ad-hoc settings.
