Category: Education

Education – Abbottabad

The following schools are all located in Abbottabad:

  • Abbottabad Public School (APS),
  • Abbottabad Jamia Public School,
  • Al-Imtiaz Academy,
  • Army Burn Hall College (ABHC),
  • Army Public College Kakul Campus (APC),
  • Aligarh Public School & College,
  • Banat Public School & Girls College,
  • Beaconhouse Hassan Town,
  • Beaconhouse Liaquat Road,
  • Bloom Hall Public School,
  • Concept School of Learning,
  • Creations – Academy of Fine Arts Abbottabad (0992341146),
  • Gandhara Public School,
  • Government Girls’ College #1,
  • Government Girls’ College #2,
  • Government Girls’ High School #1,
  • Government Girls’ High School #2,
  • Government Girls’ Higher Secondary School Comprehensive,
  • Government High School #1,
  • Government High School #2,
  • Government High School #3,
  • Government High School #4,
  • Green Valley Public High School P.M.A Road,
  • Hazara Hills Academy,
  • Mangal Public School,
  • Modern School System,
  • Modernage Public School,
  • Lime Light Public School,
  • Pakistan International Public School and College (PIPS),
  • Pine Hills Public School,
  • Pakistan Public Academy Chinar Road,
  • Present Times Public School,
  • Progressive College of Sciences,
  • Rahber Public School,
  • Roots School System,
  • Tameer-e-Wattan Public School,
  • The Muslim Education System,
  • The City School

Post secondary:

  • NIMS College of Medicine (pending approval for recognition from CJ SC following corruption allegations against PMDC officials),
  • Kingston School For Deaf & Hearing Impaired Children Kehal,
  • Kingston School For Mentally Retarded Children Kehal,
  • Kingston School For Physically Challenged & Visual Challenged Children, Kehal,
  • Gate Way School And College,
  • Abbottabad Government Postgraduate College #1,
  • Abbottabad Government Postgraduate College #2,
  • Ayub Medical College,
  • Ayub Teaching Hospital,
  • School of Nursing,
  • College of Dentistry,
  • Institute of Nuclear Medicine, Oncology and Radiotherapy,
  • COMSATS,
  • Frontier Medical College,
  • Government College of Management Sciences,
  • Government College of Technology,
  • Emerson College of Technology,
  • Emerson Degree College of Commerce and Management,
  • Hazara University,
  • Muslim College of Management Sciences,
  • University of Science and Technology,
  • UET,
  • Women Medical College,
  • Oregon Institute of Education,
  • Punjab Group of Colleges

Military:

  • Pakistan Military Academy,
  • Army Physical Training School,
  • Army School of Music,
  • Regimental Training Centres of the Pakistan Army ,
  • Baloch Regiment (BR),
  • Frontier Force Regiment (PIFFERS),
  • Army Medical Corps (AMC)

No further information on education facilities or issues is available in Abbottabad.

Education – Karachi

Public schools which Afghan refugees attend include Government Primary School Boys & Girls, particularly Abidabad, Banaras, Gulistan Johar, Gulshan-e-Iqbal, Machar colony, Malir, Shah Faisal, Shahdaman Town, Songal and the Citizen Foundation Schools in Ittihad town and Metrovil.

Private schools which are popular with Afghan refugees include:

  • Al-Ahmed Grammar School in Orangi town,
  • Al-Qadeer Children Academy in Baldia town,
  • Ali Public School Camp in Jadid,
  • Crescent Public School in Ittihad town,
  • Course Wahdate School,
  • Falcon Grammer School,
  • Ghazi Amanullah School,
  • Iqra public School in Kemari town,
  • Khyber School Camp in Jadid,
  • Sonrise Public School in Orangi town,
  • Syed Jamaluddin Afghani School,
  • Urooj Public School in Korangi

In Gadap town, there are also several schools specifically for Afghans, which follow the Afghan curriculum.

A number of projects within the RAHA programme have helped to improve local education facilities, including:

  • Renovation of existing buildings and construction of new classrooms, washrooms and boundry walls in government schools in union councils 4 and 5 in Gadap town – an area in which approximately 50% of Afghans in Karachi are thought to reside.
  • Books, stationary and sporting materials were provided to refugee schools following the Afghan curriculum in union councils 4 and 5 in Gadap town. These schools also benefited from teacher training (male and female teachers).

It is usually not possible for Afghan students to gain admission to government education facilities as in Karachi, these tend to only be available to the host community. These schools are also often substantial distances from the refugee communities with only limited public transport available.

As many Afghan families live in extreme poverty, they cannot afford to send their children to private schools instead and are therefore only able to send their children to one of the Afghan schools in Karachi, which are heavily oversubscribed. Therefore, enrolment rates are thought to be particularly low (60% of boys and just 40% of girls enrolled in primary schools).

The following issues have been observed in Karachi:

  • While the Sindh government has agreed that refugees should be admitted to government schools without prejudice, greater advocacy with the government will be required to achieve this in practise.
  • Community run schools have proved popular with Afghan refugees, but are oversubscribed and require support in terms of logistics, the construction of additional rooms as well as training of teachers.
  • Establishment of education committees at community level that can take ownership of the education issues within each community.

Education – Charsadda

In Charsadda, the total number of public (government) schools is as follows:

  • 1,001 Primary schools (550 for boys and 451 for girls)
  • 109 Middle Schools (56 for boys and 53 for girls)
  • 96 Secondary Schools (63 for boys and 33 for girls)
  • 22 Higher Secondary (13 for boys and 9 for girls)
  • 1 Prang Degree College (both boys and girls)
  • Bacha Khan University

Private Education Facilities:

  • Primary (76 Male/Female)
  • Middle (146 male/female)
  • Secondary (161 male/female)

Within the RAHA programme, there have been a few education projects in Charsadda, including:

  • Construction of additional class rooms in Government schools along with provision of furniture.
  • Rehabilitation of existing Government school buildings.
  • Provision of computers to computer lab in one Government school.

Afghan refugee children can generally attend government schools in Charsadda. Unregistered Afghan migrants are not normally able to present the school administration with legal documentation for their children, who are therefore not normally allowed to attend school or other educational institutions.

Education – Kohat

In Kohat, there are the following schools:

  • 653 primary schools,
  • 83 middle schools,
  • 72 secondary schools,
  • 16 higher secondary schools,
  • 1 University

Admission of refugee students to government schools is without prejudice in Kohat.

Female school attendance is significantly lower due to cultural and family barriers, and security issues. The Security issues are primarily the conveyance of the female students to and from the schools.

Of those children that are enrolled, the government estimates an 85% attendance rate.

The quality of education in Kohat could be improved by the repair / rehabilitation of most of the schools, more teachers and improvements to the curriculum.

Education – Haripur

Haripur has the following educational facilities:

  • 907 government primary schools, including 656 for boys and 251 for girls (101,670 pupils, of which 52,240 (51%) were boys and 49,430 (49%) were girls).
  • 166 mosque schools
  • 83 middle schools (56 for boys and 27 for girls)
  • Two colleges for girls
  • A post graduate college

Private schools include the following:

  • Jinnah Jamia Public school and college,
  • Sir Syed Model School and college,
  • Basri Public school and college,
  • Sadat Model Public school,
  • Hazara Public school,
  • Pakistan International Public school,
  • Merit schooling system,
  • Beaconhouse schooling system,
  • Fauji foundation model school

In Haripur the RAHA programme includes the following projects:

  • School rehabilitation and construction of rooms in government school for boys in Bera.
  • Provision of tables and computers in Kalabat school for boys.

Key issues with education facilities in Haripur include:

  • The ratio of primary schools with the total primary school aged population indicates limited enrolment rates of the children to primary education,
  • 37% of schools do not have electricity,
  • 20% of schools are without latrines,
  • 29% of schools have no access to water,
  • 30% pf schools are without boundary walls,
  • The district lacks in-service structured training programs,
  • Teachers are not provided training, especially for pre-primary stage, while maths, science and computer teachers are provided with very little opportunity for on-the-job teacher training through National Institute of Science and Technical Education.

Overall, in the district, there are more boys’ schools (66%) than girls’ schools (34%), with significant gender gaps at all educational levels, but particularly after primary school.

Education – Islamabad and Rawalpindi

Afghan refugees tend to attend just four schools in Islamabad and Rawalpindi (2 girls and 2 boys).

There have been several education projects in the RAHA programme in Islamabad and Rawalpindi including:

  • Rehabilitation of schools including the construction of 7 additional classrooms, toilets, construction of boundary walls and drains
  • Formation of community organizations, revitalisation of parent teacher committees and formation of O&M committees.
  • Capacity building trainings for the parent teacher committees, community organizations and O&M Committees
  • Construction of 5 additional rooms (with furniture) and 8 latrines at GGHS Khayaban e Sir Syed in UC 11 Sector 4B.
  • Construction of 2 additional rooms, 1 multipurpose examination hall (with furniture) and 6 latrines at GBHS Sector 4B in UC 11.
  • Rehabilitation of GGHS Khayaban e Sir Syed in UC 12.

ICMC refer children of Afghan refugees and asylum seekers to local primary schools.

It is usually not possible for Afghan students to gain admission to government education facilities as in Islamabad and Rawalpindi, these tend to only be available to the host community. The enrolment contraints are particularly serious for the 9th and 10th grades when students normally study for the board exams.

The alternatives to these government schools are unfortunately very limited, with just a single Afghan registered school in Islamabad, which as a result is overcrowded and has inadequate facilities.

Greater advocacy with the Federal government in Pakistan is required to try to increase the admission of Afghan children in government schools.

Even if there were spaces in one of the government schools, some in the Afghan community would still be unwilling to send their children to these schools because of the differences between the Pakistani and Afghan curriculums. The incompatibility between the two curriculums becomes a particular issue if refugee families were to repatriate voluntarily back to Afghanistan as their children might need to retake one or even two years of school in Afghanistan.

Education – Lahore

In Lahore, refugee children attend the following schools:

  • Government boys middle school paki thati samanabad,
  • Government boys middle school gul bahar colony,
  • Government girls high school sanda kalan, gotv girls middle school shadara,
  • Government girls junior model school chah meera,
  • Government girls junior model school mochi gate,
  • Government boys middle school ravi road,
  • Government boys middle school islampura,
  • Government girls primary school nawa kot ,
  • Government muslim model high school out fall road

Two education projects have been completed in Lahore within the RAHA programme:

  1. Construction of 12 rooms along with 4 toilets
  2. Rehabilitation and repair of three classrooms, 1 Hall and 2 toilets in Data Gunj Bakhash Town, UC 74, 71

In Lahore, refugees felt there was clear discrimination in the admissions procedure to government schools with many Afghan families unable to enrol their children. Greater coordination and advocacy with the government is required and / or Afghan schools.

School attendance of girls is extremely low compared with boys, especially once the girls reach their teens (end of middle school). Awareness campaigns within the refugee community would help to explain the importance of all children having the opportunity to attend school.

Education – Mardan

In Mardan, there are the following schools:

  • 2,387 primary schools (772 for boys and 1,615 for girls)
  • 202 middle schools (98 for boys and 104 for girls)
  • 125 secondary schools (59 for boys and 66 for girls)
  • 43 higher secondary schools (27 for boys and 16 for girls)
  • 1 University

There are currently three projects in Mardan managed by non-government organisations for the rehabilitation of public schools (source EDO Education), including Human Aid, PAIMAN and a RAHA education projects.

According to the EDO Education, admission of refugee students to government schools is without prejudice in Mardan. The refugee community however, highlighted that enrolling their children in government schools was not straightforward.

The attendance of girls in Mardan at an estimated 98% is much higher than in other locations. This is due to the relatively high number of girls schools, particularly primary schools, and in addition, the district authorities provide a monthly stipend to the families of female students to incentivise their attendance.

Nevertheless, the majority of schools require rehabilitation, additional rooms and improved WASH facilities.

Additional advocacy by UNHCR with the education department to ensure that refugee children can be (and are) enrolled in government schools would be beneficial.

Education – Mirpur

In Mirpur, Afghan refugee children attend just three schools, the F.G secondary and primary school, APS school and the Convent school.

While Afghan refugees are generally admitted to schools in Mirpur, there are difficulties with admission for the 9th and 10th grades when students normally study for the board exams. In part, this is because Afghan refugees do not have a “form-b” document which is normally required to register children for these exams and is only available for CNIC holders (the Pakistani identity card).

Greater advocacy with the provincial government is required to try to increase the admission of Afghan children in government schools.

Education – Nowshera

Government schools:

  • 781 primary schools (432 for boys and 349 for girls)
  • 91 middle schools (47 for boys and 44 for girls)
  • 92 secondary schools (65 for boys and 27 for girls)
  • 18 higher secondary schools (9 for boys and 9 for girls)

Private Schools:

  • 129 primary schools
  • 122 middle schools
  • 95 secondary schools
  • 20 higher secondary schools

There have been several education projects within the RAHA programme, including the construction of 18 additional classrooms, 9 latrines, the provision of furniture and more general rehabilitation of schools.

Refugee communities in Nowshera are generally not encouraged to enrol their children in government schools as there is very limited capacity (too little even for the host community alone). The lack of capacity is particularly acute for girls.

Education facilities in Nowshera could be improved by:

  • Awareness raising campaigns within the refugee community on the importance of Education
  • Improving the access of Afghan children to government schools, potentially by further extension or rehabilitation of schools through additional RAHA projects.
  • Assisting parents who cannot afford their children receive education (see also the notes on child labour in the livelihoods posts).

Education – Peshawar

Public education facilities in Peshawar district include:

  • 400 primary schools
  • 58 middle schools
  • 38 secondary schools
  • 13 colleges
  • 7 universities

There are a number of private schools, with the most well known including Beacon House network of schools, Peshawar Model network, Peshawar public and police and army public schools and colleges. Peshawar hosts many other private colleges and institutes / universities.

In addition, there are 141 schools dedicated for Afghans and these are normally located outside of the city centre close to or within refugee villages (former camps).

A small number of Afghans students have received support through DAFI scholarships in order to attend university. UNHCR has also supported an Afghan teachers training institute. There have been several education projects in the RAHA programme, primarily focussed on the rehabilitation of, construction of additional class rooms in and provision of furniture to government schools.

In Peshawar, Afghans are admitted to government schools if places are available. However, given a chronic shortage of schools in Peshawar, in practise this means very few Afghan students actually attend government schools (one estimate by PAIMAN is that only 3-4% of Afghan children attend government schools at present). The lack of capacity is particularly acute for girls.

In colleges and universities a quota system is enforced, with 2 places available for Afghans in each university department and 5 places in each year group in colleges.

Afghans have highlighted that the enrolment procedure is bureaucratic and many refugee families often do not have the required documentation at hand.

There are also significant differences between the Afghan and Pakistani curriculums.

As noted in the posts on livelihoods, many refugee families live in extreme poverty and are forced to send their children to work, greatly increasing the dropout rates recorded in schools. The financial pressures also force families to choose which children to enrol in school, with boys tending to be enrolled much more often than girls. That said, culturally, male members of the household are also encouraged to contribute to the household income, with the result that some children have to work after school in the evening / at night.

Recommendations from the Afghan community to improve education services in Peshawar include:

  • Free primary education and improving the accessibility of girls schools (by constructing more schools or improving transport connections).
  • Advocacy within the refugee community about the benefits of their children attending school.
  • Additional middle schools as well as one more higher secondary school, especially for girls.
  • An informal education / accelerated learning program for those children involved in child labour. This will help develop children’s skills and provide constructive alternatives to their current, often very dangerous employment.

Education – Quetta

The Afghan community in urban areas of Quetta run private schools for the Afghan children managed directly by the community. The schools are private and monthly fees are payable by the children’s families. Some schools are free, for example Muslim Hands runs several schools with support from philanthropists and international donors.

In total, there are 23,126 (Jan 2015) students (41% girls) enrolled in 23 secondary schools 10 middle schools and 9 primary schools.

A number of education projects have been implemented in Quetta within the RAHA programme, including:

  • Repair and renovation of several public schools in 2009 by a number of organisations, including TAHREEK (4 schools), CONCERN WOLDWIDE (3 schools), TARAQEE (1 school) and SAVE THE CHILDREN (16 schools).
  • SCSPEB focused on health and hygiene sessions, establishment of School Management committees and renovation work in 54 public schools.
  • CAR completed in 2010 the renovation and construction of 1 school, with an additional 4 schools in 2011 and 5 schools in 2012.
  • In 2013, IHH conducted an educational promotion project and WESS targeted 3 schools for creation of child friendly environment for the children.
  • In 2014 IHH implemented the girls’ educational promotion project including construction of additional classrooms, a hall and provided urgently needed furniture.
  • In 2014, UNHCR distributed 12,264 textbooks to Afghan children in two Afghani schools of Quetta Urban.

While the education activities in Quetta are numerous, a number of issues remain, including:

  • Documentation is normally mandatory for enrolment in school, but many refugee families have not obtained birth certificates for their children, resulting in the children’s admission being denied. Refugees can obtain a birth certificate for all children freely at the PCM centre – the Proof of Registration Card Modification centre.
  • As noted in the livelihoods post, many refugee families live in extreme poverty and are forced to send their children, normally boys, out to earn money doing odd jobs including garbage collection, daily labour etc. Awareness raising within the community of the risks presented by child labour is required.
  • Having no disposable income, these families cannot also afford to buy the books and uniforms the children would require if they were enrolled in school. Perhaps a future RAHA project could provide books and uniforms?
  • As noted in other districts, girls are often not allowed to attend school after reaching 9 years of age. This is typical of Afghan culture, particularly the Pashtoon and Uzbek ethnicities. Once the girls leave school, they have to stay at home, support their mothers, conduct household chores, do embroidery or take care of younger siblings. Awareness raising about the importance of education is required within the community as well as possible home schooling alternatives.
  • Girls are also denied access to schools by their parents due to the perception of their commute to and from school being insecure.
  • As noted elsewhere, Afghan students completing their studies in Pakistani schools face certification issues on their return to Afghanistan.
  • School enrolment suffers as there are too few schools and those that are operational are not perceived as sound facilities within the community. The schools often lack one or more resources including male and female teachers, poor infrastructure, no furniture, no books, lack of space within schools to construct additional rooms resulting in those rooms that are available being increasingly overcrowded.
  • The Afghan teachers have graduated from these same under resourced schools and have only very limited teaching qualifications, if at all. Clearly, there is a need to invest in improving the capacity of these Afghan teachers. One alternative is for these teachers to attend government run teacher training centres, which would require advocacy with the provincial government.
  • Many adolescents and youths that missed out on some or all of their own education find it difficult to later return to school in order to better themselves. The classes of most interest have been literacy and numeracy classes. An adult learning programme would enable them to complete the primary classes in short period e.g. in the evenings. Once youths have acquired these fundamental skills, there are a range of vocational training opportunities they have expressed interest in, that would greatly enhance the livlihoods opportunities.

Education – Swabi

Swabi hosts the following schools:

  • 20 elementary schools,
  • 1,068 primary schools (617 for boys and 451 for girls),
  • 123 middle schools (76 for boys and 47 for girls),
  • 128 secondary schools (80 for boys and 48 for girls),
  • 15 higher secondary schools (7 for boys and 8 for girls),
  • 2 elementary colleges,
  • 1 commerce college,
  • 1 polytechnic institute,
  • 11 degree colleges (6 for boys and 5 for girls),
  • 2 postgraduate colleges (1 for men and 1 for women),
  • 3 universities (2 for men and 1 for women);
  • 76 mosque schools,
  • 14 community schools,
  • At least 15 private schools and institutions in Swabi city alone.

The RAHA programme has also been active in Swabi, including a project to construct 8 classrooms in GPS Tpoi.

In rural areas, transportation is an issue, as many of the schools are located substantial distances from refugees homes.

More generally, the enrolment and attendance rates of refugee girls are very low.