IN the early morning hours of a chilly December day, three school buses broke down at the civic centre junction of University Road and pupils bound for a Clifton school could not appear in their midterm examination.
This was not an unusual happening. Whether in heavy downpour or under the scorching heat of the sun, school students can be found braving the oddity of planning and management regarding their learning spaces.
Schools, by definition, are the fundamental spaces where education is imparted in properly located, designed, constructed and managed structures. In Pakistan, a sizeable number of schools, especially in the private sector, have been working in converted premises. Residential and commercial buildings are often transformed into schools which generate serious working problems for users, managers and even the residents of the concerned neighbourhood. Whereas a majority of private schools are functioning in transformed premises, a sizeable number of pubic schools exist in purpose-built plots.
The masses intend to enroll their wards in the private schools according to their affordability, status of the school, repute and apparently the brand name carried by the institution. In making this choice, the people often neglect the accommodation in which the school exists or the remoteness of the school. Due to these deliberate oversights, the parents end up paying extra for school transportation, put-up with the fatigue caused due to rickety transport and problems within the school buildings itself. With the exception of a handful of purpose-built facilities at proper locations, the rest are found working in makeshift premises thus affecting the quality of education in a direct manner.
Due to the sporadic growth of land use conversions for creating school premises, several negative trends evolve. Several neighbourhoods become over-concentrated with schools of various chains. At present in Karachi, PECHS, central blocks of Gulshan-i-Iqbal, Nazimabad, North Nazimabad, Bahadurabad, Federal B. Area, Clifton, Society areas and similar key locations are dotted with contiguous lines of schools. During the early morning and afternoon hours, the access roads leading to these locations are completely packed with motorcycles, cars and vans. As there is no regulatory control on assigning zonal pupils of the local schools, parents are entirely free to seek admission for their wards anywhere in the city.
The ultimate affectee in this scenario is the student body. They have to sustain the ordeal of long commuting in the rickety school wagons, auto rickshaws and other forms of sub-standard transport. A number of them are grossly exhausted after this tiring episode. Their usual mental vitality and vibrancy in daily work is greatly compromised. This uncomfortable journey becomes more frustrating when traffic jams occur on main arteries due to the VVIP movement or the worn-out vehicles breakdown on the street.
It has also been found that many of these vehicles use LPG as fuel with second-hand kits, causing perpetual gas leaks. Inhaling through the cylinders becomes a continuous health hazard for the children. Also paying for school transport is an unnecessary burden for many households.
According to various surveys, including educational census and projections made on its basis, the total number of private schools exceeds 8,000 in Karachi. This figure does not include mosque schools, madressahs and the basic informally operating education centres. Such institutions, with a few exceptions, have been opened in private rental accommodation. The management of the school conveniently adjusts the school requirements within the available premises usually by introducing the least of investments. For instance, some times classrooms are created in home lobbies, verandahs, garages and even extended stores. Poor ventilation, latent heat, the absence of daylight and a claustrophobic environment affects the performance of the pupil. Sadly, some of the better chains in private education have been found committing these willful neglects.
In many cases, the school does not possess a proper playground, activity area or assembly ground. Again the worst-affected lot is the students. After studying in such a handicapped environment, they hardly get an opportunity to bloom according to their full potential. In some instances, essential facilities such as washrooms, water coolers and shaded spaces for general outdoor use are also absent. These perpetual handicaps have neither been highlighted nor properly addressed as the monitoring and evaluation mechanism is very weak.
It may be pointed out here that the standing rules and regulations are fairly well provisioned. In Karachi, the Master Plan Group of Offices (MPGO) of the City District Government is the relevant body authorised to examine the change of land use. It can also initiate action wherever any irregularity is found. Objections by neighbours and the general public also play a vital role. However, in present circumstances, people tend to shy away from taking on collective responsibilities. Thus the problems linger on.
The Karachi Building Control Authority (KBCA) is authorised to take action against illegal conversions of buildings/houses into schools. The Karachi Building and Town Planning Regulations have very clearly prescribed the land use classifications and pre-conditions for conversion wherever allowed. As per standard, at least three per cent of the total land must be allocated for educational institutions of all kinds. Ironically many localities are grossly deficient on this count. Similarly, conversion of ‘residential to school’ is also done without the formal approval of the concerned authorities.
Trendy school chains generate a kind of blind attraction for the parents. While attempting to impart quality education, many of these school managements do not go beyond focusing on teachers training or textbook choices. Issues of physical environment and accessibility are often overlooked. There are many worthwhile examples to study for their relevance.
School districts in the US are the main geographical unit of public schools that manage school education for its residents. The emphasis remains on serving residents within the county in order to reduce the hazards of excess commuting. Purpose-built schools are obviously developed with active participation from neighbourhood members.
The standardised design of school buses is another vital thing. The concerned institutions often receive special grants to upgrade the fleet of school buses as a common subsidy. The degree of satisfaction of the users is viewed as an important consideration in taking pertinent decisions in this respect. We can learn many lessons from similar concepts for an effective implementation within our country in order to acquire the appropriate results.
Leave a Reply