PoGB: “Education department’s failures have been exposed”, says civil society leader

Pakistan-occupied Gilgit-Baltistan’s education system is facing a serious crisis, with alarmingly high failure rates exposing deep-rooted issues in the region’s administration.

Civil society representative Faheem Akhtar has raised concerns over the repeated failures of the education department, stating, “This is not the first time that the education department’s failures have been exposed. Previously, during the intermediate exams, a large number of students were unable to pass. Similarly, this year, around 60% to 70% of students in fifth and eighth grade have failed.”

One of the key issues affecting education in Gilgit-Baltistan is the frequent transfer of experienced teachers into administrative roles.

“As soon as someone gains even a little teaching ability, they shift into administrative roles,” Akhtar said.

“Most of the competent teachers have moved into positions such as directors and other administrative posts, which has disrupted the education system,” he added.

These roles come with additional benefits, but they take away qualified teachers from classrooms, leaving students without proper instruction.

Budget allocation for education in the region remains inadequate. “Compared to other provinces, the allocation for education in Gilgit-Baltistan is the lowest,” Akhtar pointed out.

He added that while a significant portion of the non-development budget–over 10 billion rupees–is spent on salaries for education department employees, there is little accountability regarding how resources are used. Meanwhile, students in many areas are forced to study outdoors in extreme weather conditions due to the lack of proper school infrastructure.

The examination system in the region has also failed to ensure quality education. “If only 28% of students pass, that means the entire department has failed,” Akhtar stated. “If an individual student scoring below 40 per cent is considered a failure, then when the overall pass rate is below 28 per cent, the department itself should be held accountable.”

A lack of clear policies and curriculum planning further adds to the problem. Akhtar noted that civil society had proposed including local languages in the curriculum, but despite developing frameworks, there was no implementation.

“Education is not just about language but understanding. Yet, we have an education system that relies on rote learning rather than conceptual understanding,” he said.

He also pointed out the hypocrisy in the system, where government officials send their children to private schools while public schools continue to decline. “They drop their children off at private schools and then go to work in government schools, expecting others to teach there,” he remarked.

The situation is even worse in remote areas, where limited access to education affects students’ overall learning outcomes. The lack of proper infrastructure, combined with the absence of vocational training and higher education opportunities, further hinders the region’s development.

“Education is a long-term process that requires sustained efforts, but instead, we see short-term projects with no lasting impact,” Akhtar emphasised. Without immediate intervention, the future prospects of young people in Gilgit-Baltistan will continue to suffer, leaving the region further behind in development.