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In Pakistan, a 12-year-old girl who dreams of building her community with the world-but has no secondary school for girls in the village. Often, such dreams are extinguished before provoking. Pakistan has the second largest number of children outside school. When girls are left in education, especially in science, technology, engineering and mathematics (STEM), the entire nation loses potential innovators, doctors and businessmen who can help create a strong and more flexible future.
The good news is that Pakistan has begun to take important steps. The Prime Minister’s announcement of the emergency of education earlier this year indicates that education should be kept in the center of our national priorities. Prime Minister Punjab has initiated measures related to basic education. Other provinces are developing their policies to strengthen equal education. There are now early childhood education policies in all four provinces, as well as a federal education and ECE policy that helps alleviate national planning and implementation with the administration. They are an encouraging sign of political will and create the pace needed to tackle the learning crisis and invest in skills for the future.
The British Council has also decided to share global skills and auxiliary solutions that not only enable young women and girls of Pakistan to enter classrooms, but also lead to development in digital and STEM sectors.
The issue of this investment is both moral and economic. Education is the right of every girl and denying her limits her choice and silences her voices. But equally, this is a tremendous economic decision. STEM and digital industries are more competitive and modern countries participating in women. Currently, less than one out of four women in South Asia participate in formal manpower. Even very few people are in a high -paying STEM carrier. If he expects prosperity in the digital era, Pakistan cannot afford to maintain this imbalance.
Evidence from around the world shows that when governments invest in girls’ education – especially in science and technology – return changes. Educated girls earn more and contribute to healthy families and communities. When they work in STEM fields, they not only preserve the better future for themselves but also help to innovate, which benefits the entire economy.
There are already strong examples within Pakistan. The British Council’s English and Digital for Girls Education Program develops a secure community -based club where young girls from backward areas have digital skills and English skills. More than 25,000 girls have benefited in South Asia, including Pakistan. Many participants who have not had computer skills before can now use the Internet and Productivity Tools, and they leave the program ready for more confidence and use of technology to earn income to sit at home.
Evidence from around the world shows that when governments invest in girls’ education – especially in science and technology – return changes. Educated girls earn more and contribute to healthy families and communities. When they work in STEM fields, they not only preserve the better future for themselves but also help to innovate, which benefits the entire economy.
At the upcoming level, steps like the British Council of women in the Steam Scholarship Scheme are providing young women with the opportunity to get an advanced degree in global universities. Since 2020, more than 300 women have been supported globally, including Pakistanis who have returned with new skills to apply to their communities. For young women and girls through Scotland Pakistan Scholarship, about 15 % of the awards go to STEM students, these sectors increase annually. These former students are living evidence that in view of the opportunity, Pakistani women perform well as a leader of scientists, engineers and technology.
He has also contributed with the European Union and GIZ on high -tech digital skills projects through the TVET Sector Support Program. The work is helping thousands of women and girls access to industry -related training and employment opportunities in Balochistan, Khyber Pakhtunkhwa and Gilgit -Baltistan. The important thing is that these efforts follow and fulfill government policies and provincial strategies.
Moving forward, policy and action must go hand in hand. This means that every new school is built with facilities for girls, every curriculum reform addresses gender bias and every teachers are trained to create a comprehensive classroom. This also means increasing pre -working tasks: increasing successful pilot projects at the national level, strengthening scholarship routes and continuing investment in the government, private sector and civil society contributions.
An important way to increase the interests of female students in STEM articles is to introduce inquiry -based education in the early years of education. In addition, we have to prepare community engagement programs with communities and provide consultation to parents and students so that students are able to choose without compromising.
Provincial governments are also taking modern steps to expand access. In Punjab, more than 14,000 schools have been brought under the school outsourcing measures. In Khyber Pakhtunkhwa, more than 1,400 schools are operating through public -private partnerships. In Sindh, the Education Foundation and the School Education and Literacy Department are developing a framework under the PPP law to connect children outside the school and improve the literacy rate.
None of this will be overnight, but its pace is increasing. With political will, strong partnership, and constant investment, Pakistan can unlock the capabilities of millions of girls who are ready to guide STEM and digital sectors.
Author Education Head, British Council, Pakistan
