The in Pakistan-administered Kashmir is home to around 230,529 people, with their livelihood mostly dependant on the region鈥檚 natural resources. The unavailability of sufficient (WASH), coupled with a poor infrastructure, a rough topography and harsh weather have created a very vulnerable and fragile environment during the COVID-19 pandemic. Moreover, in such mountainous terrain, commuting to school for children is a daunting task, which itself is a major impediment in the continuity of education. Nevertheless, at times, invisible challenges open the door for innovation and creative ideas for solutions.
Mr. Tariq Nazir Chak, a resident of Khorian village in the Hattian Bala District has proved to be an epitome of an ideal teacher in the distressing days of COVID-19. It is no exaggeration to say that the world is at a crossroads and that, now more than ever, we must work with teachers to protect the right to education for all, and guide it into the unfolding landscape brought about by the pandemic.
An enthusiastic local schoolteacher at Khorian Primary School, Mr. Chak has dedicated his life to education in its widest sense. School closures in his locality owing to COVID-19 challenged him to find alternatives to provide the students with continuing education.
The UNESCO Office in Islamabad has been working on the promotion of girls' education in most marginalized areas in the country through its multi-year (GREP). Funded by multiple donors including the Government of Pakistan, and under the Malala Funds-in-Trust, the programme aims at improving access to, retention and quality of girls鈥 primary education in most of the country鈥檚 marginalized areas, in both formal and non-formal settings.
Thus, with the help of UNESCO鈥檚 GREP, which mobilizes local communities and seeks to improve the capacity of relevant provincial and district education officers to create an enabling school environment for quality girls鈥 education, Mr. Chak proactively arranged meetings with local education partners, school management committees (SMCs), and parents to support them with tutoring for the students.. established with support from the Government of Pakistan, UNESCO is promoting girls鈥 education by implementing the GREP in the most isolated and marginalized districts in the country.
After the lockdown, we thought our doors to seek education might never open due to the pandemic. However, our teacher Mr. Chak has given hope and joy by teaching us diligently to practice the protective measures of COVID-19.
Apart from teaching his students in morning and evening sessions, with the help of community members, Mr. Chak offered books to the needy children. Firmly believing that students deserved a better environment on their return to school, he was also involved in school repair work, and has established contact with local NGOs to improve the socio-economic conditions of families affected by COVID-19.
Mr. Chak is an asset to our village and beyond. It is his love for education that inspires him to spread knowledge far and wide. He is indeed a source of motivation for us all to excel in our efforts in the face of COVID-19.
While sharing their views to the community, SMC members appreciated the unconditional services of Mr. Chak in testing times of COVID-19:
The government may join hands with other organizations for 鈥楤uilding Back Better鈥 in education and encourage selfless souls like Mr. Chak for his services.
The whole community including students, parents, fellow teachers and education officials extended laurels to Mr. Chak on for his undying efforts as a teacher who led in crisis and tried to reimagine a better future for all.
Although Mr. Chak has taken pride while helping his students and community alike, he is aware of the fact that despite governments鈥 efforts to cope with the pandemic, individual efforts must collaborate in helping authorities with school reopening, educating fellow teachers and ensuring overall safety in the current and post-pandemic situations.
UNESCO鈥檚 GREP has achieved significant results for cascading into provincial policies and education sector plans. The programme has a significant contribution towards achieving Sustainable Development Goal 4 (SDG-4) and national and provincial education priorities for inclusive and quality education, especially for girls. With UNESCO鈥檚 help, Mr. Chak鈥檚 has made a priceless contribution to protect and strengthen his community鈥檚 right to quality education.
