The Sindh Education Department has recently introduced a series of ambitious reforms, including the Cluster School System, the abolition of key administrative positions, and a digital attendance system with facial recognition. While these steps sound promising, the real challenge lies in their execution, especially in a province like Sindh, where the education system is already struggling with deep-rooted issues. If not implemented wisely, these changes could create more problems rather than solving the existing ones.
- Cluster School System: The Cluster School System aims to group schools around a Hub School to improve resource sharing and administration. Countries like Finland and Canada have successfully implemented this model, but their schools have reliable infrastructure, well-trained teachers, and proper facilities. Sindh’s schools, on the other hand, lack even the basics. According to the Pakistan Education Statistics Report 2021-22, Sindh has over 26,000 public schools, and many of them don’t even have electricity, drinking water, or functioning toilets. Several schools are in poor condition, with some even lacking boundary walls. The recent floods further exposed these weaknesses, severely damaging the education infrastructure. It was revealed during a conference that 19,808 schools were affected by the floods, out of which 7,503 were completely destroyed, while 12,305 were partially damaged. As a result, the education of 2,381,275 students was disrupted. The Sindh government, in collaboration with donors and stakeholders, is currently working on rehabilitation projects for 5,284 schools. However, this is only 26 percent of the required rehabilitation, while funds are still needed for the rest. Another major concern is how these Hub Schools will be selected and managed. In a system where political influence and corruption often dictate decision-making, there’s a risk that resources may not be distributed fairly.
Copying education models from developed countries without considering ground realities won’t work. Real reform starts with proper funding, better infrastructure, and teacher training. If those aren’t addressed first, these reforms risk becoming just another set of failed experiments
Will these Hub Schools actually support struggling institutions, or will they just serve schools with existing advantages? The model also assumes that teachers in rural areas have the necessary training to adapt, but UNESCO reports that only 60 percent of teachers in Pakistan receive any kind of professional development. Without investing in teacher training and school infrastructure first, this reform may remain just another policy document rather than a practical solution.
- Abolishing Key Administrative Positions:
The government has also decided to abolish several administrative positions, including District Education Officers (DEOs) for academics, sports, and quality assurance, and to merge primary and secondary education directorates. The idea is to cut down on bureaucracy, but this could also overload the remaining officials—especially Taluka Education Officers (TEOs), who will now have more schools to monitor with fewer resources. Another issue is the loss of specialized oversight. The removal of a DEO for Quality Assurance could weaken the system that ensures educational standards are being met.
Likewise, merging primary and secondary directorates may lead to a one-size-fits-all approach that ignores the different challenges faced by each level. With 44 percent of children aged 5-16 out of school (Pakistan Institute of Education report), is this really the right time to experiment with major bureaucratic changes? Instead of dismantling existing structures, the government should focus on making them more efficient and accountable.
- Digital Attendance System:
The idea of using a digital attendance system with facial recognition and geofencing sounds modern, but it raises real concerns about practicality. In developed countries, these systems work because they have stable internet access and tech-savvy users. Sindh’s rural schools, however, often don’t even have 3G or 4G connectivity. According to the Pakistan Telecommunication Authority (PTA), only 35 percent of rural Sindh has access to high-speed internet. While the proposed offline attendance feature might help, it could also lead to data mismanagement and delays in updating records.
The use of a mobile app for attendance tracking might not be the best solution either. Previous attempts to introduce digital attendance in Sindh failed due to technical glitches, lack of training, and staff resistance. A more practical approach would be to install fixed biometric devices in schools that can store data offline and sync automatically when connected to the internet.
There’s also concern about how teachers will react to features like facial recognition and salary deductions for unauthorized absences. While accountability is important, a punitive system might demoralize teachers who are already struggling with poor working conditions. Instead of strict punishments, why not focus on incentives to encourage regular attendance?
The Sindh Education Department’s reforms are well-intentioned, but good ideas alone won’t fix a broken system. The Cluster School System needs proper infrastructure and teacher training before it can work.
Abolishing administrative positions should come with a clear plan to prevent overburdening existing staff. The digital attendance system, while modern, must be realistic given the lack of internet access in many areas. More importantly, Sindh’s education crisis is not just about policies— it’s about resources. With millions of children out of school and thousands of institutions lacking even basic facilities, these reforms must be rolled out step by step, addressing fundamental issues first. The recent floods have already placed enormous pressure on an already fragile education system. Sindh needs urgent funding to construct 14,524 schools, requiring a total of Rs. 180.6 billion.
Copying education models from developed countries without considering ground realities won’t work. Real reform starts with proper funding, better infrastructure, and teacher training. If those aren’t addressed first, these reforms risk becoming just another set of failed experiments.
