Imagine a classroom where the aftermath of an earthquake still affects students’ academic performance, even four years later. Siddiqi et al. (2021) discussed that children who experienced such a disaster continued to struggle academically, their progress hampered by the lingering effects of the disaster. This situation is strikingly similar to the disruptions caused by the COVID-19 which, like the earlier disaster, led to significant setbacks in students' academic progress and learning outcomes. It underscored the crucial role of education. As we delve deeper, this writing will offer key learnings and insights from COVID-19, and how these insights can inform future policies. 

While the COVID-19 pandemic affected people's lives in several ways, it also taught us important lessons about the significance of education and the inherent disparities in our societies. As schools around the world transitioned to online learning, a major concern emerged: the digital divide. There were disparities in both access to technology and the skills or literacy needed to use these technologies effectively. According to a UNICEF report, at least one-third of the world's kids were unable to access remote learning when schools were closed during the outbreak, underlining the severe challenges to education faced by children from low-income families. This scenario reflects the plight of out-of-school children, who usually lack access to fundamental resources for learning, exacerbating inequality in the educational system. There’s a considerable number of children who are out of school with Pakistan being the second highest rate of out-of-school children in the world. 

In both situations, socio-economic disparities played a pivotal role. The students from lower-income families experienced greater learning losses during the pandemic compared to their more affluent peers due to limited access to remote learning resources (Azevedo et al., 2022). Similarly, economic hardship is a primary reason why many children are out of school. These children often have to work to support their families, creating a vicious cycle where the need to work supersedes the opportunity to learn. Raza et al. (2022) work also shows that child labor is closely linked to poverty and lack of access to education, with many children working to help their families make ends meet. The prevailing view is that obtaining an education involves a trade-off; due to either lack of access to education or a failure to see its tangible benefits, parents often resort to child labor for their children.  

While we do have laws in place to prevent child labor, the reality of it is different. For instance, article 25(A) of the constitution obligates Pakistani state to provide free and compulsory education to children. But the phenomenon of child labor deprives an individual to acquire education and hence amounts to the violation of fundamental rights. Nearly 12 million children are child laborers, a number that is truly alarming. Rehman (2023) suggests that investing in creating adult skill development programs, employment creation, unemployment benefits, and income support would provide a means to families to eventually lift themselves out of poverty by easing financial strains on families and address their reliance on child employment. For this, the government needs significant and effective budget reallocation, and the development of a social protection strategy. 

Beyond what was discussed above, the pandemic also brought mental health into sharp focus. During school closures, the levels of anxiety, depression, and stress were high among students. The physical closure of schools and the implementation of distance education led to students spending less time learning, increased stress, and a lack of learning motivation, exacerbating learning losses (Tadesse, S., & Worku Muluye., 2020). Again, this is akin to the experiences of educationally deprived children, who deal with the pressures of economic hardship, lack of social interaction, and the constant stress of balancing work and potential educational opportunities. 

One of the most striking parallels between the pandemic's impact on education and the issue of out-of-school children is the role of parental involvement. With schools closed, parents had to step in to facilitate their children's learning, often with varying degrees of success based on their resources and educational background. Lack of parental guidance became a challenge, especially for younger students, as both parents may often be working during Covid. Similarly, for out-of-school children, parental attitudes towards education and their ability to support learning at home are crucial factors that influence whether a child can continue their education. What happens to a child's future when their parents lack the means or motivation to engage in their education? 

Furthermore, the pandemic taught us that there are practical issues related to creating physical spaces at home that are conducive to various learning methods. Many students experienced learning losses due to disruptions in traditional schooling, such as reduced contact hours and limited opportunities to consult with teachers when encountering difficulties (Pokhrel, S., & Chhetri, R., 2021). 

The implications of not receiving adequate education can have far-reaching effects on households, particularly across different economic class groups. In lower-income households, lack of education can perpetuate cycles of poverty, limiting access to better job opportunities and higher income levels. This can lead to financial instability, inadequate healthcare, and reduced quality of life for individuals and families. In middle-income households, inadequate education may hinder upward mobility and limit the ability to secure well-paying jobs or advance in careers. This can result in a stagnation of economic growth within the family and impact future generations' prospects for social and economic advancement.  

The impact of COVID-19 extends beyond learning to social interaction, as noted by Pokhrel, S., and Chhetri, R. (2021). Reduced school time has affected students' social skills, leading many to spend more time on virtual platforms, which increases their vulnerability to online exploitation. Furthermore, extended and unstructured online activities have exposed children to harmful content and heightened risks of cyberbullying. Policies should focus on promoting awareness and utilizing social media tools to protect children, including options to block, mute, or report bullying. Additionally, providing educational resources for children, parents, and teachers on online safety is essential (UNICEF). 

Consider the necessity of flexibility and adaptability in education, which became paramount during the pandemic. Schools had to swiftly transition to remote learning, hybrid models, and alternative teaching methods to ensure continuity in education. Addressing the issue of out-of-school children demands a similar level of flexibility. This involves providing alternative education pathways, non-traditional learning environments, and tailored support to meet diverse needs.  

A Fragmented Landscape 

Today, Pakistan’s education system is a patchwork of differentiation, fragmentation, diversity, and inequality. Students have various educational pathways: madrassas for religious education, mainstream schools for modern education, formal schools, informal schools, and even evening academies. This diversity, highlighted in the Annual Status of Education 2024, underscores the need for comprehensive reforms. 

Community support proved essential during the pandemic, as local organizations and volunteers stepped up to provide resources and support to families. This community involvement is equally crucial in addressing the issue of out-of-school children, helping to identify these children, providing localized support, and creating a conducive environment for their return to education. For instance, the Community Youth Leaders (CYLs) program is another innovative initiative. It trains young women (ages 18-24) to become Community Youth Leaders, who serve as early childhood educators and advocates for early childhood care and education (ECCE) in their communities (LEAPS and Youth Development in Pakistan, n.d.). These leaders play a pivotal role in promoting sustainable development and building social capital. 

The pandemic has taught us a crucial lesson: we must create inclusive policies that cater to the most vulnerable and marginalized children. Ensuring equitable access to education, regardless of socio-economic status or geographic location, is essential. Our education systems need a holistic approach, considering the broader context of children’s lives, including economic, social, and mental health factors, to foster supportive and effective learning environments. 

One good example of a holistic program is LEAPS. Unlike traditional methods that focus solely on teacher training and textbook provision, LEAPS addresses both demand and supply-side barriers to education. This approach ensures a thorough understanding of the challenges and opportunities within the educational system (Andrabi et al., n.d.). 

Studies also suggest that remedial education programs and extended school years can help mitigate learning losses. For instance, a study on low-cost private schools in Nigeria highlighted the success of a curriculum slowdown program, which led to a significant recovery of learning losses within two months (Adeniran et al., 2022) (RISE Programme).  Similar strategies could be beneficial in the Pakistani context, where prolonged closures have severely disrupted learning. 

As suggested by Siddiqi et al., an effective approach to addressing educational challenges is Teaching at the Right Level (TaRL). This method has been successfully adopted in various countries. In India, for instance, the organization Pratham has been instrumental in improving the quality of education through its innovative TaRL programs. Similarly, TaRL Africa, a collaborative effort across multiple African countries, claims to have benefited over 4,000,000 students by implementing this approach. In parallel, we have an example of Taleemabad which is a Pakistani EdTech startup that provides quality educational content through an app, targeting children in remote and underserved areas. The app includes features that assess students' skills and provide tailored learning experiences, aiming to bridge the educational gaps exacerbated by the digital divide.  

While all of the above stated solutions seem effective, the COVID-19 pandemic has highlighted significant gaps in the accessibility and effectiveness of remote learning solutions too. Despite initiatives like Pakistan's TeleSchool program, engagement remained low, with less than 25% of students utilizing the televised lessons (Crawfurd et al., 2021). This shortfall indicates the necessity for more effective remote learning solutions that are both engaging and accessible. Research supports the need for innovative and effective approaches to online education. Investment in infrastructure, particularly digital infrastructure, is essential to bridge the educational divide and support continuous learning for all children. Building resilient educational systems that can adapt to crises and continue providing education despite disruptions is vital for sustained educational outcomes. Utilizing technology to enhance learning and provide flexible, accessible educational opportunities can help reach children who are out of school or at risk of dropping out.  

In summary, the COVID-19 pandemic has illuminated the urgent need to address educational disparities and prioritize the well-being of all children. The parallels drawn between the pandemic's impact on education and the challenges faced by out-of-school children underscore a shared vulnerability that cannot be ignored. As we move forward, it is imperative to implement comprehensive and inclusive educational policies that take into account the diverse needs of students, particularly those from marginalized backgrounds. The lessons learned during this crisis—ranging from the significance of parental involvement to the necessity of flexible learning environments—provide a roadmap for creating resilient education systems capable of withstanding future disruptions. By fostering collaboration between governments, communities, and educational organizations, we can work towards a future where every child has access to quality education, regardless of their socio-economic status. Ultimately, our collective commitment to addressing these challenges will pave the way for a better educational landscape in Pakistan. 

Faria Bibi (LUMS) is a HSS junior, majoring in Economics.