In countries like Pakistan, with daunting conflict and security, socioeconomic and political challenges, education can play a positive role in increasing social cohesion and resilience—but only if a holistic and synchronised approach is adopted.
This was the general consensus of participants at a symposium to discuss the four case studies generated through UNICEF’s research collaboration with the Aga Khan University’s Institute for Educational Development.
The research initiative is meant to generate new insights, understanding and knowledge on how education can contribute to the prevention and resolution of conflict, peace building and social mobilization in communities, guided by respect for diversity, gender equality, human rights and citizenship.
The two-year study was conducted in select districts in Sindh, southern Punjab, Khyber Pakhtunkhwa, Federally Administered Tribal Areas, Balochistan, and to a lesser degree in Gilgit-Baltistan.
“The effective integration of social cohesion—a positive attitude towards fellow human beings, an acceptance of diversity, respect and tolerance—in educational governance and planning will remain a challenge,” said Dr Dilshad Ashraf, Associate Professor at IED and Principal Investigator of the project.
Inadequate resources, a shortage of subject specialists and expert curriculum writers, political instability, the law and order situation, and a conservative mind-set among religious leaders and community notables are some of the issues that will need to be overcome.
“Turning education into an effective tool for promoting peace and harmony calls for integration of the concept of social cohesion into the entire education system, starting from educational policy, the planning processes all the way to delivery in the classrooms,” she added.
This research is part of UNICEF’s Peacebuilding, Education and Advocacy programme, or Learning for Peace, implementing innovative education approaches in 14 countries to build resilience and social cohesion in communities affected by or recovering from conflict including Pakistan.
“In Pakistan, our goal is to promote social cohesion and resilience through educational policies and practices. We have engaged with the governments in Sindh and Balochistan to integrate social cohesion in educational plans,” said John Ekaju, Education Specialist, UNICEF. “We will improve our programmes further based on the research findings of this project.”
Other speakers included Dr Mir Afzal Tajik, Associate Professor, IED; Muhammad Farooq, Deputy Director, Teacher Education and Curriculum, Directorate of Curriculum and Teacher Education; Dr Audrey Juma, Director, Notre Dame Institute of Education; and Dr Aijaz Qureshi from the Reform Support Unit, Sindh.
Closing the event, Dr Sarfaroz Niyozov, Director, IED proposed “exploring the indigenous practices that exist in the Pakistani culture” that could contribute towards building the global knowledge and evidence on education, social cohesion and resilience.