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Maha Shahid

Internally Displaced Persons in Pakistan and the Impact on Education



The socio-political environment of Pakistan for the past few years has been one tainted with conflicts. The conflicts that often go unacknowledged are the ones that are internal and affect the majority of the population from the inside. It can be conflicts as a result of military operations against extremist militants, with schools and homes being targeted, leaving a vast chunk of the population vulnerable and displaced. For these individuals who have lost their homes, education is not the main priority; survival is. Internally displaced persons find themselves in refugee camps, where access to basic amenities is restricted. For example, the Swat Military Operation or the operations in North Waziristan. In such instances, children are the most affected as they are subject to much trauma and conflict-induced anxieties. The psychological impact of violence can make it harder for children to access education and develop a routine that is conducive to learning. More so than that, children lose a platform for social learning and nurturing. 


Despite having a sizable displaced population of refugees from Afghanistan, Pakistan remains incapable of supporting and integrating internally displaced individuals back into the environment. The necessary policies to deal with displacement do not exist. Hence, there is a significant barrier when it comes to the rehabilitation of internally displaced people. There is a gap present in official and legal discourse towards the rights of internally displaced persons, with close to no laws protecting them. Children growing up in such environments have no access to formal education and, as a result, have to rely on schooling within those camps or home-based schooling once out of the camps. The quality of education varies from formal government schools, with the emphasis being on religious education through mullahs and madrasas. There is also a disparity between the education of girls and boys; conflicts are likely to cause more of a hindrance for girls than boys, given the political landscape of areas such as Swat, where there was a ban on the education of girls, with encouragement to maintain pardah and stay inside homes. 


Makeshift or home-based schools lack the resources and are understaffed; even the teachers themselves are likely to be volunteers without the proper accreditation and likely to teach multiple subjects simultaneously and, therefore, likely to feel burdened. Given that the teachers themselves are internally displaced, they are likely to go for the opportunities to earn and support their families. There then occurs a disconnect between the education the rest of the country receives compared to what the internally displaced get, where most children are likely to leave education altogether and look at sources of livelihood, and in the case of girls, they are likely to take up household duties or be married at a young age and hence never get the chance to be educated. In conflict zones, boys are likely to be recruited by militant groups and, therefore, give up the opportunity of living a normal life. 


The government must take proactive steps to rebuild schools and concentrate on giving adults work opportunities so they may leave camps and reintegrate into society. While those efforts will take time, rapid steps should be taken in collaboration with local NGOs towards makeshift schools or community-based education programs. UNICEF and other international bodies can play a significant role in providing the relevant resources. Moreover, dual-shift schooling in neighboring areas is another feasible recommendation here, ensuring the safety of children and utilising existing resources. Offering safe schools with access to transport is likely to increase the enrollment of girls and improve their conditions. Furthermore, providing incentives to teachers can go a long way towards providing a quality education. Cash Transfer programs linked to school attendance are another way the government can intervene. 


To break the cycle of violence and instability, it is essential to invest in the education of the internally displaced, as it is not only an urgent need but also about securing the future of Pakistan. Prioritising education is essential; it should not be an afterthought but rather the cornerstone of all government policy. To rebuild the nation, it is imperative to prioritise establishing an all-encompassing and inclusive education system that ensures equitable access for displaced children.

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Khadija Aftab
Khadija Aftab
10月06日

This blog really opened my eyes to the struggles faced by internally displaced persons (IDPs) in Pakistan, especially when it comes to education. It’s heartbreaking to think that for so many children, learning takes a backseat to survival in the wake of military operations and conflict. The trauma these children face makes it even harder for them to focus on school, and the lack of resources in refugee camps only deepens the problem.

I appreciate how the blog highlights the huge disparities in education for displaced children, especially girls. Cultural and political barriers often prevent girls from getting any education at all, while boys are sometimes drawn into militant groups. The suggestions for dual-shift schooling and the involvement of NGOs…

いいね!

Aqsa Hasan
10月06日

This blog raises critical issues on the challenges faced by internally displaced persons (IDPs) in Pakistan, particularly regarding education. The impact of military operations in regions like Swat and North Waziristan on vulnerable populations, especially children, is profound - and you’ve aptly pointed out that in displacement camps, survival often takes precedence over education, leading to long-term consequences for children's development. The gender disparity in education, particularly for girls, is another significant concern, exacerbated by cultural and political barriers; it raises the importance of approaching everything, including education, with a nuanced view when it comes to gender.

Your suggestion for NGO involvement and makeshift schooling solutions highlights an essential avenue for providing immediate educational support in these zones - however,…

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Niwal Zahid
10月06日

The impact of displacement on children’s access to education, particularly the contrast between the education provided in camps or home-based schooling and the formal education systems in the rest of the country. The disparities in quality, resources, and infrastructure show a compelling picture of what these children are facing. This creates a cycle of inequality, where displaced children are not only deprived of basic educational opportunities but also denied the social learning and nurturing environment that comes with structured education. These inequalities are perpetuated by the absence of government policies specifically tailored to address the educational needs of displaced children.


A question that I have is: How can the government and international organizations ensure that the education provided to internally…

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Dayan Ejaz
Dayan Ejaz
10月06日

Your blog has touched upon a rather silenced topic in Pakistan and you have correctly pointed the socio-political challenges faced by internally displaced persons in Pakistan, particularly in the context of education. The concept of trauma is often overlooked in the society, where it disrupts the mental state of IDPs to thrive and get back to normal. Th hindrance in education or access to schools takes away the only glimmer of hope for these people and hence the idea of education as hope and cope becomes null. The gender disparities also come into play, when obstruction in girl's education further widens the divide in the society and runs the cycle of inequality. But it all comes down to what specific…

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Maham Asif
Maham Asif
10月06日

Internally displaced people are treated as second class citizens as they are denied the basic right to education. This also brings into question the offered suggestions; they offer a temporary solution but in the long term this group of people remain disadvantaged. The social and economic indicators need to be improved to mitigate their adverse effects, such as homelessness can lead to behavioral problems and emotional disturbances in children so even if they do have access to education, they will not be able to learn due to their living conditions.

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Maha Shahid
10月06日
返信先

Thank for your insight! I agree with you on this, as education alone may not be sufficient. We need to focus on the environment in which these children are raised, rehabilitating these families back into society is the major step. Improvement of their financial status goes a long way, getting them back on their feet so they can then focus on their children and their education. As you said, even if we provide education to these children, if they don’t have the safety of a permanent home it is unlikely to improve their situation. Providing the family financial incentives to increase enrollment or vocational training can prove beneficial here. There is definitely a gap in education that won’t simple be…

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