The disproportionate access to education in developing countries, especially for marginalized communities and conflict-stricken areas, calls for alternative modes of education that support the needs of the population. Alternative modes of education such as mobile classrooms allow those who do not have access to formal education and internet connections for education digitally to be accommodated.
In Pakistan, initiatives such as the Citizen’s Education Development Foundation (CEDF), a mobile classroom bus, brings education to the home of every child. The aim of the initiative is to act as a pathway to formal education by teaching children basic writing and reading skills which serve as a foundation for enrolment into formal education sponsored by NGOs. On a daily basis 160 students aged between five to fourteen are educated in four 2 hourly shifts. Paid teachers cater to the individual needs of all students according to their development and learning levels.
The project started was in 1993 aimed to target underprivileged children living in Katchi Abadis that do not have access to quality education. The project is supported by the community, the bus is commissioned at a subsidized rates by Hino motors and the electricity and water in the bus is provided by neighbors. Moreover, partnerships with NGOs such as Layton Rahmatulla Benevolent Trust (LRBT) and HELP Pakistan take into account the health of students as well by providing them with free annual cost health checkups and eye checkups.
This initiative highlights the importance of looking beyond neurotypical classrooms and addressing the needs of children according to their local contexts. The utilization of funding to hire teachers creates employment opportunities as well as provide children with more individualized teaching focusing on their learning needs. Moreover, the children are not only educated but their standard of life is elevated by paying attention to their health and moving towards integrating them into the formal school system.
Such alternative modes of education can be used for refugees living in developing countries that do not have the means to integrate refugee children in education systems. As most refugees such as Afghan refugees in Pakistan are residing in temporary settlement camps, mobile schools can act as the bridge between refugee children and formal education in the host country. Such initiatives mobilize communities and help them make a difference with a directed approach to cater to individual needs of out of school children.
This is such an interesting way to adapt to the lack of educational facilities in Pakistan. In our country, being considered literate requires the ability to be able to sign your name on a legal document. Despite the fact that this seems like a simplistic test to measure education levels, illiteracy is still rampant in our country. This shows that if people are failing this simple litmus test of literacy then they are lacking even basic skills of reading and writing. Most of the time, these children are pulled from schools to help their parents in their jobs. From their adolescent years, they are trained to be mechanics or maids to help their parents support the family. In worse cases,…
I appreciate your insights into the importance of mobile schools for out-of-school children, especially in contexts like Pakistan where access to education can be severely limited. The work being done by initiatives like the Citizen’s Education Development Foundation (CEDF) is commendable, as it not only addresses educational gaps but also takes into consideration the health and overall well-being of the students.
However, I have a few thoughts and questions to explore further. While mobile classrooms provide an immediate solution, how sustainable are these initiatives in the long run? For instance, what happens when the mobile schools leave an area? Are there plans to ensure that these students can transition smoothly into the formal education system?
Additionally, while partnerships with NGOs…
This reminds me of a project where an NGO attempted to teach students through radio in low income regions where schools were not feasible. I think the issue with radio schools was that it limited student- teacher interaction, and this idea seems to fix that particular issue. I do wonder though, do you think that this project and other such projects are long lasting, considering our country's history with not funding projects that focus on education for a long time.
The idea of mobile schools really highlights the creativity and resilience needed to address educational inequality. It’s a powerful reminder that while formal education systems are often out of reach for marginalized communities, innovative approaches can bridge that gap. The fact that these mobile classrooms travel to children’s doorsteps ensures that education isn’t just for those who can afford it or live near schools—it’s for every child, no matter their circumstances.
The sustainability of these schools is certainly something to think about. How do these children progress once they’ve earned the basic early years education? How can we ensure that they continue their path to further education and learning? These are some concerns, however, the purpose this initiative serves a…
Thank you for shedding light on the critical issue of access to education. Your discussion of the Citizen’s Education Development Foundation (CEDF) shows how targeted initiatives can provide marginalized children with opportunities for education that are often out of reach.
The statistics you shared about educating 160 students daily in shifts highlight the project’s significant reach and impact. It’s encouraging to see how the program focuses not only on basic literacy and numeracy but also on individual learning needs through personalized instruction. The collaboration with local communities and NGOs to ensure health checkups further underscores a holistic approach to child development. This also suggests the potential for providing education in rural areas where schools are either limited or nonexistent.
However,…