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All Journal Progress in Social Development Sunan Ampel International Conference of Political and Social Sciences
Hayat, Khizer
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Humanities Environmental Science Social Sciences

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THE ROLE OF GOVERNMENT AND UNHCR IN PROMOTING EDUCATIONAL ACCESS FOR AFGHAN REFUGEES IN PAKISTAN Hayat, Khizer; Ahmadi, Benafsha; Amirrachman, R. Alpha
Progress In Social Development Vol. 6 No. 2 (2025): July 2025
Publisher : Fakultas Ilmu Sosial dan Ilmu Politik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psd.v6i2.147

Abstract

Despite efforts by the government of Pakistan and the UNHCR to establish formal regulations and educational programs for Afghan refugee children, the results are mixed and unclear. On the one hand, these actions resulted in the enrollment of about 56,000 Afghan students and the placement of some refugee children in public schools. Meanwhile, overall enrollment fell from 55% in 2019-2020 to 18% in 2022-2023, demonstrating that, while legal and strategic frameworks exist, operational gaps, resource constraints, and cultural barriers continue to inhibit their effectiveness. This study aims to find out what the Pakistan’s government and UNHCR do within their legal frameworks and techniques to help Afghan refugees continue their education, and why the program is problematic. This research consider the Pakistan government's and UNHCR's legislative frameworks for expanding educational access for Afghan refugees and the implementation of these initiatives. The investigation examines UNHCR and government records to understand their service delivery goals. Economic concerns, school overcrowding, unequal opportunities for genders, and a lack of resources prevent children from achieving optimal growth. This study demonstrates that high-quality interventions, coordinated planning at all levels, and ongoing support enable Afghan refugees to receive a good education in their host nation. The study proposes improving education and making refugees feel more welcome in the Pakistani educational society.
Government Motives for Privatizing Public Schools in Punjab: Exploring Teachers' Precarity and Educational Equity Hayat, Khizer
Proceedings of Sunan Ampel International Conference of Political and Social Sciences Vol. 2 (2024): Proceedings of the SAICoPSS
Publisher : Faculty of Social and Political Sciences, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/saicopss.2024.2..15-129

Abstract

The pros and cons of privatizing education have long been a topic of discussion among policymakers across the globe. The privatization attempts of public schools by the Punjab government are episodic but persist, resulting in a sufficient amount of tension for teachers and countless concerns about educational equity. The study aims to identify the current motives of the government by discovering the driving forces behind privatization and evaluating the job security issues for teachers and academic quality for students of all socioeconomic levels. Semi-structured interviews were conducted in this study, utilizing a qualitative research approach to learn about teacher perspectives from 2 public school teachers and 2 private school teachers from diverse areas within Punjab to know diverse opinions. Respondents belong in Punjab, where public schools have been privatized. Besides, document analysis was used to compare and contrast government policy motives delving further into the issue. The study's findings show that the government's objectives for privatization include cost reduction, increased efficiency, and a desire to attract private investment. However, privatization efforts have resulted in a decrease in employment security for public school teachers and educational equity for students belonging to underprivileged families. Privatization can undoubtedly have cost-effective short-term effects, but it also puts educational equity and teachers' well-being in jeopardy. Thus, the study proposes that policymakers carefully consider long-term solutions that uphold teachers' rights and prioritize education for all.
Co-Authors Ahmadi, Benafsha Amirrachman, R. Alpha