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All Journal Progress in Social Development Muslim Education Review Sunan Ampel International Conference of Political and Social Sciences
Hayat, Khizer
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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.
Role of Head Teachers in Sustaining Academic Continuity Amidst Smog in Southern Punjab, Pakistan Hayat, Khizer
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.524

Abstract

Recently, smog has emerged as an environmental danger due to climate change to the lives of people in Punjab, Pakistan; it harms children’s health, causing breathing and lung diseases, disrupting school schedules, and results in study loss. This study explores the role of head teachers in sustaining academic continuity in government primary schools in southern Punjab during school closures caused by smog season. This qualitative research uses case study design to explore specific strategies head teachers employ to overcome the study loss. The study investigates how school leaders use their leadership qualities, proactive planning, and coordination to ensure the continuity of teaching and learning within their schools. We used semi-structured interviews with two school heads of public primary schools in southern Punjab. Documents’ analysis was also employed from the health Department Punjab, and The Punjab Environment Protection and Climate Change Department. The study found that head teachers can use leadership skills to handle educational crises posed by smog. The main recommendations are that school leaders can play a significant role in saving students’ valuable time by leveraging leadership skills and the effective use of technology and remote learning teaching methods, even in the absence of funding, so school leaders can make a huge difference with existing resources. The results suggest that relevant authorities should take serious policy measures to encourage and train school heads.
Co-Authors Ahmadi, Benafsha Amirrachman, R. Alpha