The Digital Transformation of Public Education in Pakistan
UNICEF's Learning Passport programme empowers students
Karachi, Sindh: In a country like Pakistan, where a significant gap exists between technology's potential to revolutionise the education system and its current state, UNICEF introduced the Learning Passport (LP) programme. The objective was to address considerable equity challenges, especially for marginalised children, particularly girls, through access to digital learning.
The LP programme, a solution designed by UNICEF with Microsoft to close the learning poverty gap, is a digital platform enabling high-quality, flexible learning. In Sindh, this was piloted as an 'education model' for middle school girls and boys (in grades 6-8), making digital content aligned to the Sindh Government curriculum available through the platform to ensure their education meets specific learning standards. The LP stores each student’s unique learning history allowing targeted support to improve their learning experiences.
At the Government Girls Comprehensive High School (GGHS) in North Nazimabad, Karachi, the LP programme demonstrated its effectiveness. “We have found it to be very effective for our girls,” expresses Dr. Shazia Syed, GGHS Principal, enthusiastically, noting its high impact on students' eagerness to attend LP classes.
The programme enables students to strengthen their academic experience by helping to bridge the digital learning divide. In Pakistan, inequitable access to EdTech (educational technology) for learners is influenced by geographic location, the educational institution they attend, and the grade level they are in. With only 33% of households having internet access, many students encounter challenges using learning solutions, especially girls.
Its unique interoperability feature enables access to educational applications in local languages, ensuring inclusivity and catering to the diverse linguistic needs of students. By using digital tablets, the programme introduces a system of learning that is not bound by traditional classroom constraints. With 90% of its current users being girls, the LP prioritizes narrowing the digital gender divide while enhancing learning outcomes.
The pilot initially focused on three pivotal subjects where most students were seen struggling: Science, Social Studies, and Mathematics, with digital content developed based on the Sindh Education Curriculum and endorsed by the Sindh Education & Learning Department.
Since its inception in September 2022, the LP pilot programme has made significant strides, engaging over 4,000 students across 28 schools in Karachi, Hyderabad, Jamshoro, and Sukkur. With 970 tablets distributed among participating schools and designated classrooms dedicated to Learning Passport sessions, the infrastructure is well-equipped to support the programme's objectives. This becomes particularly important for schools without conventional computer labs due to cost constraints or inadequate internet access, or those with obsolete computer equipment.
In supervised sessions, students access digital content aligned with their subject curriculum using tablets. Scheduled Learning Passport classes cover each subject weekly. Guided by teachers, students navigate through instructional videos, interactive games, and assessments upon completing modules. These built-in tools, like online questionnaires and quizzes, help evaluate student performance, aiding teachers in tracking progress and finding ways to support students’ academic growth.
Muniba Khan, a dedicated math teacher at GGHS, emphasizes the programme's positive impact. "It's easier for me to teach because the girls’ concepts are now clearer. They can watch the video at their own pace and rewatch or ask if something is unclear," she says.
Beyond its structured curriculum, the Learning Passport programme excels in breaking down complex learning objectives into comprehensible components through its diverse range of multimedia resources. The LP’s approach not only encourages peer-to-peer learning but also empowers students to learn at their own pace, promoting a sense of autonomy and self-directed learning.
Students like Kashaf, aged 13, exemplify the programme's success stories. Kashaf speaks of her experience, stating, "Tablets teach us through multimedia presentations. We enjoy the videos and the games, and it helps make concepts clearer for us."
She appreciates the program's flexibility, finding it more engaging than traditional chalkboard lessons. Pausing videos and seeking immediate clarification has enhanced her learning.
The Learning Passport programme extends beyond classroom boundaries, enabling students with internet connectivity to access learning materials at home. This not only fosters independent study but also aids UNICEF in measuring learning outcomes through assessment records.
GGHS teachers are thrilled with the pilot program's integration into the curriculum, witnessing its positive impact on student learning. They are eager for its continuity and propose adding English, aligning with student and parent desires for expanded opportunities and an enriched educational experience.
Lessons learnt from the Learning Passport pilot include the creation of a training programme for lead trainers who can offer continuous support to public school teachers, including a digital certification for deploying the LP and the provision of support channels for teachers using WhatsApp or email.
It is evident that this initiative serves as a beacon of hope in narrowing the digital gender divide. Its success calls for broader adoption and increased funding to expand its reach beyond Sindh, envisioning a future where such innovative educational programmes uplift public schools across Pakistan.
