Fostering Prosperity through Education and Skills Development in Gilgit-Baltistan
Education is the cornerstone of human civilization, enabling individuals to acquire knowledge, skills, and values essential for personal and societal development (UNESCO, 2019).
The Latin origins of "education" emphasize its importance in human progress, with "educare" and "educere" highlighting the significance of education in shaping individuals and societies (Dewey, 1916; Freire, 1970). Islamic teachings also underscore the importance of education, with the Prophet Muhammad (PBUH) emphasizing that "acquiring knowledge is an obligation upon every Muslim" (Ibn Majah).
In the context of Gilgit-Baltistan, education and skills development are critical for the region's prosperity, particularly in light of the China-Pakistan Economic Corridor (CPEC) (Government of Pakistan, 2017). To leverage the opportunities presented by CPEC, the region's education system must prioritize modern skills development, focusing on vocational training, language skills, digital literacy, entrepreneurship, and apprenticeships (World Bank, 2019). Integrating vocational training and life skills development into the education system is essential for equipping students with practical skills aligned with the modern job market (OECD, 2018).
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Education without skill and Skill without education is Incomplete |
The Sustainable Livelihood Framework (SLF) provides a useful lens for examining the relationship between education, skills development, and livelihoods (DFID, 2001). The SLF comprises six core concepts: people-centred, holistic, dynamic, building on strengths, macro-micro links, and sustainability. These concepts highlight the importance of considering individual, social, and economic factors in promoting sustainable livelihoods through education and skills development.
In the 21st century, skill-based education is crucial, as it prioritizes practical skills and mindsets, enabling students to apply theoretical knowledge in real-world scenarios (National Research Council, 2012). This approach promotes lifelong learning, bridges the gap between education and employment, enhances employability, fosters entrepreneurship and innovation, and promotes adaptability (OECD, 2018).
In Gilgit-Baltistan, educational reforms prioritize the promotion and integration of STEAM (science, technology, engineering, arts, and mathematics) education. The "Tech Fellows" program enables students in grades 6-8 to engage in cutting-edge science and technology projects in government schools. Additionally, the Learning Management System (LMS) initiative promotes blended learning models, enhancing skill-based teaching and learning.
The Aga Khan Schools (AKS) have incorporated critical thinking into their curricula, with coding becoming a prerequisite for digital literacy (Aga Khan Schools, 2024). Rupani Academy, the first IB World School in Gilgit-Baltistan, offers the International Baccalaureate Primary Years Programme (PYP), providing a rigorous, inquiry-based education that fosters critical thinking, creativity, and global-mindedness.
The European Union's (EU) launch of two flagship programs in Gilgit-Baltistan, focusing on skills development and clean energy, is a significant step towards promoting education and skills development in the region. Developing livelihood skills, digital literacy programs, and partnerships with online learning platforms can also support regional economic growth.
In conclusion, fostering prosperity in Gilgit-Baltistan requires prioritizing education and skills development, focusing on modern skills, vocational training, and STEAM education. By integrating vocational training, life skills development, and promoting skill-based education, the region can equip its workforce to thrive in the global economy. Key initiatives, such as the "Tech Fellows" program, Learning Management System (LMS) initiative, and the European Union's flagship programs, demonstrate the region's commitment to education and skills development. Ultimately, investing in education and skills development is crucial for Gilgit-Baltistan's prosperity, enabling the region to benefit from CPEC opportunities and contribute to regional economic growth.
References:
Aga Khan Schools. (2024). Coding Curriculum.
British Council. (2019). Language Skills for Employability.
Committee of Ten. (1893). Report of the Committee of Ten on Secondary School Studies.
Department for International Development (DFID). (2001). Sustainable Livelihoods Guidance Sheets.
Dewey, J. (1916). Democracy and Education.
Freire, P. (1970). Pedagogy of the Oppressed.
Government of Pakistan. (2017). China-Pakistan Economic Corridor (CPEC): A New Era of Economic Cooperation.
National Research Council. (2012). A Framework for K-12 Science Education.
OECD. (2018). Skills for a Changing World.
UNESCO. (2019). Education for Sustainable Development.
World Bank. (2019). World Development Report 2019: The Changing Nature of Work.
World Economic Forum. (2018). The Future of Jobs Report 2018.
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