Academic Audit 2025 and Schools2030: Building Equitable and Holistic Learning in Gilgit-Baltistan

Background and Context

On September 30, 2025, an orientation session was conducted at Government Boys Higher Secondary School (GBHSS) Gulmit, Gojal Hunza for teachers and school leaders from Gulmit and nearby government schools across the Gojal valley. The session was led by Mr. Mirza Hassan, Manager AKF Schools2030, and jointly organized with the Department of School Education Gilgit-Baltistan (SED) and the Aga Khan University–Institute for Educational Development (AKU-IED).

Caption: Government Boys Higher Secondary School (GBHSS) Gulmit, venue of the orientation session.

The orientation introduced the framework of Academic Audit 2025 under the Schools2030 initiative, with a strong emphasis on teacher agency, equity in learning, and innovative classroom practices. Teachers engaged with holistic assessment tools, reflective pedagogies, and strategies for aligning classroom practices with both national curriculum standards and international benchmarks.

Participants also reflected on the unique challenges of teaching in the mountainous Gojal region-geographical remoteness, limited resources, and the long-term impacts of the COVID-19 pandemic-while envisioning sustainable strategies for educational reform.

Introduction

Education in the 21st century is shaped by global crises, widening inequities, and evolving pedagogies. The Schools2030 initiative, implemented across ten countries by the Aga Khan Foundation (AKF), seeks to address these realities by placing teachers at the heart of transformation (Schools2030, n.d.).

In Gilgit-Baltistan, SED, AKF Pakistan, and AKU-IED are embedding this model into academic audits and school improvement programs. The Gulmit orientation extended to DDOship cluster schools, marking an important step in this journey. Guided by Mr. Mirza Hassan, the session reaffirmed that teachers are not just facilitators-
they are leaders of learning

Caption: Schools2030 framework emphasizing Assess → Innovate → Showcase.

Reflections from the Orientation

During the session, Mr. Hassan emphasized:

“Teachers are the leaders of learning. When we empower teachers with the right tools, we empower students with opportunities to dream bigger.”

This shifted the concept of Academic Audit from being an inspection to a process of reflection, self-discovery, and professional growth.

Teachers reported feeling renewed confidence to experiment with new strategies and to see the audit as an opportunity for growth rather than a threat. The session was also a response to the initiative of Principal Mr. Rehmat Karim (GBHSS Gulmit), whose leadership underscored that the audit should inspire equitable, student-centered teaching practices across the cluster.

Caption: Mr. Mirza Hassan, Manager AKF Schools2030, guiding the orientation.

Caption: Teachers and school leaders from Gulmit and surrounding schools engaging in the session.

Theoretical and Policy Frameworks

The Schools2030 framework works through a three-step cycle: Assess → Innovate → Showcase (Schools2030, n.d.).

At Gulmit, teachers explored how assessment can move beyond testing to become the foundation of evidence-driven innovation. The Human-Centered Design (HCD) approach was introduced, equipping teachers to design, test, and refine low-cost, context-specific innovations for their classrooms.

Academic Audit and the National Curriculum

The Academic Audit 2025 is a reflective and collaborative process designed to:

Align student learning assessments with National Curriculum and SLOs.

Embed international benchmarks in literacy, numeracy, and critical thinking.

Engage teachers, learners, and communities as partners in school improvement.

By blending quantitative assessment data with teacher reflections, the audit offers a holistic picture of learning in Gilgit-Baltistan.

Methodology and Tools

The audit will cover around 1,200 students across five clusters in Hunza, from pre-primary to secondary levels. Each assessment will take 45 minutes, and each cluster is expected to complete the process in 3-5 hours.

Tools employed include:

Holistic Learning Assessment (HLA) by Schools2030.

Psychometric support from Oxford MeasurEd.

Contextualized frameworks by AKU-IED.

These are complemented by teacher reflections, classroom observations, and HCD-based exercises for a comprehensive picture.

Emerging Findings

Preliminary pilot findings revealed:

Secondary students showed only 30% mastery in vocabulary and grammar (e.g., active/passive voice).

Middle graders struggled with reasoning and inference.

Pre-primary learners achieved just 50% of foundational benchmarks.

Teaching practices remain lecture-heavy, with limited inquiry and collaboration.

These findings underline the urgency of moving beyond rote memorization toward inquiry-based, student-centered learning.

Challenges Identified

The orientation surfaced critical challenges:

Geopolitical instability and geographical remoteness.

Post-COVID-19 learning gaps in literacy and numeracy.

Resource shortages, especially digital infrastructure.

Gender and regional disparities, marginalizing vulnerable learners.

Scaling difficulties-innovations often stay at the classroom level.

Strategies for Improvement

To address these challenges, the session recommended:

Scaffolded instruction to build on prior knowledge.

Professional learning communities for teacher collaboration.

HCD-driven micro-innovations tailored to local realities.

Continuous formative assessment to guide learning.

Special support for marginalized students, ensuring equity.

Mr. Hassan concluded:

 “Assessment is not an end in itself. It is the starting point of innovation and the foundation of equitable learning.”

Conclusion

The launch of Academic Audit 2025 at GBHSS Gulmit marks a landmark in educational reform for Gilgit-Baltistan. Led by AKF GB under Mr. Mirza Hassan and supported by Principal Mr. Rehmat Karim, the initiative blends local realities with global frameworks.

By positioning teachers as leaders of learning and embedding innovation into daily practice, the Academic Audit moves beyond evaluation into meaningful transformation. With this vision, schools in Gilgit-Baltistan can reimagine education, strengthen inclusivity, and ensure that every child has the opportunity to thrive.

References

Aga Khan Foundation. (n.d.). Schools2030: Catalysing school-driven holistic learning. Retrieved from https://schools2030.org


AKU-IED. (n.d.). Schools2030 project overview in Pakistan. Retrieved from https://www.aku.edu/iedpk/projects/Pages/schools2030.aspx


Schools2030. (n.d.). Assessment tools. Retrieved from https://schools2030.org/assessment-tools/


Schools2030. (2024). Assessment strategy (Y4-Y7). Retrieved from https://schools2030.org/wp-content/uploads/2024/12/Schools2030-Y4-Y7-Assessment




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