ISLAMABAD: Federal Minister for Planning, Development and Reform Ahsan Iqbal Wednesday said the role of technology and innovation in current scenario was imperative for the way of delivering education, not only to children but also to the society as a whole.
He said that "we are living in the era of constant change and moving from industrial to knowledge based society."
Addressing event on disrupted ideas and conversations for disruptive innovation in Pakistan, organised by Alif Ailaan, Ahsan Iqbal said that "ours society is characterised by great disparities in income, education and opportunity."
The Minister said that the government has laid strong foundation of economic development in the last nine months and by 2025, Pakistan will be among top big economies.
He emphasised that the use of technology can help to improve the provision of education to remote areas and disrupt current practices of old forms of education.
He said that teachers play a vital role as disrupter of the current substandard teaching practices, particularly through the use of technology.
He stressed for knowledge based economy with innovation and use of modern technology to implement new concept for economic development in the country.
Team Leader Alif Ailaan, Mosharraf Zaidi said "without a `disruption' to the way things are a fundamental change that alters the very basics, there is little chance of Pakistan being able to deal with the education crisis."
He said there were none of major problems in education but these are low enrolment rates, poor quality, lack of accountability and the total absence of a robust discourse that can be not solved without bold new approach.
He said that"we need to stimulate thinking in the public, private and non-profit sectors about solutions to these problems."
Mosharraf said currently, 25 million children in Pakistan are out of schools.
He said that about six million had never seen the inside of a classroom and the rest have enrolled at one point, only to drop out, most likely within the first three years of enrolling at the age of five.
Participants agreed that new avenues to deal with education problem must be explored and implemented to change how the crisis is perceived and addressed by the state and other stakeholders.
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