THE EDUCATION FELLOWS WHO LIT-UP CLASSROOMS IN GILGIT-BALTISTAN

THE EDUCATION FELLOWS

WHO LIT-UP CLASSROOMS IN GILGIT-BALTISTAN

Darvesh Karim, Project Manager & Senior Instructor, AKU-IED/PDCN

In Gilgit-Baltistan, a transformative vision for education has begun to unfold. In July 2024, a pioneering initiative called the GB EFs project was launched which is a GB Govt-sponsored innovative school improvement initiative. The Project was implemented by the AKU-led Consortium including LUMS, KIU and KP. The Project aimed at providing quality education in public sector educational institutions across all 10 districts of the region. The Project objectives included hiring, developing, deploying, supervising, and supporting 1248 Education Fellows (EFs) in various government institutions, including schools, colleges, technical, and special education institutions.

The journey began with the challenging task of finding the right talent to place in schools and colleges. From an initial data pool of 21,358 applicants, 2,375 candidates were shortlisted. The project then embarked on a rigorous recruitment process, designed to identify individuals with true passion and aptitude for teaching. Advertisements clearly outlined criteria, prioritizing candidates with 16 years or more of education in core subjects like Mathematics, Physics, Chemistry, Biology, English, and Computer Science from HEC-recognized universities. In certain areas, and based on need, candidates with 14 or even 12 years of education were considered, particularly for marginalized or underserved villages.

The selection process involved Test-cum-Interviews conducted by 11 panels comprising 22 individuals. The interview panelists included faculty from AKU, KIU, LUMS, and other educational experts. A central control room at PDCN oversaw the entire process, facilitating audio and video recording for transparency. The interview tool was comprehensive, assessing passion and commitment, aptitude, analytical and interpersonal skills, and communication abilities. Significantly, candidates underwent a Content/General Knowledge Test, where they could orally present, explain on a whiteboard, or solve questions on paper. This was followed by a Teaching Demonstration, allowing panels to evaluate their lesson planning, instructional techniques, subject knowledge, and communication skills in a practical setting. Each candidate's assessment, including the interview, content test, and teaching demonstration, was completed within 35 – 45 minutes. Ultimately, 1248 Education Fellows were hired.

Once selected, these EFs were not simply deployed; they were developed through an intensive training process. Even the Master Trainers from AKU, LUMS and KIU received initial training of trainers on Gamification by Knowledge Platform in September 2024, setting the stage for the master trainers’ own development. Then the EFs underwent 18 days of training, with a specific focus on Math, Science, English, and General Pedagogy, and an additional 6-day training was conducted at PDCN for the colleges-based Education Fellows. Newly hired EFs received a 5-day training course at PDCN and Skardu. This training was pivotal, aiming to transform teaching practices by focusing on gamification and activity-based learning, a strategy that proved to produce tangible outcomes.

With their skills improved, the EFs were then deployed across 600+ schools, colleges, and other institutions throughout all 10 districts of Gilgit-Baltistan. The deployment was strategically planned to meet the district-wise and UC-wise teacher needs identified by the Government, ensuring coverage for 1054 positions in school education, 161 in college education, 15 in special education, and 18 in technical education, reaching the full target of 1248 EFs. By June 13, 2025, 1237 EFs were on board, covering various levels of education.

To ensure their continued effectiveness, a structured monitoring and supervision mechanism was put in place. This involved district-level visits by ten field-based Professional Development Teachers (PDTs), complementing the Project Team's supervision through both physical visits and digital connectivity. A crucial aspect was the orientation of headteachers on their roles as immediate supervisors of EFs, strengthening on-ground oversight. Attendance was tracked daily, weekly, and monthly. The monitoring process also included classroom observations and feedback, review of lesson planning, professional portfolio development, and the use of online platforms like Kobotoolbox, WhatsApp, and Facebook group for data collection and communication.

Beyond monitoring, continuous support was a cornerstone of the project. Project Team ensured sharing with EFs on a weekly basis educational material to help them grow professionally on an ongoing basis. The project organized Winter Camps, engaging 779 EFs who taught 10,109 students, leading to improved results in remedial classes for Grades 5, 8, 9 and 10. EFs were encouraged to continuously update their professional portfolios, read, write, and engage in reflective practices, even publishing in newspapers and social media.

This comprehensive approach led to unprecedented changes in the school culture of Gilgit-Baltistan. For the first time in the history of GB, regular lesson planning by teachers became a standard practice, a change also emphasized by the School Education Department for the regular teachers. Reflective practices flourished through social media, newspapers, and on official Facebook Group, which also served as a learning resource hub. The focus on Activity-Based Teaching & Learning became a hallmark, with evidence of these activities recorded in portfolios. This initiative significantly enhanced the quality of education, empowered educators, and contributed to the overall development of the education sector in the region.

However, the project journey towards making a positive difference in schools also met numerous challenges. The project faced external pressures related to hiring, postings, and transfers. Resource gaps (staff, time, materials), limited community engagement, weak assessment systems, poor school infrastructure, lack of net connectivity, geographical barriers, and capacity gaps were also identified as potential obstacles. Sustainability remained a key concern, with risks of attrition.

Despite these hurdles, the project generated invaluable experience-based learnings. The decentralized recruitment model proved effective, continuously minimizing vacancy gaps through ongoing data-pool interviews. The training focuses on gamification and activity-based learning truly transformed teaching practices. Monitoring was critical, with the blend of physical visits by PDTs and digital tools ensuring accountability, further strengthened by headteacher involvement. The importance of clear communication of expectations was consistently demonstrated.

Looking ahead, the project identified a strategic path for sustained success. Key recommendations related to sustaining this initiative in future would require strengthening recruitment and retention through incentives and longer contracts, enhancing capacity building with advanced modules like digital literacy and inclusive education, and improving systemic support by advocating for policy safeguards against interferences and upgrading school infrastructure in collaboration with the Government and NGOs. To ensure sustainability, securing multi-year funding extensions and launching community awareness campaigns to foster local ownership will be important. Finally, expanding impact measurement through robust assessment frameworks and publishing impact reports would attract further investment.

The Education Fellows Project in Gilgit-Baltistan has proved its efficacy and repeatedly showed that it was more than just a school improvement program, it reflected the power of structured and collaborative efforts in achieving the school improvement goals. At the culmination of Project’s Year 1, the Project very well reflects the objectives achieved and gives hope to the stakeholders for the journey to continue for a brighter future of education in Gilgit-Baltistan.

What is important to bear in mind is that the meaningful change process requires considerable time to influence and impact on the overall organizational culture. Extending this project through Years 2–3 will allow us to shift from mere implementation of the project to solidifying its impact. The following 1-2 years will focus on broadening Education Fellows pedagogical skills, refining data-driven monitoring, and embedding the multi-level sustainable systems. With continued support, we can bridge remaining gaps in learning outcomes and institutionalize the best practices across Gilgit-Baltistan. Let’s make an endeavor to deepen and broaden the impact of the insights gained from Project implementation during Year 1.

IGNITING MINDS IN THE COLD - A TALE OF RESILIENCE AND LEARNING IN GILGIT-BALTISTAN

 IGNITING MINDS IN THE COLD - A TALE OF RESILIENCE AND LEARNING IN GILGIT-BALTISTAN

Darvesh Karim, AKU-IED/PDCN Gilgit

In the heart of the majestic mountains of Gilgit-Baltistan, where winter’s icy grip often brings life to a standstill, a remarkable story of resilience, collaboration, and hope unfolded during the winter of 2025. This is the story of how the Aga Khan University (AKU), in partnership with the Directorate of Schools, Gilgit-Baltistan, ignited the minds of thousands of students and educators through Special Winter Learning Camps and Professional Development Initiatives. 

Gilgit-Baltistan, a region known for its breathtaking landscapes, is also home to some of the harshest winters in the world. Temperatures often plummet below freezing, making it difficult for students to continue their education during the winter break. For many, especially those preparing for board examinations, this meant falling behind in their studies.  But this winter was different!

Recognizing the need to keep students engaged and prepared, the Director General of Schools issued a groundbreaking directive. Winter Learning Camps would be organized across all ten districts of Gilgit-Baltistan. These camps would not only provide academic support but also create a warm and nurturing environment for students to thrive. 

The Aga Khan University, with its team of 1,150 dedicated Education Fellows (EFs), stepped up to lead this initiative. Their mission was clear: to ensure that no student’s education was interrupted by the cold. 

From Hunza to Ghanche, and from Diamer to Ghizer the winter camps became a beacon of hope. Over 11,527 students from grades 1 to 10 participated, with a special focus on classes 9^th and 10^th, who were preparing for their board examinations. 

The camps were not just about academics; they were about building confidence, fostering collaboration, and creating a sense of community. 779 Education Fellows worked tirelessly, braving the cold to deliver lessons, mentor students, and ensure that every child felt supported. 

To combat the freezing temperatures, the Education Department provided firewood to keep classrooms warm. The crackling fires not only heated the rooms but also symbolized the warmth of knowledge being shared. 

For the Education Fellows, this was more than just a teaching assignment; it was an opportunity to innovate and grow. Those who couldn’t participate in the camps were given structured professional development tasks, including: 

§  Lesson Planning: Using the BOPPPS model to create engaging and effective lesson plans. 

§  Resource Generation: Crafting no-cost or low-cost teaching tools like flashcards, charts, and manipulations from locally available materials. 

§  Professional Portfolios: Documenting their teaching journey, achievements, and reflections. 

§  Reading and Writing: Engaging with educational literature and contributing to the broader discourse on teaching and learning. 

These tasks not only enhanced their skills but also inspired a culture of creativity and continuous improvement. 

The Impact - A Ripple Effect of Success

The results of the winter camps were nothing short of transformative: 

§  Academic Preparedness: Students reported significant improvements in their understanding of core subjects, especially science. 

§  Confidence Building: The camps instilled a sense of self-assurance in students, empowering them to tackle their exams with confidence. 

§  Professional Growth: Education Fellows refined their teaching skills, developed innovative resources, and documented their professional journeys. 

§  Community Engagement: Parents and local stakeholders rallied behind the initiative, creating a strong sense of community and collaboration. 

This initiative would not have been possible without the unwavering support of key stakeholders: 

§  The Secretary, Education for the visionary leadership. 

§  The Director General of Schools for seamless coordination and execution. 

§  The Deputy Directors’ of Education and DDOs for their grassroots support. 

§  The Education Fellows, School Heads, and Professional Development Teachers for their dedication and hard work. 

§  The students and parents for their trust and enthusiasm. 

As the winter camps concluded, the lessons learned, and the successes achieved laid the foundation for future initiatives. Recommendations for the future include: 

§  Expanding the camps to include more students and subjects. 

§  Introducing continuous professional development for Education Fellows and regular teachers. 

§  Creating a digital platform for resource sharing and collaboration. 

§  Strengthening partnerships with government and local communities. 

The winter camps of 2025 were more than just an educational initiative; they were a testament to the power of collaboration, innovation, and resilience. They proved that even in the harshest conditions, the flame of knowledge can burn brightly, lighting the way for a brighter future. 

As the students of Gilgit-Baltistan return to their studies, they carry with them not just the lessons learned but also the hope and confidence that they can overcome any challenge. And as the Education Fellows continue their journey, they do so with the knowledge that they have made a lasting impact on the lives of countless students. 

This is the story of how, in the cold mountains of Gilgit-Baltistan, the warmth of education ignited minds and transformed lives. 

 

**~ The End ~**