EDUCATION FELLOWS AS THE PRIMARY TEACHING WORKFORCE IN GILGIT-BALTISTAN

 EDUCATION FELLOWS AS THE PRIMARY TEACHING WORKFORCE

An analytical report & evidence from Government schools across Gilgit-Baltistan

Darvesh Karim, Project Manager, GBEF

AKU-IED/PDCN Gilgit.

EXECUTIVE SUMMARY

The Gilgit-Baltistan Education Fellows (GBEF) Project was initiated to strengthen educational quality while addressing acute teacher shortages in government schools across the region. While more than 1,254 Education Fellows have been deployed in over 600 government educational institutions, this analysis focuses on 108 strategically significant schools. These schools were purposively selected because Education Fellows constitute either the entire teaching workforce or the majority of teachers, making them highly dependent on the project's continued support.

These institutions represent some of the most educationally vulnerable schools in Gilgit-Baltistan, where continuity of teaching and learning is heavily dependent on the presence of Education Fellows. Collectively, these schools serve approximately 15,821 students and are supported by 343 Education Fellows, demonstrating the project's pivotal role in sustaining educational access and instructional quality in remote and underserved communities.

The findings indicate that the GBEF Project has evolved beyond a teacher deployment initiative. In many institutions, Education Fellows have become the primary instructional workforce, ensuring that schools remain functional, students continue learning, and subject-specific teaching, particularly in Science, Mathematics, Computer and English is maintained.

Key Evidence

·       108 government educational institutions analyzed all ten districts.

·       Approximately 15,821 students are currently enrolled.

·       343 Education Fellows serving as the primary teaching workforce.

·       Numerous schools where Education Fellows comprise 100% or more than 75% of the teaching staff.

·       Several institutions, including colleges, where Education Fellows deliver most of the academic instruction.

·       A substantial proportion of Education Fellows possess Science, Mathematics, Computer Science and English backgrounds, addressing critical shortages in subject-specialist teaching.

Why it matters

The findings demonstrate that Education Fellows are not merely supplementing the regular workforce. In many schools, they are sustaining educational continuity, ensuring that students continue to receive instruction in core subjects, particularly Science, Mathematics, Computer Science and English where shortages of qualified teachers remain significant.

The analysis further illustrates that the project has strengthened institutional resilience, expanded access to quality teaching in remote communities, and enhanced the instructional capacity of government schools.

Strategic Message

“The Education Fellows Project has evolved from a teacher deployment initiative into a strategic investment in educational continuity, instructional quality, and system resilience. The experience of these 108 schools demonstrates how targeted deployment of qualified teachers can sustain learning opportunities for thousands of students in some of Gilgit-Baltistan's most underserved communities”.

BACKGROUND

Teacher shortages remain one of the most persistent challenges confronting public education in Gilgit-Baltistan, particularly in geographically isolated and difficult-to-reach communities. In many schools, shortages are not only numerical but also subject-specific, with a limited availability of teachers qualified to teach Science, Mathematics, Computer Science and English.

The GBEF Project addressed this challenge by recruiting and deploying highly qualified graduates across all ten districts. This analytical report specifically examines schools where Education Fellows constitute the predominant teaching workforce, thereby providing evidence of the project's contribution to educational continuity and system resilience.

This analysis does not represent all project schools. Rather, it intentionally focuses on schools with high dependence on Education Fellows, making them particularly important for understanding the project's strategic contribution.

The analysis is based on administrative deployment records maintained by the GBEF Project, including school-level information on Education Fellow deployment, regular teaching staff, and student enrolment.

 

KEY FINDINGS

Education Fellows Have Become the Primary Teaching Workforce

The most significant finding is that many schools now rely predominantly on Education Fellows to sustain daily teaching and learning activities.

·       Schools where all teachers are Education Fellows.

·       Schools where Education Fellows constitute more than 75% of the teaching staff.

·       Institutions where only one regular teacher remains while the remaining teaching positions are filled by Education Fellows.

·       Degree colleges where, apart from the principal, nearly all lecturers are Education Fellows.

These findings illustrate that the project is not merely supplementing the existing workforce; in many schools, it has become the primary instructional mechanism sustaining institutional functionality and educational continuity.

Sustaining Learning for More Than Fifteen Thousand Students

The 108 schools included in this analysis collectively enroll approximately 15,821 students. The deployment of 343 Education Fellows in these institutions has ensured uninterrupted classroom teaching, curriculum implementation, student assessment, and academic support.

Without this intervention, many of these schools would likely experience severe instructional disruption, reduced teaching capacity, and diminished learning opportunities.

 

Strengthening Subject-Specific Teaching Capacity

A particularly significant contribution of the project lies in strengthening Science education. While many regular government teachers in these schools possess non-Science academic backgrounds, a substantial proportion of Education Fellows were recruited from Science, mathematics and computer and English disciplines.

Consequently, Education Fellows have assumed responsibility for teaching Science, Mathematics, computer Science and English in many institutions, ensuring that students continue to receive subject-specialist instruction.

This contribution extends beyond filling vacant positions; it enhances the quality of STEM education and expands future educational and career opportunities for students.

 

Educational Continuity in Remote Communities

The findings demonstrate that the GBEF Project has played a critical role in maintaining educational continuity across remote and underserved areas of Gilgit-Baltistan. Education Fellows have enabled schools to:

·       Maintain regular classroom instruction.

·       Reduce disruption caused by teacher shortages.

·       Strengthen student attendance and engagement.

·       Improve learning environments.

·       Expand access to quality teaching in geographically isolated communities.

The project has therefore contributed not only to teacher availability but also to greater educational equity.

DISTRICT-LEVEL ANALYSIS

The analysis indicates varying levels of dependence across districts.

S.No	District	Schools	Students	Education Fellows	Average Students per EF
1	Diamer	22	2,616	53	49
2	Skardu	13	3,215	45	71
3	Astore	13	1,590	32	50
4	Gilgit	12	2,617	45	58
5	Kharmang	12	745	27	28
6	Nagar	10	1,938	48	40
7	Ghizer	8	1,717	46	37
8	Hunza	7	637	21	30
9	Ghanche	7	457	21	22
10	Shigar	4	289	5	58
	Total:	108	15821	343	46

 

The data reveals that reliance on Education Fellows is widespread, although the scale and intensity vary across districts according to local staffing patterns and institutional needs.

Across these 108 schools, an average of approximately three Education Fellows are serving each institution, highlighting the extent to which many schools rely on project-supported teachers to sustain classroom instruction.

 

STRATEGIC IMPLICATIONS

The findings of this analysis extend beyond teacher deployment and offer important insights for educational planning, workforce management, and policy development in Gilgit-Baltistan. The concentration of Education Fellows in a relatively small number of high-dependence schools demonstrates that the project has become an essential component of educational service delivery in many underserved communities.

 

EDUCATIONAL IMPLICATIONS

The deployment of Education Fellows has significantly strengthened educational continuity by ensuring uninterrupted classroom instruction in schools facing persistent teacher shortages. Beyond addressing numerical gaps, the project has enhanced instructional quality through the placement of highly qualified graduates, particularly in Science, Mathematics, Computer Science, and English. In many institutions, Education Fellows have become the principal providers of subject-specialist teaching, thereby improving learning opportunities and supporting better student engagement and achievement.

 

WORKFORCE IMPLICATIONS

The analysis reveals that teacher shortages in Gilgit-Baltistan are not merely quantitative but also subject-specific. Many regular government teachers in these schools have non-Science academic backgrounds, while a substantial proportion of Education Fellows possess qualifications in Science and related disciplines. Consequently, the project has strengthened the system's instructional capacity by providing expertise where it is most needed. The findings highlight the importance of strategic workforce planning that prioritizes both equitable teacher deployment and subject-specialist recruitment.

 

SUSTAINABILITY IMPLICATIONS

The analysis also highlights the need for long-term planning to sustain the educational gains achieved through the GBEF Project. In many of the 108 schools analyzed, Education Fellows constitute the majority; or, in some cases, the entire teaching workforce. Any abrupt reduction in their deployment could significantly affect classroom instruction, particularly in Science and Mathematics, and compromise educational continuity for thousands of students. These findings underscore the importance of a phased transition strategy, continued investment in teacher development, and institutionalization of successful Public–Private Partnership models to ensure that the progress achieved is sustained over the long term.

 

RECOMMENDATIONS

1.      Sustain Education Fellow deployment in schools demonstrating high dependency until adequate government staffing is available.

2.      Prioritize recruitment of Science, Mathematics, Computer Science and English teachers within government workforce planning.

3.      Institutionalize the successful Public–Private Partnership model as an effective strategy for addressing teacher shortages in underserved regions.

4.      Continue strengthening GBEF team and Professional Development Teachers, recognizing their critical role in monitoring and mentoring Education Fellows and maintaining instructional quality.

5.      Develop a phased transition strategy to preserve educational gains while progressively strengthening the regular government teaching workforce.

6.      Use this analysis to inform future teacher deployment policies, ensuring equitable distribution of subject-specialist teachers across Gilgit-Baltistan.

 

CONCLUSION

This analysis demonstrates that the Gilgit-Baltistan Education Fellows Project has progressed far beyond a teacher deployment initiative. In many government schools, Education Fellows have become the primary instructional workforce, sustaining educational continuity for thousands of students in geographically remote and underserved communities.

Perhaps most significantly, the project has strengthened subject-specific instructional capacity, particularly in Science education, where many regular teaching positions are occupied by non-Science graduates. Through the deployment of highly qualified Education Fellows, continuous monitoring, mentoring, and strong institutional partnerships, the project has helped ensure that students continue to receive quality education despite longstanding workforce challenges.

The experience of these schools demonstrates that strategically deploying qualified teachers to underserved communities can strengthen not only school functionality but also instructional quality, subject-specialist teaching, and educational resilience. The GBEF model therefore offers valuable lessons for workforce planning, teacher deployment, and public–private partnerships in remote educational contexts.

“This analysis demonstrates that the value of the GBEF Project lies not only in the number of teachers deployed, but in placing qualified subject specialists where the education system needs them most”.

https://www.facebook.com/share/p/1Bo4HbXDHV/ 

Beyond Teacher Deployment: A Story of Educational Transformation from Gilgit-Baltistan

 

Beyond Teacher Deployment

A Story of Educational Transformation

 

Darvesh Karim, AKU-IED/PDCN

Rizwan stood quietly outside the school gate.

It was early morning. The mountains surrounding the village were still wrapped in mist, and the silence was broken only by the laughter of a few children making their way to school. In his hand, he carried a backpack filled with notebooks, lesson plans, colored markers, and dreams.

He had never imagined that his first job would take him to one of the most remote corners of Gilgit-Baltistan.

Nor did he know that he was about to become much more than a teacher.

Just a few months earlier, Rizwan had been one of more than 27,500 young graduates who applied for an opportunity to become an Education Fellow. After a rigorous merit-based recruitment process involving written assessments, interviews, and teaching demonstrations, he was selected among 1,254 Education Fellows entrusted with an extraordinary responsibility to strengthen public education in government schools across Gilgit-Baltistan.

Like every other Education Fellow, Rizwan believed he had been recruited to teach.

He was wrong!

He had been recruited to learn.

Before entering his classroom, Rizwan spent days in intensive professional learning. He discovered that teaching was not about standing in front of a whiteboard and speaking while children listened. Instead, he learned how curiosity could replace memorization, how simple classroom activities could spark imagination, and how every lesson could become an opportunity for children to ask questions, investigate ideas, and think for themselves.

He learned to plan meaningful lessons, assess learning continuously, manage classrooms positively, and even explore new digital tools, including artificial intelligence, to enrich his teaching. Yet the greatest lesson was simple: “every child deserves to participate, to be heard, and to succeed”.

The first few weeks were not easy.

Some classrooms had several grade levels learning together. Resources were limited. Science equipment was scarce. Some students had lost confidence after months without regular teachers.

At times, Rizwan wondered whether he was making any difference at all.

Then his Professional Development Teacher arrived.

Instead of inspecting him, he sat quietly at the back of the classroom, observed his lesson, and afterwards asked only one question:

"If you taught this lesson again tomorrow, what would you do differently?"

That conversation changed everything.

Week after week, classroom observations became conversations. Feedback became encouragement. Reflection became a habit. Every lesson became slightly better than the one before it. Teaching was no longer a routine; it had become a journey of continuous learning.

Rizwan soon realized something remarkable.

He was never working alone!

Across all ten districts of Gilgit-Baltistan, hundreds of other Education Fellows were facing similar challenges and celebrating similar successes. Through digital learning communities, reflective discussions, professional portfolios, and online knowledge-sharing platforms, they exchanged ideas, shared classroom innovations, solved problems together, and celebrated each other's progress.

Although separated by mountains and valleys, they had become one professional learning community.

The project had not simply deployed teachers.

It had connected educators!

One afternoon, Rizwan visited the home of a family whose daughter had quietly stopped attending school.

The parents welcomed him with tea.

They talked, not only about education, but about dreams.

Rizwan explained that every child deserved an opportunity to learn and that their daughter had shown great promise in the classroom. A week later, she returned to school.

Stories like this unfolded across Gilgit-Baltistan. Communities became partners rather than spectators. Parents grew more engaged, enrolment increased, and confidence in government schools began to return. In several districts, families even started transferring their children from private schools to nearby government schools because they recognized improvements in teaching and learning.

Then winter arrived.

Heavy snowfall and chilly weather closed schools across the region.

But learning did not stop!

Education Fellows transformed community spaces, schools, and colleges into Winter Camps where children continued learning despite the harsh weather. They revised Mathematics, explored Science, strengthened English, and rediscovered the joy of learning together.

For thousands of children, winter became another season of opportunity rather than interruption.

Months passed.

Rizwan's classroom slowly transformed.

Children who once sat quietly now debated ideas.

Science models appeared on classroom tables.

Mathematics became an activity rather than a fear.

Parents visited more often.

The school felt alive.

Rizwan smiled whenever visitors praised his work.

Because he knew something they did not.

This transformation was never about him alone.

Behind every successful lesson stood an entire system, a government committed to improving education, a university investing in professional development, Professional Development Teachers providing continuous mentoring, Head Teachers creating supportive schools, District Education Offices coordinating implementation, and communities believing once again in the promise of public education.

Rizwan had become part of something much larger than himself.

Today, when people ask what the Education Fellows Project achieved, they often speak of numbers.

More than 1,254 Education Fellows.

More than 600 government educational institutions.

Hundreds of classroom observations.

Thousands of students.

Winter Camps.

Educational exhibitions.

Improved learning outcomes.

Those numbers surely matter!

But they tell only part of the story.

The real achievement lies elsewhere!

It lies in classrooms where children began asking questions with confidence.

It lies in teachers who never stopped learning.

It lies in communities that rediscovered faith in their neighborhood schools.

It lies in young graduates who arrived believing they would teach children and left realizing that the children had taught them something even greater, “the hope”.

Educational transformation rarely begins with a new building.

It begins when someone believes that every child deserves an excellent teacher.

The Gilgit-Baltistan Education Fellows Project reminds us that when young professionals are carefully selected, continuously mentored, professionally trusted, and supported by strong partnerships, they become far more than teachers.

They become catalysts of hope.

And sometimes, one teacher becomes an entire movement – God bless all Education Fellows!

 

 

July 28, 2026

https://pamirtimes.net/2026/07/29/beyond-teacher-deployment-a-story-of-educational-transformation/

https://english.chitraltimes.com/beyond-teacher-deployment-a-story-of-educational-transformation-by-darvesh-karim-aku-ied-pdcn/ 

https://english.chitraltimes.com/beyond-teacher-deployment-a-story-of-educational-transformation-by-darvesh-karim-aku-ied-pdcn/ 

 

جنریشن ایکس: وہ نسل جسے کبھی بولنے کا موقع ہی نہیں ملا

جنریشن ایکس: وہ نسل جسے کبھی بولنے کا موقع ہی نہیں ملا

درویش کریم، وادی ہنزہ

میں سن ۱۹۶۹  میں پیدا ہوا ہوں، اور اس حساب سے میرا تعلق اُس نسل سے ہے،  جسے دنیا بڑے فخر سے جنریشن ایکس کہتی ہے۔  جنریشن ایکس کے بارے میں بہت کچھ کہا جاتا ہے۔ کوئی ہمیں مضبوط کہتا ہے، کوئی برداشت کرنے والی نسل، کوئی کہتا ہے کہ ہم آخری نسل ہیں جس نے ٹیلی فون کی گھنٹی، خط، ریڈیو، کیسٹ، وی سی آر، کمپیوٹر اور موبائل سب کے ادوار دیکھے ہیں۔

یہ سب باتیں اپنی جگہ  بلکل درست ہیں، لیکن میری نظر میں ہماری نسل کے ساتھ ایک ایسا دکھ بھی جڑا ہوا  ہے جس پر ابھی تک کوئی تحقیقی مقالہ  شایدنہیں لکھا گیا ہے۔

ہمیں بچپن سے یہی سبق دیا گیا  کہ

"خاموش رہو، بڑے بات کر رہے ہیں۔"

"تم ابھی بچے ہو، تمہیں کیا پتا"

"پہلے بڑے بولیں گے۔"

"زیادہ عقل مت جھاڑو۔"

"بڑوں کا سنو"

چنانچہ ہم نے ادب  اور تہذیب کے مارے اپنی زبانوں پر قفل لگائے رکھی۔ اور  جو بزرگوں نے کہا، مان لیا، جو فیصلہ کیا، تسلیم کر لیا، جو نصیحت کی، سر جھکا کر سن لی اور اس پر کاربند بھی رہے۔ الحمدللہ، ہم نے اس تربیت پر عمل بھی کیا اور خوب کیا۔

پھر وقت گزرا، بال سفید ہوئے، چشمے لگ گئے، گھٹنوں سے اور کمرسے  آوازیں آنے لگیں، اور ایک دن اچانک پتا چلا کہ اب ہم خود بھی  بزرگوں کی صف میں کھڑے  ہو چکے ہیں۔

ہم نے سوچا کہ چلو، اب شاید ہماری باری آ گئی ہے۔ اب شاید کوئی کہے گا۔

"انکل جی، آپ کیا کہتے ہیں؟"

"سر، آپ کے تجربے سے رہنمائی چاہیے۔"

"آپ کی رائے ہمارے لیے اہم ہے۔"

مگر ابھی ہم نے امید کا چراغ جلایا ہی تھا کہ دنیا نے ایک نیا اعلان کر دیا،

" جین زی کو سنو"

"ان کے جذبات کو سمجھیں"

"ان پر اپنی رائے مسلط نہ کریں"

"ان کی آواز کو اہمیت دیں"

اب ذرا ہماری حالت ملاحظہ فرمائیں۔

بچپن میں بڑوں کی بات سنتے رہے۔ اور اب بڑھاپے میں بچوں کی بات سن رہے ہیں۔

یعنی پوری زندگی ایک تابیدار سامع کے فرائض انجام دیتے رہے، مگر بولنے کا موقع کبھی ہمارے ہاتھ میں نہیں آیا۔ یعنی کبھی والدین کی سنو، کبھی استاد کی سنو، کبھی باس کی سنو، اور اب بچوں کی سنو۔

لگتا ہے قدرت نے جنریشن ایکس کو دنیا میں مستقلاً سننے کے لیے ہی پیدا کیا ہے۔

بعض اوقات تو یوں محسوس ہوتا ہے کہ اگر کل کوئی نئی جنریشن  ڈبل اے یا  ڈبل بی  آ گئی تو ماہرین فوراً کہیں گے کہ  

"براہِ کرم ان کی بھی بات سنیے"

اور ہم کہیں گے؛

"جی بالکل"

تو دوستو، میرا خیال ہے کہ جنریشن ایکس  دنیا کی وہ  واحد نسل ہے جس نے ساری زندگی دوسروں کو بولنے کا موقع دیا، لیکن اپنی باری کے انتظار میں ہی عمر گزار دی۔  البتہ اس سب کے باوجود ایک بات ضرور ہے۔ ہم نے بڑوں کا احترام بھی سیکھا، چھوٹوں کو سمجھنا بھی سیکھا، اور دو نسلوں کے درمیان وہ پل بن گئے جس پر سب آرام سے چلتے رہے۔ بس فرق صرف اتنا ہے کہ پل سے کبھی کسی نے نہیں پوچھا۔

"بھائی، تمہارا حال کیسا ہے؟"

میرے تمام  جنریشن ایکس کے دوستوں سے سوال ہے، کیا آپ کو بھی لگتا ہے کہ ہم وہ نسل ہیں جو پوری زندگی "جی بہتر"، "جی ٹھیک ہے"، اور "جی آپ درست فرما رہے ہیں" کہتے کہتے یہاں تک پہنچ گئی؟

 

 https://zeroperiod.com.pk/2026/06/%d8%ac%d9%86%d8%b1%db%8c%d8%b4%d9%86-%d8%a7%db%8c%da%a9%d8%b3-%d9%88%db%81-%d9%86%d8%b3%d9%84-%d8%ac%d8%b3%db%92-%da%a9%d8%a8%da%be%db%8c-%d8%a8%d9%88%d9%84%d9%86%db%92-%da%a9%d8%a7-%d9%85%d9%88/ 

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 ~**