harparkar, known for its unique cultural tapestry and challenges, has been quietly inspiring an admirable practice that deserves recognition. The people of Tharparkar have shown great resilience in the face of hardship. There are tight-knit communities where people support one another during difficult times, sharing resources and knowledge to ensure the well-being of all.

This spirit of cooperation and unity is not only an inspiration but also a valuable lesson in community building and social cohesion.

Many schools in the district, despite facing several obstacles, have managed to produce talented graduates, who in turn, give back to their schools. There are many schools where former students are contributing voluntarily and paying back to their school.

At Government Elementary College, Mithi, Wali Muhammad Mangri and Bhawani Shanker from Boys Degree College, Mithi, are playing a significant role in enhancing the educational prospects of the area.

These dedicated alumni, inspired by their educational journeys, hold their teachers in high regard, recognise their invaluable contributions and share a common aspiration to uplift their communities. They actively engage in the teaching and mentorship of current students. This initiative is not only empowering the youth but also securing the bedrock of education in Tharparkar.

Government schools need to earn the trust of parents. The teachers should focus on being role models.

When schools successfully implement strategies that bring positive results, it has a ripple effect that benefits not only the current students but also future generations. The Pay back to School approach shows how alumni can make a big difference in education. It’s proof that our communities have the power to drive positive change.

Every teacher at Government Elementary College, Mithi, is an expert in the subject they teach. The practice is ensuring that students can acquire a comprehensive understanding.

The good thing is that the school is focusing on every student; their growth and development are the responsibilities of school teachers and mentors. They prioritise students’ development and offer remedial classes through volunteer teaching faculty.

The students are also taught ethical values and social life skills.

Adapting instructional planning and strategies can lead to improved results and additional milestones. The school engages its teachers, volunteers, experts and SMC members in effective planning, with a focus on each student.

There is a need to focus on assessments in schools. Currently, only an annual examination is the focus, but there is a requirement to place greater emphasis on routine assessments and counselling.

A favourable learning environment is essential for achieving good results. While some schools in Mithi and Umerkot are focusing on creating a positive learning environment, the practice is lacking on a larger scale. Certain schools in Thar even lack basic facilities.

Students can learn through peer teaching practices and other innovative ideas. Ownership and commitment can help establish a practice of fostering a positive learning environment. An example of this is seen in Mithi where 20 students voluntarily contribute to teaching. This has been made possible through the commitment of the school teachers.

Other steps that can be taken to improve the outcomes include:

Effective communication and use of technology: There is a need for greater focus on digital education. Learning from devices, students can gain a full understanding of a concept through platforms like YouTube by accessing the same lessons and examples. This approach will contribute to clarity. There is also a need to introduce multimedia classes, enhance presentation skills and thoroughly discuss every lesson to facilitate effective communication.

Collaboration and partnership: There is a need to think outside the box to secure additional resources. Local individuals and philanthropists can play a role in sustaining schools. Moreover, alumni who have graduated from the same academy and now hold prominent positions can also contribute to the schools. Such ownership and involvement can further strengthen the public education system.

Continuous professional development: We need to focus on the punctuality of teachers and students, time management and digital academic monitoring. Monthly progress reviews of schools can lead to progress.

Teaching English as a second language: Proficiency in English and computer skills are prerequisites for participation in almost any competition. Therefore, teachers must prioritise English language education, enabling students to learn and communicate in the language. Many students struggle with English, which hinders their reading and critical thinking abilities. There is a pressing need to focus on English language development through a participatory approach. Encouraging local discussions in English within the school environment will help teachers address the students’ needs better.

Through these basic tools, schools can improve. They can learn from examples around the world.

In Japan, there is a supplementary education system known as Juku or Cram Schools. These private institutions offer free of cost extra tutoring to students outside regular school hours. What’s remarkable about this system is that many former students who have benefited from Juku return as instructors to help the next generation. This creates a continuous cycle of knowledge transfer and mentorship.

Teach for India is a non-profit organisation that recruits young professionals and college graduates to teach in underprivileged schools across India. These educators commit to teaching for two years. Many of them go on to make long-term contributions to the field of education. This programme not only improves educational outcomes but also raises awareness about educational inequality in the country.

In rural areas of Ghana, community schools are often supported by local volunteers who serve as teachers. These volunteers are typically community members who have received some education and are dedicated to providing learning opportunities for children who might not have access to formal schools. This practice helps bridge educational gaps in remote areas.

Models like volunteer teaching faculty and Pay back to School, hinge on the belief that these institutions can provide quality education.

It is essential for all parents in the area to participate in progress and quality review meetings and follow-ups.

Local teachers are trusted figures in the community. This trust fosters open communication between schools and parents, leading to increased parental involvement in their children’s education.

The writer is based in Umerkot. He has more than 13 years of experience in the development sector. He can be reached at  shewaram@live.com