Stakeholders in Shangla oppose three-day school closure policy over academic concerns

SHANGLA: Students, parents, teachers and private school representatives in Shangla and other upper districts have expressed strong concerns over the government’s fuel-saving policy mandating three weekly holidays in educational institutions, warning it could negatively impact students’ academic progress.

Under the policy, schools remain closed from Friday to Sunday, reducing teaching days to four per week. Critics say the move risks disrupting learning, particularly in remote and mountainous areas where access to education is already limited.

Parents said fewer school days would slow the pace of learning and make it difficult to complete the syllabus on time, potentially leading to academic loss. They added that students in these areas already face limited educational facilities, making additional closures more challenging.

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Education experts and private institutions have also opposed the decision, noting that Shangla falls within a winter zone where academic calendars are already shortened due to extended seasonal breaks. Schools remained closed for more than two months during the recent winter period, further reducing instructional time.

Experts said additional weekly holidays could make it difficult to complete coursework and maintain academic continuity, potentially affecting examination performance. They also warned that frequent breaks may weaken student engagement and reduce overall educational quality.

While the government has linked the policy to energy conservation, stakeholders argued that schools in rural areas consume minimal electricity, making the measure less effective in achieving its intended objectives.

Education representatives have called for immediate review of the policy and suggested alternative measures, including establishing examination centres closer to students, revising the cluster system and ensuring a transparent examination process similar to the Federal Board model.

Stakeholders urged authorities to consider local realities and prioritise uninterrupted learning, warning that continued implementation could widen educational disparities and have long-term consequences for students.