I am disheartened by the declining state of school education in Karachi. Children are not enjoying learning or acquiring meaningful knowledge; instead, they are often traumatised by outdated and ineffective teaching practices. Most local schools, apart from elite institutions, still rely on traditional, teacher-centred methods.

While global education has embraced student-centred learning—where students actively engage and take responsibility for their education—Karachi’s schools remain rooted in rote learning. Based on Vygotsky’s theory, interaction is essential for language acquisition, yet student participation is discouraged.

In English language teaching, students are forced to memorise isolated grammar rules and vocabulary, rendering them unable to use the language in real-life contexts. Schools continue to use direct translation methods instead of communicative language teaching (CLT), and formative assessments are nearly non-existent. Learning outcomes are ignored in favour of grades.

Education should develop critical thinking, communication, and problem-solving skills, but classrooms instead reflect an imbalance of power. Teachers act as “sages on the stage” rather than “guides on the side”, which stifles student motivation and engagement.

A recent report by the Sindh Education and Literacy Department (SELD) showed that many teachers have not received in-service training in five years. Without updated training, they continue to deliver outdated content, ignoring student agency in the learning process.

School management must encourage lesson plans that promote active participation. Teaching grammar and vocabulary in context and fostering interaction is crucial. This will not only improve language learning but also enable students to use it confidently in real life.

YUMNA HASSAN LATKI,

Karachi.