TH IS is apropos Naween A. Mangi`s article `Adopting schools` (May 31).
Ironically, the education sector has been one of the most neglected areas in the country, especially in Sindh. No serious ef forts were ever made by the governments to improve education. Most of the halfhearted and donor-oriented cosmetic measures proved short-lived and were tantamount to wasting the public resources.
Similarly, the approach by the local community to adopt a school is just a misdirected approach. This may be very fruitful in other countries, but here it did not produce any results and is also not likely to produce one in the future.
According to an estimate, there are 48,000 schools in Sindh. How many of them can possibly be adopted by the communities? The realistic approach is that the government should shoulder its responsibilities and chalk out a depoliticised system to deal with the affairs ofeducationalinstitutions.
The role of education supervisors should be made more proactive because they are the immediate reporting team on the performance of teachers and students. They should be fully facilitated in their local level movements to enable them to frequently visit schools in remote areas where teacher and student performance is very low.
