ABSTRACT

More than 200 countries across the globe, including Pakistan, have closed educational institutions (schools, colleges, universities and madrassas) to contain the spread of coronavirus (COVID-19 pandemic). These closures have disrupted the learning of more than 1.7 billion learners (representing 91 per cent of the total enrolled students) across the world. It attempts to critically examine how schools’ closures in Pakistan perpetuate and reproduce inequalities in education. We have attempted to explore and explain inequalities in education during COVID-19 pandemic lockdown and bring the issue of public school students’ learning loss into public debate. The paper is based on qualitative primary data and is analysed and interpreted vis-à-vis the social reproduction theories. We deduce that unequal schools, unequal parenting and geographical location have further inflamed education inequalities in Pakistan during COVID-19 pandemic.

摘要

包括巴基斯坦在内的全球 200 多个国家已经关闭了教育机构（学校、学院、大学和宗教学校）) 以遏制冠状病毒的传播（COVID-19 大流行）。这些停课扰乱了全球超过 17 亿学习者（占注册学生总数的 91%）的学习。它试图批判性地研究巴基斯坦学校的关闭如何使教育不平等现象长期存在并重现。我们试图探索和解释 COVID-19 大流行封锁期间的教育不平等，并将公立学校学生的学习损失问题带入公众辩论。本文基于定性的原始数据，并针对社会再生产理论进行了分析和解释。我们推断，在 COVID-19 大流行期间，不平等的学校、不平等的育儿方式和地理位置进一步加剧了巴基斯坦的教育不平等。