Amid the towering peaks and deep-cut valleys of the Karakoram Range, an educational transformation is quietly unfolding. In Gilgit-Baltistan’s remote villages, schools have long existed more in name than function, buildings equipped with desks and black/white boards but facing an acute shortage of qualified human resources, which is the most critical component. The gravity of the situation came into sharp focus when surveys showed that nearly half of the region’s schools operated without a single teacher. In districts like Shigar, some schools had gone years without a permanent teacher, and the student-teacher ratio (STR) falls around 57 to 60.
That began to change in 2023, with the launch of the Gilgit-Baltistan Education Fellow Project under a consortium led by the Aga Khan University—a bold, collaborative effort to address this systemic crisis. Unlike typical top-down programs, this initiative brought together local education departments, Aga Khan University, Karakoram International University, LUMS and the Knowledge Platform with a straightforward but ambitious goal: to recruit and train outstanding young educators ready to serve in some of the country’s most challenging environments.
The response was overwhelming. Over 17,000 applicants across the GB expressed interest, revealing a deep reservoir of young talent eager to make a meaningful difference. The selection process for the Education Fellow Project was intentionally arduous, including test-cum interview and a teaching demonstration. Beyond academic qualifications, candidates were assessed on their adaptability, cultural sensitivity, and emotional resilience, key traits for those expected to teach in remote, often isolated mountain communities.
Those who were selected underwent an intensive 18-day training program that went far beyond standard pedagogy, focusing on Science, Maths, English, and General Pedagogy. Over eighteen days, fellows were taught how to teach effectively despite limited resources. They learned to use locally available materials—river stones for math exercises or folk stories to enhance language lessons. The training also prepared them for real-world challenges: teaching multi-grade classrooms, engaging students in freezing winters, and building trust within culturally conservative communities.
Soon, hundreds of fellows were dispatched to schools across ten districts. In Ghanche, one science teacher repurposed a dusty storeroom into a working lab with donated tools and locally sourced materials. In the high-altitude village of Shimshal, accessible only by treacherous paths, a fellow introduced solar-powered digital learning tools—technology many students had never encountered before. Female fellows became vital role models in areas where girls’ education often ends early, inspiring a noticeable rise in secondary school attendance among young girls. Despite regular classes, all these EFs continued their services during the winter camp. They contributed to changing the dream into reality of becoming a good scorer in the upcoming SSC exams under the FBISE Islamabad.
Though the program started late, as per its design and timeline, starting in September 2024, it soon became a ray of hope and a source for quality education. Ten districts of Gilgit-Baltistan are now benefiting from this nicely devised project.
A new mentorship model was also introduced. Deploying 10 qualified and experienced professional development teachers (PDTs) ensured continuous professional scaffolding for the EFs. These PDTs visit schools daily, observe lessons, follow rubrics, and give feedback to the EFs for further professional development.
Despite these strides, challenges persist. In the harshest valleys, heating remains scarce during sub-zero winters. Social resistance continues in places where outside teachers are met with skepticism. The fellowship’s future depends on more than just good intentions—it needs consistent support, community trust, and a long-term vision that integrates it into the broader education system of the region.
What sets this initiative apart isn’t just the academic progress it brings and how it has reshaped local mindsets. Parents now see schools as places to send their children and as doorways to opportunity. Students are beginning to think critically, ask questions, and engage with learning in a once unimaginable way.
As the Education Fellow Project progresses, its greatest challenge will be transitioning from a promising intervention to a permanent institution. The stakes couldn’t be higher for the youth of Gilgit-Baltistan, who deserve the same educational future as children anywhere else in the country. And perhaps, just perhaps, the same mountains that once stood as barriers may now become the very foundation of a brighter, educated future—one teacher at a time.
The future of these talented and dedicated individuals and the education department’s progress depend upon the project’s continuity, which is supposed to be diminished by this financial year.
If you want to submit your articles and/or research papers, please visit the Submissions page.
To stay updated with the latest jobs, CSS news, internships, scholarships, and current affairs articles, join our Community Forum!
The views and opinions expressed in this article/paper are the author’s own and do not necessarily reflect the editorial position of Paradigm Shift.
Mehvish Hussain is a student at Quaid-e-Azam University Islamabad, hailing from Gilgit-Baltistan. Passionate about regional development and education reform she writes on social and educational issues affecting the mountainous region of Pakistan.