Schools in colder regions of Balochistan have not reopened nearly four months after winter vacations began in November, education representatives said, as government-ordered closures continue over energy concerns.
Authorities had earlier announced the closure of all public and private educational institutions, including schools, colleges and universities, from March 9 to March 24, citing concerns over a potential global energy crisis linked to the war involving Israel and Iran and rising fuel pressures.
The shutdown was later extended by an additional week after Eid.
Officials said measures such as extending holidays in public offices, reducing official activities and limiting transportation were aimed at temporarily reducing fuel consumption, and described the closure of educational institutions as a precautionary step.
Education representatives in Balochistan, however, said the decision has compounded an already shortened academic year in colder districts of the region.
Nazar Mohammad Barech, President of the Balochistan Private Schools Federation, said that under the academic calendar students should receive around 200 teaching days per year, but “the reality is quite the opposite.”
He said that in colder regions of Balochistan schools close from mid-November and the new academic year typically begins on March 1.
“This year, due to Ramadan, academic activities had not properly resumed when another closure decision was imposed,” he said, adding that many schools have effectively not started the new academic year.
Barech said repeated strikes, protests, festivals, disasters and the law and order situation often reduce teaching days further, leaving some schools unable to complete their syllabus.
He warned that repeated holidays lower educational standards and increase financial pressure on private schools, as some parents withdraw their children due to poor academic results.
He expressed concern that during the COVID-19 pandemic thousands of children dropped out of school and that in Balochistan — where nearly 3.5 million children are already out of school — the situation could worsen.
He added that online education is not feasible in most areas of Balochistan due to the lack of electricity and internet access.
Dr Muhammad Idrees, an education expert, said prolonged and continuous closures, particularly of schools, negatively affect students’ performance and educational standards.
He said the extended lockdown during COVID-19 had severely damaged the education sector and increased dropout rates.
Idrees noted that while the current situation differs from the pandemic, a potential energy crisis and possible fuel shortages could still create serious challenges.
He suggested that instead of complete closure, alternative measures such as reducing the school week could have been adopted so that academic activities could continue.
“Complete closure increases learning loss and disconnects children from the educational process,” he said.
Zahid Jan Mandokhail, a private school owner in Quetta, said educational institutions in the city had only recently reopened after long winter vacations before the renewed closure disrupted academic continuity.
He said annual teaching days in Balochistan have already been reduced to around 150, and repeated holidays negatively affect students’ performance and behaviour.
Mandokhail proposed a hybrid system under which preschool students would attend one day a week, primary students two days and secondary and college students three days of physical classes, with remaining days conducted online, saying the approach could allow education to continue while reducing fuel consumption.