education articles in urdu

Essay On Education In Urdu

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تعلیم زندگی کی سب سے ضروری چیزوں میں سے ایک ہے جو انسان کی زندگی کے ساتھ ہی ساتھ ملک کی بہتری میں بھی ضروری ہے۔ آج کل یہ کسی بھی معاشرے کی نئی پیڑی کے اچھے مستقبل کے لیے ایک بہت ہی اہم چیز ہے۔ تعلیم کی اسی ضرورت کو نظر میں رکھتے ہوئے ہمارے ملک کے آئین نے 5 سال سے 15 سال تک کی عمر کے سبھی بچوں کے لیے تعلیم کو ضروری قرار دیا ہے ۔

تعلیم زندگی کو صحیح طریقے سے گزارنے کا ہنر بخشتی ہے اور ہمیں زندگی کی چھوٹی اور بڑی پریشانیوں کا سامنا کرنا سکھاتی ہے۔ معاشرے کی فلاح و بہبود کے لیے تعلیم کی سخت ضرورت ہے ، اور اتنے بڑے درجے پر آگاہ کرنے کے بعد بھی ملک کے سبھی حصّوں میں تعلیم ایک جیسی نہیں ہے۔

انسانی زندگی میں گھر تعلیم کا اولین درجہ ہوتا ہے اور والدین اپنے بچوں کے اولین استاد ہوتے ہیں۔ ہر بچہ اپنی والدہ سے سب سے پہلے بولنا سیکھتا ہے ،بچہ والدین کے نقش قدم پر چلتے ہوئے چھوٹی چھوٹی باتوں کو گھر سے سیکھنا شروع کرتا ہے۔پھر دھیرے دھیرے اپنے اساتذہ سے تعلیمی ہنر حاصل کرتے ہوئے اپنی منزل مقصود کی طرف روانہ ہوتا ہے۔

تعلیم انسان کی سوچ کو بدل کر رکھ دیتی ہے اور اپنی کامیابی میں آگے بڑھنے کی سیکھ دیتی ہے۔ تعلیم کے بغیر انسان زندگی کے کسی بھی میدان میں کامیاب نہیں ہو سکتا۔ تعلیم کے ذریعے ہی انسان اچھے اور برے کی تمیز کر سکتا ہے۔ ایک تعلیم یافتہ انسان کی ہر کوئی عزت کرتا ہے۔ اسے سماج میں عزت کی نگاہ سے دیکھا جاتا ہے۔اور وہ اپنی زندگی کو خوشگوار طریقے سے گزارتا ہے۔اس کے برعکس ایک جاہل انسان کی زندگی بہت ہی دکھوں اور تکلیفوں بھری ہوتی ہے۔ اس کی سماج میں کوئی عزت نہیں ہوتی۔

ہم سبھی اپنے بچوں کو کامیابی کی طرف جاتے ہوئے دیکھنا چاہتے ہیں ۔ جو صرف اچھی اور بہترین تعلیم کے ذریعہ سے ہی ممکن ہے۔ سبھی والدین کو اپنے بچوں کو بچپن سے ہی زندگی میں تعلیم کی اہمیت اور اس کے فائدوں کے بارے میں بتاتے رہنا چاہیے کہ آج کے زمانے میں تعلیم کتنی اہمیت رکھتی ہے۔ تاکہ وہ اس کا خیال رکھیں اور بہتر مستقبل اور تعلیم کی طرف جا سکیں۔

شروعاتی تعلیم طلباء کے لیے ایک نیا موقع دیتی ہے جو زندگی بھر ان کی مدد کرتا ہے۔ ہماری تعلیم اس بات کا خلاصہ کرتی ہے کہ ہم اپنے مستقبل میں کس طرح کے انسان بنیں گے۔ تعلیم ہی انسان اور جانور میں فرق بتاتی ہے، کیونکہ ایک جانور کو کسی بات کی بھی تعلیم نہیں ہوتی، لیکن ایک انسان اچھے اور برے کے بارے میں بہت بہتر طریقے سے سمجھ سکتا ہے۔

موجودہ دور میں تعلیم حاصل کرنا بہت ہی آسان ہوگیا ہے۔ سرکار کی طرف سے ملک کے ہر گاؤں قصبے میں بہت سے اسکولوں، کالجوں اور یونیورسٹیوں کا بہترین انتظام کیا گیا ہے۔اب ہم لیپ ٹاپ اور موبائل کے ذریعے سے اپنی تعلیم کو بہترین بنا سکتے ہیں۔انٹرنیٹ اور یوٹیوب پر دنیا کے کونے کونے سے بہترین اساتذہ کے لیکچر اپنے گھر میں بیٹھ کر ہی سن سکتے ہیں۔اس کے برعکس پرانے زمانے میں تعلیم حاصل کرنا بہت ہی مشکل کام ہوتا تھا۔اس لیے ہمیں چاہیے کہ ان وسائل کا بہترین استعمال کرکے اچھی تعلیم حاصل کریں اور اپنے ماں باپ اور اپنے ملک کا نام روشن کریں۔

اچھی تعلیم مستقبل میں کامیابی کی منزل پر پہنچنے والے راستوں کو تیار کرتی ہے۔ اور بہتر تعلیم زندگی میں بہت سے خوابوں کو سچ کرنا سکھاتی ہے۔ انسان کی کامیابی کا دارومدار بہترین تعلیم پر ہے۔ بہترین تعلیم کے ذریعے ہی انسان نے چاند پر قدم رکھا، ہوائی جہاز کے ذریعے ہوا میں تیرنا سیکھا، اس کے علاوہ ایسی مشینیں تیار کی جن کو استعمال کرکے گھنٹوں کا کام منٹوں میں ہو جاتا ہے۔ اور ان سبھی قابلیتوں کو تعلیم حاصل کرنے کے بعد ہی پایا جاسکتا ہے۔

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Education System in Pakistan پاکستان کا نظام تعلیم

What does the constitution of Pakistan say about education?

• What are the flaws in the education system in Pakistan?
• How do corruption and political instability affect education?
• What is the ranking of Pakistan in terms of the out of school population?

Constitutionally, free and compulsory education is the fundamental right of all Pakistanis. It is the responsibility of the state to educate the children of the ages of 5 to 16 year. The article 25-A of the constitution of Islamic Republic of Pakistan reads:

“The State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law.”

The present education system is replete with flaws and loopholes. For the fulfilment of its responsibility of educating the public, the government needs a strong and effective education system which can deliver the desired results.

The Education System in Pakistan:

Currently, a six-tier education system in running in Pakistan which consists of the following levels:

• Pre-school – children aged 3 to 5 years
• Primary Education – grades/classes 1 through 5
• Middle/Elementary Education – grades/classes 6 through 8
• High/Secondary Education – grades/classes 9 and 10 (leading to Secondary School Certificate or SSC)
• Intermediate/Higher Secondary Education – grades/classes 11 and 12 (leading to Higher Secondary School Certificate or HSSC)
• University Education – undergraduate, graduate, master and doctorate degrees.

Both the federal and the provincial governments are entitled to run and oversee the literacy programs in the country. The educations running under the central and provincial governments are scattered across the country.

Education System in Pakistan Issues and Problems:

Despite the introduction and implementation of around two dozen policies and plans, the education system in Pakistan is facing numerous issues and problems of grave nature. The literacy rate is still below 60% (2016) which puts a question mark on the effectiveness of the learning infrastructure in the country.

Some of the major education system in Pakistan issues and problems are listed below:

Low Budget Allocation:

Pakistan is one of the countries in the world with lowest budgetary allocation for education. She spends only 2% of its national GDP on education. Consequently, millions of children are out of school in the country, i.e. they are deprived of their fundamental (constitutional) right to free and compulsory education. So, the budgetary allocation for education should be increased from 2 to 7 percent.

Corruption:

While the budget for education is already insufficient, the corrupt elements in the management structure further aggravate the situation by filling their pockets through illegitimate means. So, corruption can be regarded as one of the major factors contributing to the failure of educational policies in Pakistan.

Read More: What is Corruption in Urdu and English

Political Instability:

The unstable political environment also affects the efficiency of education system in Pakistan. Political agitations pose hindrance to the implementation of government policies for improving the standard and quality of learning.

Terrorism and Insecurity:

In the recent past, the country has witnessed a wave of inhuman terrorist attacks on the educational institutions. For example, in the years from 2009 to 2013, as many as 642 attacks were launched by the enemies of education and of humanity. So, the parents feel reluctant to send their children to school. On the other hand, the school going children have to study in an insecure and fearful environment which affects the quality of education.

Untrained Teachers:

As less educated and untrained teachers are employed in the schools, they are unable to impart a good quality education to the students.

Lack of Check and Balance:

The lack of proper check and balance promotes negligent behavior on the part of the administrators, educationists and the educators. If the individuals shirking from their responsibilities are brought to book, the education system in Pakistan can significantly be improved.

Poor Infrastructure:

The poor infrastructure, poorly equipped classrooms and debilitating learning environment make major contribution to the inability and failure of education system in Pakistan to deliver the desired results.

Though the government has launched educational reforms to make the education totally free for the children from poor backgrounds, poverty is still a big hindrance on the way to education. The poor parents prefer making their children economic supporters of the family rather than sending them to schools.

Other education in Pakistan issues and problems include unequal standards of education in the public and private section institutions, lack of technical education, regional disparity, unequal educational opportunities for male and female students, and so on.

Facts about Education System in Pakistan:

• Did you know Pakistan has been ranked as one of the top English speaking nations in the world?
• Around 50% Pakistanis have command over the English language.
• While literacy rate in the Federal Capital, Islamabad, is 87%, only around 9.5% of tribal area females are literate.
• According to a survey conducted in 2016, the literacy rate in Pakistan is 58%.
• The Pakistani universities produce about 445,000 graduates every year.
• Did you known Pakistan has been listed among the countries with the lowest literacy rate?
• The country has the second largest out of the school population (of children) after Nigeria.
• Only 1 in 3 women in Pakistan can read and write.
• According to the findings of Pakistan Social and Living Standards Measurement Survey 2004-5, only 7 percent of girls in the rural areas of Baluchistan are literate.
• The UN World Population Revision 2004 suggests Pakistan will become the 4th largest country by population by 2050.
• As many as 642 terrorist attacks were launched on educational institutions in Pakistan from 2009 to 2013.
• Spending just 2% of her national GDP on education, Pakistan is listed among the countries with the lowest educational budgets. (2004)

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Another education emergency

Government will also have to enhance absorption of educated communities into the job market to incentivise education

An education emergency has been imposed by the federal government to stem and cure the rot of 26.2 million out-of-school children (OOSC), the second highest in the world according to Unicef. The farce of education emergency has been enacted many a time with no discernible remedial impact. Einstein said: “We cannot solve our problems with the same thinking we used when we created them.”

Malala Yousafzai in a letter to Prime Minister Shehbaz Sharif said: “Currently, 26 million children — predominantly girls in the poorest districts of Pakistan — remain out of school. Furthermore, more than 200,000 teachers’ seats are vacant nationwide.”

The efficacy of steps taken and the genuine concern behind imposing emergencies can be gauged from the slow rate of reduction in OOSC percentage: 33% in 2013-14 to 32% in 2019-20 i.e., one per cent per six years. Also, the humongous number of teacher vacancies reflects the institutionalised state apathy towards education.

The first go-to step taken haphazardly under emergency is to corral all the OOSC into the school premises without removing the demotivating stimuli lurking there. If ever children come back to schools, they sooner or later play truant again either for finding the same unfriendly pedagogical milieu or under socio-economic pressures.

The financial burden in this galloping inflation is proving back-breaking, particularly for those lower financial strata to where 26.2 million OOSC belong. A large number of students at public schools spend their post-school time helping their parents in their work. Consequently, they drop out of the learning process under extreme financial pressure. Also, the technical education that requires fewer years than that of formal education to make them employable has not been given due attention.

One way to retain students up to higher secondary education is to staple its completion with some educational fund or scholarship. The government will also have to enhance the absorption of educated communities into the job market to incentivise education.

As the Chief Minister of Punjab pointed out that teachers in state-owned educational institutions once employed deem themselves employed till retirement. The absence of any check and control at teachers’ performance makes them cling to their jobs parasitically. There is no denying this being the killer cause of institutional failure.

It is, however, intriguing to ascertain the factors behind public teachers’ burnout and smugness. One is the non-seriousness to the cause of education trickled down from the higher echelons. The teachers’ non-teaching duties condition them that they are not meant for teaching children, but rather for conducting board exams, national census, general elections and public rallies.

At private institutions, teachers stay put for the full academic year. One wonders why board exams that pull public teachers out of institutions for performing vigilance duties are not held in after-school hours, as does the Allama Iqbal Open University Islamabad. AIOU uses public buildings and teachers without causing any loss to the formal system. The first prerequisite under any education emergency must be to let teachers teach the students only.

The unavailability of essential facilities such as clean toilets, potable water, proper seats and boundary walls dispels the students from attending the public institutions despite the availability of free education and qualified staff.

The conundrum of medium of instruction in Punjab nullifies the government’s pledge to alleviate the financial burden on parents by providing free books. The books are printed in English to promote English as a medium of instruction in public schools whereas neither students nor teachers afford learning and teaching in English.

The low literacy rate of 62.2% and dismal allocation of 1.7% of the GDP to the education sector reveals the level and validity of the concern of respective governments and their education emergencies.

Published in The Express Tribune, May 20 th , 2024.

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Today's Paper | May 25, 2024

Education crisis.

PRIMARY grade students at public schools come mostly from the poor and lower middle classes and speak a range of languages as their mother tongue. Unfortunately, when the latter is supplanted by Urdu, English or Arabic, the students find it difficult to communicate, let alone grasp knowledge.

Students from elite classes are privileged; they use advanced technology, watch TV at home and speak English with their parents and friends. What do their disadvantaged peers have to go through? Their schools lack sanitation facilities and potable water; they are malnourished, which has a negative impact on their academic growth. Even at that age, many of them have to supplement the family income. Before any comparisons are made, the public sector should receive more support as an ‘equity measure’.

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Improving public education is the only answer, rather than worsening it in the name of privatisation — or selecting the naturally gifted to study at elite institutions, as some have proposed. How can those institutes maintain their credibility if only natural talent is chosen? Instead, they must admit average and below-average students and make them outstanding. It may put their systems to the ultimate test but it must also be realised that it is not that our youngsters themselves are below par; rather, it is the badly managed educational system, which limits their abilities.

Picking up natural talent and turning it into a brand will only intensify social stratification. Our English monarchs used the same strategy — constructing certain elite institutes to train students who would carry on their legacy. “I know my children are not brilliant and may not count in higher positions, but they will have powerful acquaintances, since this college has produced all the prominent people,” a father once observed.

What do disadvantaged students have to go through?

Since independence, those in power have represented the same elite-grown entities. What revolutionary services are available for the common man, especially in terms of education? We continue to think and act in the same way, polarising society and using education as a means to do so. Fee tokens for students in private schools, for example, ‘legalises’ education as a commodity, which further strengthens power centres, all the time focusing more on ‘power as knowledge’ rather than ‘knowledge as power’. Education — quality education — is a fundamental human right that cannot be denied. More significantly, it is the obligation of the state’s public schools, and not the private institutions, to educate our children.

What should change is the key question. A systemic overhaul from the top to the bottom tier is required. Shouldn’t it begin with an educationist as the education minister? On a lighter note, if there is not one in the political lot, then we’d better import one….

Let us consider the asymmetries in competence at the highest level, when an officer has sole control of everything — from transfer/posting to policy formation. The officer may not be incompetent, but poor systemic arrangements will cut his talent down to size.

Is it logical to push a person to serve in completely different disciplines for varying lengths of times — from Customs and narcotics, to education, followed by agriculture? How can we make sustainable plans and policies if an officer cannot be retained in a single sector for a longer term? Can’t we have specialised authorities in charge of education for the duration of their service?

Similarly, there is a need to revisit teachers’ appointments, promotions, and age of retirement. For example, ‘age-based’ promotion does not make sense. One study found that students learn more from younger teachers than from older teachers, while we pay older teachers more and promote them to higher grades.

Another debate is whether every person requires formal education and whether we can assure this, given the high rate of population expansion. A proportion of the people may benefit from vocational education to become entrepreneurs and contribute to the economy. China’s success, among other factors, rests on expanding vocational opportunities for its common citizens, using schools as the primary mechanism for offering open and flexible vocational education based on a government-market link. Their houses are small industrial enterprises that contribute significantly to the local economy.

Opening a number of private schools would suit the philanthropist, not the state. States establish systems, develop and implement accountability measures, and ensure strict compliance. Our most common dilemma is viewing education in isolation from the socioeconomic, sociopolitical, and sociocultural landscape in terms of learning design and supportive mechanisms. We hear all the time that political stability is positively correlated with economic stability, and that is indeed the case. The same can be said for education, which has sadly fallen out of sight.

The writer is an educationist.

Published in Dawn, January 2nd, 2023

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Understanding Primary School Enrollment in the Free Education Era Through Large-Scale from Punjab, Pakistan: Roadblocks to Meeting the Sustainable Development Goal

• Published: 30 December 2023
• Volume 17 , pages 753–778, ( 2024 )

Cite this article

• Sabika Khalid 1 &
• Endale Tadesse   ORCID: orcid.org/0000-0002-4128-5992 1  

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Pakistan’s government has long been committed to providing its citizens with accessible and universal education. However, these efforts have yielded little gains for society due to several social and economic factors. Subsequently, Pakistan has a lower literacy rate and is one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country’s educational system, more evidence is needed that proposes potential implications or interventions to identify the most important in-school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review-driven hypothesis and administered a rigorous analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The findings of this study assert that the medium of instruction has a considerable impact on primary school enrollment and the availability of qualified teachers. Single-sex schools, WASH facilities, and the security of schools have significant and diverse effects on student enrollment, which may have implications for scholars, educators, and policymakers.

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The data that support the findings of this study are available from the corresponding author upon reasonable request.

Adukia, A. (2014). Sanitation and education . Harvard Graduate School of Education.

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Khalid, S., Tadesse, E. Understanding Primary School Enrollment in the Free Education Era Through Large-Scale from Punjab, Pakistan: Roadblocks to Meeting the Sustainable Development Goal. Child Ind Res 17 , 753–778 (2024). https://doi.org/10.1007/s12187-023-10102-5

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aaj ik aur baras biit gayā us ke baġhair

jis ke hote hue hote the zamāne mere

The non-fictional literature written in Urdu is an extraordinary masterpiece in itself. Whether it is criticism or articles written on literature, art, culture, civilization and history, these writings have afforded a new dimension to the literary, social, and cultural discourse of the subcontinent. Presenting, a comprehensive selection of all such writings to give you more food for thought than ever.

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Azeezul Haq

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شروع میں بولنگ ملے یا بعد میں فرق نہیں پڑتا، عماد وسیم

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UP Board Class 10 Urdu Syllabus 2024-25: Download Urdu Curriculum PDF Here.

U p board class 10 urdu syllabus 2024-25 out: upmsp has released the class 10 urdu syllabus for 2024-25 session. get the direct link to download the complete syllabus in the pdf format. check out the up board 10th class urdu syllabus pdfs in this article..

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Up board class 10 urdu syllabus 2024-25 .

There will be a written exam of 70 marks in the subject and internal assessment of 30 marks will be done at the school level. The examination will be of three hours. Students can find course structure, mark allocation and assessments. Find below the images for more details and better understanding: 

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Guest Essay

Higher Education Needs More Socrates and Plato

By Ezekiel J. Emanuel and Harun Küçük

Dr. Emanuel and Dr. Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The right attacks colleges and universities as leftist and woke. Progressives castigate them as perpetuating patriarchy and white privilege. The burdens of these culture war assaults are compounded by parents worried that the exorbitant costs of higher education aren’t worth it.

No wonder Americans’ faith in universities is at a low. Only 36 percent of Americans have confidence in higher education, according to a survey by Gallup last year, a significant drop from eight years ago. And this was before colleges and universities across the country were swept up in a wave of protests and counter-protests over the war in Gaza.

But the problems facing American higher education are not just the protests and culture war attacks on diversity, course content, speech and speakers. The problem is that higher education is fundamentally misunderstood. In response, colleges and universities must reassert the liberal arts ideals that have made them great but that have been slipping away.

By liberal arts, we mean a broad-based education that aspires to send out into society an educated citizenry prepared to make its way responsibly in an ever-more complex and divided world. We worry that at many schools, students can fulfill all or most of their general education requirements and take any number of electives without having had a single meaningful discussion that is relevant to one’s political life as a citizen.

Over the past century, what made American higher education the best in the world is not its superiority in career training, but educating students for democratic citizenship, cultivating critical thinking and contributing to the personal growth of its students through self-creation. To revive American higher education, we need to reinvigorate these roots.

In Europe and many countries elsewhere, colleges and universities have undergraduates specialize from Day 1, focusing on developing area-specific skills and knowledge. College students are trained to become doctors, lawyers or experts in international relations, English literature or computer science.

In the United States, European-style specialization for medical, legal, business or public policy careers is the purpose of post-collegiate professional schools. Traditionally, the American college has been about imparting a liberal arts education, emphasizing reasoning and problem solving. Those enduring skills are the critical ingredients for flourishing companies and countries.

Historically, students arriving on American college campuses spent a majority of their first two years taking classes outside their projected majors. This exposed them to a common curriculum that had them engage with thoughtful writings of the past to develop the skills and capacity to form sound, independent judgments.

Over the past half century, American colleges and universities have moved away from this ideal , becoming less confident in their ability to educate students for democratic citizenship. This has led to a decline in their commitment to the liberal arts, a trend underscored in the results last year of a survey of chief academic officers at American colleges and universities by Inside Higher Ed. Nearly two-thirds agreed that liberal arts education was in decline, and well over half felt that politicians, college presidents and university boards were increasingly unsympathetic to the liberal arts.

Today, there is almost no emphasis on shared courses among majors that explore and debate big questions about the meaning of equality, justice, patriotism, personal obligations, civic responsibility and the purpose of a human life. Majors that once required only eight or 10 courses now require 14 or more, and students are increasingly double majoring — all of which crowds out a liberal arts education. Ambitious students eager to land a prestigious consulting, finance or tech job will find it too easy to brush aside courses in the arts, humanities and social and natural sciences — the core of a liberal education.

The devaluing of the first two years of a shared liberal arts education has shortchanged our students and our nation. Educating young adults to be citizens is why the first two years of college still matter.

To that end, the so-called Great Books have long been the preferred way to foster citizenship. This approach is not, contrary to critics on the left and right, about sanctifying specific texts for veneration or a mechanism for heritage transmission.

Books by Plato, Aristotle, Hobbes, Locke, Kant, Emerson, Thoreau, Whitman as well as Wollstonecraft, Austen, Woolf, Baldwin, Hurston and Orwell are worthy of introductory collegiate courses for students of all majors. These writers address the fundamental questions of human life. They explore the ideas of self-determination, friendship, virtue, equality, democracy and religious toleration and race that we have all been shaped by.

As students address those big questions, the Great Books authors provide a road map as they challenge and criticize one another and the conventional wisdom of the past. The Socrates of Plato’s dialogues is the exemplar — asking about beliefs and then subjecting them to respectful but critical analysis and skepticism.

These books are best studied in small seminar discussions, which model and inculcate in students democratic behavior. This discourse is an antidote to the grandstanding in today’s media and social media.

The teacher is less an expert in specific writers and more a role model for intellectual curiosity, asking probing questions, offering critical analyses and seeking deeper understanding. In an idealized Socratic fashion, these discussions require listening at length and speaking briefly and, most important, being willing to go where the argument leads.

Parents who are paying for college might question the value of spending $80,000 a year so that their son or daughter can read Plato, Hobbes and Thoreau instead of studying molecular biology or machine learning. But discussing life’s big value questions in seminars gives students personal engagement with professors that can never be reproduced in large lecture halls. Discussions among students on their deepest thoughts cultivates curiosity and empathy, and forges bonds of friendship important for citizenship and fulfilling lives.

Although we like to set ourselves apart from the past by appeals to modernity, the fundamental questions that we find ourselves asking are not always modern, and the latest answer is not always right. But how would you know how to think beyond the readily presented check boxes if you haven’t done the work of laying things out and putting them back together for yourself?

War was no less a concern for Thucydides, Tacitus and Thoreau than it is today. Discussing Great Books allows students to gain distance from the daily noise and allows their reason to roam free among principles and foundations rather than becoming absorbed in contemporary events. Our biggest problems are often best addressed not by leaning in but by stepping away to reflect on enduring perspectives.

Liberal arts education is not value neutral. That is why it is indispensable today. Freedom of thought, critical reasoning, empathy for others and respectful disagreement are paramount for a flourishing democratic society. Without them, we get the unreasoned condemnations so pervasive in today’s malignant public discourse. With them, we have a hope of furthering the shared governance that is vital to America’s pluralistic society.

Ezekiel Emanuel and Harun Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Security Council denounces attacks against aid workers, UN personnel

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The United Nations Security Council on Friday strongly condemned rising attacks on humanitarian workers and UN personnel, urging all conflict parties to ensure their safety and access.

Adopting resolution 2730 (2024) with 14 votes in favour and one abstention (Russia), the Security Council also denounced disinformation, information manipulation and incitement to violence against humanitarian and UN personnel.

Led by Switzerland and co-sponsored by over 90 nations, the resolution noted “deep concern” about the particular vulnerability of national and locally recruited personnel who account for the majority of safety and security incidents.

The 15-member Council emphasized the need for “concerted efforts and concrete risk mitigation strategies” to enhance the safety and security of these workers.

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It called on all parties to armed conflict to “end immediately and definitively” any indiscriminate use of explosive devices in violation of international humanitarian law, and to mitigate these dangers effectively, including through their clearance.

Hostilities against humanitarians

Recent conflicts have seen a sharp uptick in attacks against humanitarians.  

According to a UN report on protection of civilians , issued earlier this month, 91 aid workers were killed, 120 wounded and 53 abducted in 2023 – not including incidents in the occupied Palestinian territory.

The war in Gaza alone has claimed the lives of over 224 humanitarians, including over 190 UNRWA (the UN agency assisting Palestine refugees) and other UN agencies’ personnel.

National staff constituted the vast majority – over 90 per cent – of those affected in Gaza and other crises.

Address disinformation

The Security Council also condemned disinformation, information manipulation, and incitement to violence against aid workers and UN personnel.

It encouraged Member States and the UN system “to take appropriate action to address the increasing threat of disinformation campaigns and misinformation that undermine trust in UN and humanitarian organizations”, put personnel at risk and hinder humanitarian activities.

Additionally, it urged States to conduct full, prompt, independent, impartial and effective investigations within their jurisdiction of violations of international humanitarian law and international human rights law committed against aid workers and UN and associated personnel.

Prompt reporting

The resolution requested the Secretary-General to “report swiftly” on widespread issues regarding the safety and security of humanitarians and UN personnel, their premises, and assets.  

The Council expressed its intention to give full attention to such information when these situations are brought to its attention.

West Africa and the Sahel

Also on Friday, the Security Council adopted a presidential statement acknowledging the challenging security situation in West Africa and the Sahel, including armed conflicts, the spread of terrorism and violent extremism, and transnational organized crime.

The Council expressed deep concern over the intensification of intercommunal violence, particularly in the central Sahel, and increased tensions and conflicts between farmers and herders in the region.

It also recognized the effects of climate change, ecological changes, natural disasters, and their impact on food security, society, the economy, and regional stability.

Security Council presidential statements

Presidential statements are issued by the President of the Security Council on behalf of its members.

The statements are adopted at a formal meeting and issued as an official document of the UN’s primary body on international peace and security.

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