السياسة

Starlink service has not yet fully started in Pakistan due to a combination of regulatory hurdles, technical requirements, and strategic considerations. Here’s a breakdown of the key reasons:
* Temporary vs. Permanent Registration/Licensing: While Starlink received temporary registration from the Pakistan Space Activities Regulatory Board (PSARB) in March 2025, the Pakistan Telecommunication Authority (PTA) has decided not to issue a full operational license until Starlink completes all regulatory and technical requirements for permanent registration with PSARB. This distinction is a major point of delay.
* Complex Regulatory Framework: Pakistan has introduced new regulations, including the National Satellite Policy (2023) and the Pakistan Space Activities Rules (2024), to govern satellite telecommunications. Starlink needs to comply with these comprehensive frameworks, which adds layers of complexity to the licensing process.
* Security Clearances and Concerns: National security is a primary concern for Pakistan. Authorities are carefully reviewing Starlink’s operations to ensure it doesn’t compromise national security by creating loopholes for cyberattacks, espionage, or interference with critical infrastructure. There are also concerns about how satellite services could be used to bypass regulations on sensitive topics or in security-sensitive areas. Starlink needs to secure all necessary security clearances.
* Technical Requirements and Interference: The PTA and other stakeholders like the Frequency Allocation Board (FAB) and SUPARCO have raised concerns about potential interference between Starlink’s Low Earth Orbit (LEO) satellites and existing communication infrastructure, particularly Geostationary Satellite Orbit (GSO) systems. Starlink needs to ensure its operations do not disrupt existing networks and that its uplinks and downlinks are compatible.
* Establishment of Ground Stations: For Starlink to operate effectively in Pakistan, it needs to set up ground stations within the country. This involves significant infrastructure installations and logistical challenges.
* Integration with Existing Telecom Ecosystem: Ensuring seamless integration with Pakistan’s current telecom networks is another crucial aspect.
* Pricing Concerns: While not a direct cause of the delay in regulatory approval, the high pricing of Starlink’s hardware and monthly subscription fees could be a challenge for widespread adoption among average Pakistani consumers, even once services are launched.
* Potential Resistance from Local ISPs: Existing internet service providers in Pakistan may view Starlink’s entry as a threat to their market share, potentially leading to lobbying efforts or other forms of resistance that could indirectly impact the regulatory process.
Despite these challenges, Starlink has been preparing its infrastructure, and Pakistani officials have indicated ongoing discussions to finalize the regulatory framework. While an official launch date is still pending, some reports have suggested a potential launch by November 2025 if all legal and regulatory conditions are met.

The decline in the quality of education in Pakistan is a complex issue with multiple interconnected factors. Here’s a breakdown of the primary causes:
1. Insufficient Funding and Resources:
* Low budget allocation: Pakistan consistently allocates a low percentage of its GDP to education, hindering infrastructure development, resource provision, and teacher salaries.
* Lack of facilities: Many schools, especially in rural areas, suffer from a severe lack of basic resources like sufficient classrooms, clean water, electricity, and up-to-date learning materials.
* Under-resourced institutions: Teacher training institutions and schools in impoverished areas often lack the necessary financial and human resources to provide quality education.
2. Poor Quality of Teachers and Teacher Training:
* Shortage of well-trained teachers: Despite increased hiring, a significant shortage of qualified teachers, particularly in public schools and for subjects like mathematics, science, and English, persists.
* Inadequate teacher training: Many teacher education programs are outdated, lack standardization, and offer limited practical training. In-service training is often infrequent, of low quality, and not systematically implemented.
* Demotivation and absenteeism: Factors like low salaries, poor working conditions, and a lack of professional development opportunities can lead to demotivated teachers and high absenteeism.
* Teachers teaching out of their field: Many teachers are assigned subjects outside their area of training, further compromising the quality of instruction.
3. Curriculum and Examination System Issues:
* Outdated and inconsistent curriculum: The curriculum often lacks uniformity across provinces and is frequently outdated, failing to meet local needs or incorporate modern pedagogical techniques.
* Lack of focus on critical thinking: The curriculum often emphasizes rote learning over critical thinking and creativity, hindering students’ overall intellectual development.
* Overloaded content: The curriculum can be overloaded, leading to a focus on covering vast amounts of information rather than ensuring quality learning.
* Substandard examination system: The examination system is often criticized for being unable to accurately measure the true qualities and understanding of students.
* Political influence and bureaucratic delays: Curriculum development is often subject to political interference and bureaucratic inefficiencies, preventing timely and effective reforms.
4. Socioeconomic Factors and Access Barriers:
* Poverty: Poverty is a major barrier to education. Many families cannot afford school fees, uniforms, or supplies. Economic necessity often forces children to drop out of school to work and support their families, perpetuating a cycle of illiteracy.
* High dropout rates: There are alarming dropout rates, particularly at the primary level, due to financial constraints, lack of interest, and perceived irrelevance of education.
* Gender and regional disparities: Significant disparities exist in literacy rates and access to education between urban and rural areas, as well as between genders, with girls and children in rural communities being disproportionately affected.
* Parental illiteracy and concerns: Illiteracy among parents and their concerns about safety, particularly for female students, can also contribute to low enrollment.
5. Governance and Policy Implementation:
* Political interference and corruption: Political interference in the education system, mismanagement of funds, nepotism in hiring, and bribery undermine the integrity and effectiveness of education policies.
* Weak accountability and supervision: Inadequate supervision and tracking of educational institutions lead to poor performance and a lack of accountability.
* Lack of consistent policy implementation: Despite numerous policies and ambitious targets, the government has struggled to effectively implement reforms and achieve universal primary education goals.
* Security threats: In some regions, security threats, including attacks on schools, create an unsafe learning environment and deter parents from sending their children to school.
Addressing the decline in education quality in Pakistan requires a comprehensive and sustained effort from the government, communities, and educators to tackle these multifaceted challenges.