In an era defined by dazzling technology, fragmented communities, and an unsettling erosion of shared moral anchors, conversations on how we raise our children are no longer academic they are existential. As societies on the margins navigate a world reshaped by artificial intelligence, social media turbulence, and widening socio-economic divides, the question of how we nurture the next generation demands urgent and serious reflection.
This was the central theme of the 13th International Conference on “Raising Children in Our Times”, hosted by Professional Development Centre North (PDCN) of Aga Khan University’s Institute for Educational Development (AKU-IED) in Gilgit on October 20 bringing together educationists, researchers, and policymakers, from across Pakistan and G-B to deliberate on how to nurture, educate, and empower children in a rapidly evolving, technology-driven, and complex world.
But this year’s gathering carried significance and symbolism beyond its theme. It marked the 25th anniversary of PDCN. It is a milestone for an institution that has had a sustained impact on some of the most geographically challenging and culturally diverse mountain communities in Gilgit-Baltistan and Chitral. Over the past quarter-century, PDCN has trained over 25,000 teachers, head teachers, and school leaders, influencing the lives of more than 100,000 individuals through its wider outreach.
This remarkable impact has not only enhanced classroom practices but also strengthened families and communities, creating a culture of learning and leadership in some of the most remote mountain regions of Pakistan.
In a country where teacher quality and educational access remain uneven, such numbers are not statistics. They are proof of a quiet educational revolution. And that revolution has a philosophy: education as a moral and social force, not just an economic ladder.
Children today need not only intellectual and emotional grounding, empathy, and courage, but also the competencies and skills required to face the world’s challenges”
Farid Panjwani
From the outset, the conference reminded participants that education in today’s world cannot stop at academic achievement. As Dr Farid Panjwani, Dean AKU-IED, aptly observed that today’s education must go beyond academic instruction to cultivate empathy, resilience, and moral discernment.
“In an age shaped by technology, uncertainty, and social fragmentation,” he said, “children today need not only intellectual and emotional grounding, empathy, and courage, but also the competencies and skills required to face the world’s challenges.”
Dr Anjum Halai, Vice Provost at AKU, highlighted that the university’s mission extends beyond the pursuit of excellence to ensuring that learning translates into social impact and community empowerment. She commended PDCN’s contributions, describing it as “a living example of how world-class education can inspire sustainable change in mountain communities.”
The event’s other keynote speakers also echoed this sentiment, emphasising education as social impact, not prestige.
Perhaps the most inspiring presentation came from Dr Mola Dad Shafa and Sharifullah Baig, who drew wisdom from Ibn Khaldun, Ghazali, Confucius, and Buddha. They reminded the audience that the world’s great intellectual and spiritual traditions converge on a shared truth: education is, before all else, a moral enterprise. Their discussion highlighted how mountain communities are leading this philosophical renewal, even as megacities elsewhere remain preoccupied with test scores and global rankings.
Another defining theme of the conference was citizenship education—a crucial yet often overlooked pillar of holistic learning.
Speakers praised AKU-IED for integrating citizenship and moral education into teacher training, highlighting its role in shaping educators who can foster peace, democratic engagement, and social responsibility. They stressed that schools must go beyond academic instruction by nurturing active, ethical citizens equipped with civic awareness and a commitment to environmental stewardship.
Addressing the event as chief guest, Education Secretary Syed Akhtar Hussain Rizvi reaffirmed the Gilgit-Baltistan government’s recognition of AKU as a key development partner. He underscored the university’s role in modernising the region’s education sector and preparing a new generation of teachers to build a progressive, inclusive, and equitable society.
The Malala Fund Pakistan’s head Dr Nishat Riaz reminded the audience that children’s well-being mental, emotional, and social must remain the centre of our educational mission. She spotlighted the shared responsibility of parents, educators, and policymakers in ensuring that children grow in an environment that foster learning and equity.
In concurrent sessions the participants discussed an array of topics, including early childhood education, caregiving models, inclusive learning, gender equality, mental health, technology’s impact on childhood, and educational equity.
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The participants agreed that research should not remain confined to academia but should directly inform policymaking, school reform, and community development. In a region like Gilgit-Baltistan where education is closely tied to resilience, sustainability, and social justice bridging the gap between research and practice is not only vital but revolutionary.
At the closing ceremony, Minister for Education Ghulam Shehzad Agha praised AKU-IED’s transformative contributions to the region’s education sector. He described PDCN as “a symbol of hope and progress,” acknowledging its 25 years of dedicated service in building teacher capacity and fostering meaningful improvements in classroom practices.
For decades, Pakistan’s education narrative has remained largely urban-focused. However, in Gilgit-Baltistan, PDCN has transformed this paradigm by redefining teacher education and professional development
Certificates were awarded to participants and presenters, and Dr Mola Dad Shafa, sitting head of PDCN, delivered vote of thanks, recognising the tireless efforts of AKU-IED’s leadership, faculty, and staff.
For decades, Pakistan’s education narrative has remained largely urban-focused. However, in Gilgit-Baltistan, PDCN has transformed this paradigm by redefining teacher education and professional development. The institution has shown that schools are not only centers for academic learning and employment preparation, but foundations for developing responsible citizens equipped for life, society, and humanity.
This ethos stems from the vision of His Highness Prince Karim Aga Khan IV that shaped AKU and its development institutions. In a time when global discourse often pits tradition against modernity, this model marries knowledge with ethics, skills with service, intellect with humility.
Hundreds of graduates from Gilgit-Baltistan have earned degrees from AKU-IED Karachi, many of whom now serve as principals, teacher educators, researchers, and policymakers across the region.
The contributor is a Gilgit based senior columnist and human rights activist. He is currently associated with Human Rights Commission of Pakistan (HRCP), as its regional coordinator for Gilgit Baltistan. He can be reached at israrhrcpglt@gmail.com
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