The Balochistan government has launched two mobile education initiatives, Kitab Gaari and Science Ki Sawari, aimed at bringing learning directly to children living in remote and underserved communities across the province where access to conventional schools and educational facilities has historically been limited or entirely unavailable. The programmes, which originated as mobile schools, have since evolved into a broader educational ecosystem on wheels, functioning simultaneously as moving libraries, teaching centres, and mobile science laboratories depending on the needs of the communities they serve.
The Kitab Gaari initiative is currently operational across 14 districts of Balochistan, covering Zhob, Qila Saifullah, Loralai, Pishin, Chaman, Quetta, Lasbela, Hub, Gwadar, Jaffarabad, Kachhi, Kech, Jhal Magsi, and Noshki. The geographical spread of the programme reflects a deliberate effort to reach areas where children in far-flung villages have had little or no access to books, structured learning materials, or qualified instructors, addressing an educational gap that has persisted in Balochistan for decades despite the province receiving the highest per capita education allocation among Pakistan’s four provinces. The Science Ki Sawari component is currently active in Jaffarabad district, where it focuses on promoting scientific thinking, curiosity, and hands-on learning among students who would otherwise have no exposure to practical science education or laboratory-style experiences.
Chief Minister Mir Sarfraz Bugti praised the initiative and described it as a beacon of hope for Balochistan’s education sector, reiterating the provincial government’s commitment to supporting programmes that ensure children gain access to modern knowledge and skills regardless of where they live. He noted that the programme was also contributing to broader school enrolment campaigns by encouraging families in remote communities to enrol their children and reinforcing the value of education in areas where attendance has historically been low due to distance, poverty, and social barriers. Officials involved in the initiative confirmed that the mobile units had already begun making a tangible difference in communities where children had previously had no meaningful access to structured learning, and that the government intended to build on the model as it demonstrated results in the districts where it is currently active.
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