TRANSFORMING MARGINALIZED EDUCATION: A CASE STUDY ON DOSTI’S ONE-ROOM SCHOOLS AND THEIR ROLE IN PROMOTING LITERACY AND CHILD WELLBEING IN RURAL PAKISTAN

Abstract

This research explores the impact and uniqueness of the Dosti Welfare Organization's (Dosti) one-room school model, an innovative educational initiative designed to address the educational needs of children in rural, underserved, and isolated communities in Pakistan. The study highlights how Dosti’s approach combines community involvement, resourcefulness, and adaptability to overcome barriers such as limited infrastructure, lack of qualified teachers, and geographic isolation. Through the use of multi-purpose spaces, volunteer-led teaching, and the provision of essential educational materials, Dosti's model provides a flexible and sustainable solution for promoting literacy and education in marginalized areas. Additionally, the study examines complementary non-formal education programs such as School on Wheels, Blackboard Banao – Pakistan Parhao, and Mera Ghar Mera School, which ensure continuous access to education, even during crises such as the COVID-19 pandemic. The research emphasizes the significant social impact of Dosti’s efforts, with over 540,926 students empowered and over 9,204 schools established or assisted across 48 districts in Pakistan. This paper concludes by discussing the scalability of the one-room school model, its role in fostering local ownership of education, and its potential to contribute to the broader goal of eradicating illiteracy and promoting sustainable development in Pakistan.

Keywords: one-room school model, community involvement, literacy, non-formal education, educational innovation, sustainable development.