Education beyond textbooks: how a mentorship programme fosters a love for learning in Pakistan — Assembly

Have you ever mentored someone and found that you got just as much from the experience as they did? 13-year-old Eman reflects on her the challenges and rewards of mentoring younger students in her school through Cities for Children — an organisation supported by Malala Fund.

Seekho Sikhao Saathi (Partners in Learning) started in response to school closures in Pakistan and connected younger students who do not have access to digital learning alternatives to older students who teach and mentor them in a supportive, creative environment.

Imagine a lively setting, full of laughter and curiosity. That was the scene and sounds of my classroom as I guided young minds through different adventures. I was a teacher to younger students, even though I was a student too.

In the heart of our school, I found an opportunity to not only engage with younger students but also introduce them to a world of diverse activities in a supportive environment — from arts and crafts to sports and science experiments. The classroom became a canvas of exploration for us.

I enjoyed spending time with the kids I was helping and learning alongside. That was my favorite part about the sessions. I also enjoyed a session on bubble-making because the young er students enjoyed it a lot. This made studying in the classroom so much more enjoyable.

“These sessions helped me practice patience, empathy and kindness.” (Photo courtesy of Cities for Children)

As I embarked on this journey, I witnessed the sparkle in their eyes and the enthusiasm radiating from their smiles. The setting transformed into a vibrant space where creativity knew no bounds. Together, we painted, kicked soccer balls, and marveled at simple science wonders.

I also grew from teaching younger students. I used to get angry and impatience at kids initially, but these sessions helped me practice patience, empathy and kindness. I learned to control my anger when speaking with and teaching my “chotay” (little friends).

“The energy and joy that filled the room not only impacted the children but left an indelible mark on me. It reinforced the belief that education goes beyond textbooks. ”

— Eman Sadia

The impact of this program extended beyond the children I taught. I noticed a positive change in the classroom atmosphere, with increased collaboration and a more profound sense of joy from everyone. The ripple effect of these activities spread creating a harmonious learning environment.

I learned the significance of patience, adaptability, and the ability to spark curiosity and drive for education. Each child brought a unique perspective, reminding me of the beauty of embracing diversity. Flexibility and creative thinking became my allies, as I tailored activities to suit different interests and abilities. During our last session, my “chotay saathi” (little partners) were sad that we wouldn’t meet again. In the end, they were my friends, and I loved that.

This journey of teaching children through activities has been immensely rewarding. The energy and joy that filled the room not only impacted the children but left an indelible mark on me. It reinforced the belief that education goes beyond textbooks. It's about fostering a love for learning and discovering the wonders of the world, one activity at a time.