Background/Context: Emergency situations caused by natural climatic disasters like floods, earth quakes or land sliding are the major limiting factors for the achievement of educating children in their normal schooling. People surviving from the horror left shell-shocked, bewildered, passive and profoundly traumatized. Similar situation emerged when Tori Bund broke; a number of districts in Sindh which were at a considerable distance from the Indus River were massively affected by the floods; including Kashmore, Jacobabad, Qambar Shahdadkot and northern Shikarpur. (Wikipedia.pakflood 2011. This resulted in large scale infrastructure damage and human displacement from the both the banks of River Indus. Those Internally Displaced People (IDP) were settled in different schools. The IDP children education was naturally abandoned because they had to leave their schools. The education of regular students was also suspended because they had to evacuate the schools for the IDPs. Purpose: It became a matter of immense importance to know the feelings of the tangible stake holders about schooling, by which I mean the children of both categories; IDP children and those of ABC school.

Autorentext

Ghulam Murtaza Langah has been working as teacher and teacher educator in public sector institutions.The author has also earnd US Edlinks scholarships for doing his post graduation from The Aga Khan Universty Karachi from his District.