Female student's distressing account of sexual assault allegedly committed by two professors at DG Khan University. She was invited to their hostel and assaulted her over an entire night and now blackmailing both her and her younger sister

 

ڈی جی خان یونیورسٹی میں ایک اور جنسی سکینڈل سامنے آگیا۔

 دو پروفیسروں نے مُجھے اپنے ہاسٹل بلایا اور پوری رات زیادتی کی، اب وہ میری چھوٹی بہن کو بھی بلیک میل کرتے ہیں مُجھے بھی بلیک میل کر رہے ہیں۔ ڈی ایس صاحب کو کئ درخواستیں دی ہیں لیکن کوئی ایکشن نہیں ہو رہا ہے۔ اب میں خود کشی کرلو گی۔ طالبہ۔ 

The X post from 

@Aadiiroy2

 details a distressing account of sexual assault alledgedly committed by two professors at DG Khan University against a female student, who claims the professors invited her to their hostel and assaulted her over an entire night. The student further alleges that the professors are now blackmailing both her and her younger sister, despite multiple appeals to the District Superintendent (DS) for action, which have reportedly been ignored, leading her to consider suicide as a desperate measure.

This incident is part of a broader pattern of sexual misconduct in educational institutions in Pakistan, as highlighted by recent events such as the Malakand University case where a lecturer was arrested for similar allegations, and the DG Khan academy scandal involving hidden cameras capturing assaults. These cases underscore systemic issues within Pakistani universities, where despite legal frameworks like sections 354, 365B, and 506 of the Pakistan Penal Code, enforcement and institutional response often fall short, leaving victims vulnerable.

The lack of immediate action and the student's consideration of suicide reflect a critical failure in the support systems for victims of sexual assault in Pakistan. This situation is compounded by societal and cultural factors that may discourage reporting, as well as the potential for victim-blaming, as seen in some responses to the post, which question the student's decision to visit the professors' hostel. Such responses highlight the urgent need for cultural shifts and robust institutional mechanisms to protect and support victims rather than placing the onus on them.

The History And The Background

The issue of Pakistan's failure to protect students in educational institutions, including schools and madrasahs, is a complex and multifaceted problem rooted in systemic challenges, security lapses, and socio-political dynamics. While there is no specific, verifiable information in the provided context or recent sources directly referencing a "DG University student video" published on X, I can address the broader issue of why Pakistan has struggled to ensure the safety of students in educational settings, drawing on available information about attacks on schools, government policies, and systemic failures. I will also analyze potential reasons for these failures, incorporating relevant trends and insights from the web and X posts where applicable, while noting the absence of specific details about the mentioned video.

Background: The Crisis of Student Safety in PakistanPakistan has faced significant challenges in protecting students and educational institutions, particularly due to militant attacks, inadequate infrastructure, and policy shortcomings. Reports from organizations like Human Rights Watch and the Global Coalition to Protect Education from Attack highlight that militant groups, notably the Pakistan Taliban (Tehrik-i-Taliban Pakistan, or TTP), have targeted schools, students, and teachers, particularly in regions like Khyber Pakhtunkhwa and Balochistan. Between 2009 and 2012, at least 838 attacks on schools were recorded, causing widespread damage and disrupting education for thousands of children. These attacks have included bombings, targeted killings, and abductions, with a devastating impact on access to education, especially for girls.The Pakistani government's response has been criticized for its inability to prevent or mitigate these attacks effectively. Despite occasional commitments to improve security, the lack of consistent action has left educational institutions vulnerable. Prime Minister Shehbaz Sharif’s declaration of an "Education Emergency" in 2024 underscores the broader crisis, with over 22.8 million children aged 5–16 out of school, reflecting not only security concerns but also systemic neglect. Below, I outline the key reasons for Pakistan’s failure to protect students, focusing on security, policy, and socio-economic factors.

Reasons for Failure to Protect Students

1. Persistent Militant Threats and Insufficient Security Measures
   • Militant Attacks: Militant groups like the TTP have historically targeted schools to disrupt education, particularly for girls, as seen in the 2014 Army Public School attack in Peshawar, which killed 147 people, mostly children. Human Rights Watch notes that these attacks continue with little effective government intervention. Schools and madrasahs, especially in rural and conflict-affected areas, are often soft targets due to their accessibility and symbolic value.
   • Lack of Security Infrastructure: Many schools lack basic security measures such as perimeter walls, guards, or surveillance systems. The government has not endorsed the Safe Schools Declaration, an international agreement to protect educational institutions, which could have provided a framework for improving safety. This absence of proactive measures leaves institutions vulnerable.
   • Failure to Prosecute Perpetrators: The Pakistani government has been criticized for not pursuing fair and consistent prosecutions of those responsible for attacks on schools. This lack of accountability emboldens militant groups to continue targeting educational facilities.
2. Systemic Underfunding and Neglect of Education
   • Low Budget Allocation: Pakistan allocates less than 2% of its GDP to education, far below the global average for developing nations. This chronic underfunding results in dilapidated infrastructure, inadequate teacher training, and a lack of resources to implement security measures. For example, schools in rural Balochistan and Khyber Pakhtunkhwa often lack basic facilities, making them easy targets for attacks.
   • Regional Disparities: The education crisis is particularly acute in provinces like Balochistan, where up to 92% of children are out of school in some districts. These areas are also more prone to militant activity, compounding the risk to students. The government’s failure to prioritize education in these regions exacerbates vulnerability.
   • Corruption and Mismanagement: Corruption within the education sector diverts funds meant for school improvements and security. Political appointments in educational institutions often prioritize loyalty over competence, undermining efforts to enhance safety and quality.
3. Socio-Economic and Cultural Barriers
   • Poverty and Child Labor: Economic instability forces many children into labor, reducing school attendance and exposing them to exploitation rather than protection within educational settings. This is particularly evident in Sindh, where 7.8 million children are out of school due to poverty and flawed policies.
   • Gender Disparities: Cultural norms and security concerns disproportionately affect girls’ education. Militant attacks often target girls’ schools to enforce ideological opposition to female education, as seen in cases like Malala Yousafzai’s shooting in 2012. The government’s failure to address these threats specifically leaves female students particularly vulnerable.
   • Madrasah Vulnerabilities: Madrasahs, which often operate with less oversight than public or private schools, are susceptible to extremist influences and attacks. The lack of a standardized curriculum and regulation in many madrasahs makes them potential targets for militant recruitment or violence.
4. Policy and Implementation Gaps
• Inconsistent Reforms: While the government has announced initiatives like the Education Emergency to enroll out-of-school children, implementation is hampered by inefficiency, lack of coordination between federal and provincial governments, and corruption. Policies often remain rhetorical without translating into actionable security measures.
• Outdated Curriculum and Teaching Methods: The education system’s focus on rote learning rather than critical thinking fails to equip students with skills to navigate modern challenges, including awareness of security risks. This also affects teacher training, leaving educators ill-prepared to handle crises or promote safety.
• Higher Education Instability: Universities, such as Quaid-i-Azam University and the University of Balochistan, face funding crises and administrative issues, including a lack of permanent leadership (43% of public universities operate without permanent vice chancellors). This instability trickles down to campus safety, with inadequate resources to protect students.

Analysis: Why These Failures Persist

• Political Prioritization: Education and student safety are often deprioritized in favor of short-term political gains or security expenditures elsewhere. The government’s focus on counter-terrorism has not adequately addressed the specific threat to educational institutions, despite their symbolic and strategic importance.
• Elite Capture and Inequality: The existence of three parallel education systems—elite private schools, public schools, and madrasahs—creates disparities in safety and quality. Elite institutions, often in urban centers, have better security, while public schools and madrasahs in rural areas are neglected. This reflects a broader societal issue of elite capture, where resources are funneled to the privileged few.
• Lack of Community Engagement: Community awareness and involvement in school safety are limited. Without grassroots support, initiatives to protect students struggle to gain traction, especially in areas where cultural norms or economic pressures discourage education.
• Militant Ideology and Weak Countermeasures: The persistence of extremist ideologies, coupled with the government’s failure to regulate madrasahs effectively or counter radicalization, allows militants to exploit educational spaces. The absence of a robust deradicalization strategy exacerbates this issue.

The Role of the "DG University Student Video"Without specific details about the "DG University student video" published on X, it’s challenging to tie it directly to this analysis. However, X posts and trends often amplify public discontent or highlight specific incidents of violence or neglect in educational settings. If the video relates to a recent incident of insecurity at a university or school (e.g., an attack, protest, or exposé of negligence), it could reflect broader sentiments about the government’s failure to protect students. For instance, a video showing inadequate security at a university in Dera Ghazi Khan or a student speaking out about threats could align with the documented pattern of militant attacks and systemic neglect. To provide a more precise analysis, additional details about the video’s content, such as the nature of the incident, the institution involved, or the date of publication, would be necessary.Recommendations for ImprovementBased on the sources and analysis, addressing Pakistan’s failure to protect students requires a multi-pronged approach:

1. Endorse the Safe Schools Declaration: Committing to international standards for protecting educational institutions could provide a framework for improving security.
2. Increase Education Funding: Raising the education budget to at least 4% of GDP would enable investments in security infrastructure, teacher training, and curriculum modernization.
3. Strengthen Accountability: Prosecute perpetrators of attacks on schools and address corruption in educational funding to ensure resources reach their intended targets.
4. Regulate Madrasahs: Implement standardized curricula and oversight to prevent extremist influence and enhance safety in religious schools.
5. Community and Public-Private Partnerships: Engage communities and leverage NGOs and private sector resources to improve school safety and access, especially in rural areas.
6. Focus on Gender Equity: Prioritize girls’ education by enhancing security for female students and addressing cultural barriers.

ConclusionPakistan’s failure to protect students in schools, madrasahs, and universities stems from a combination of militant threats, chronic underfunding, corruption, and policy implementation gaps. The education system’s systemic decay, with over 22.8 million children out of school and frequent attacks on institutions, reflects a broader neglect of education as a national priority. While the "DG University student video" could highlight a specific incident or grievance, its absence from verifiable sources limits direct analysis. Nonetheless, the broader crisis demands urgent reforms, including increased funding, security enhancements, and community engagement, to ensure students can learn in safe environments. For further clarity on the video, please provide additional details, such as its content or date of publication on X, and I can tailor the analysis accordingly.