Pakistan's education system faces a myriad of challenges, with structural and policy flaws that have hindered its ability to deliver quality education to the nation. Despite numerous policy initiatives, we continue to lag behind when it comes to key educational indicators such as literacy rates and school enrolment. Though the National Education Policy Framework 2018 had introduced several key updates aiming for improvements, it clearly ignored the need for skill development.
It is important to note that our curricula remain outdated with little regard for the demands of an ever-evolving world. For example, textbooks in Pakistan's public schools remain heavily focused on narrow versions of Pakistan Studies and Islamiyat, ignoring science, technology, and social studies. The curricula only foster an insular and outdated worldview that does not prepare students to compete globally.
Furthermore, a prominent barrier in the way of education reforms in our country is political interference. Political instability and frequent changes in government have led to inconsistent policy implementation, often abandoning long-term reforms in favour of short-term political gains. The Education Sector Reforms (2001-2006), launched during General Pervez Musharraf's military government, aimed to increase enrolment and improve education quality. However, the reforms were not sustained, and implementation was impeded by bureaucratic inefficiencies and a lack of accountability. According to the Pakistan Education Statistics Report 2018-19, the country continues to fall short of its education-related targets, such as achieving universal primary education or improving gender parity in education.
Pakistan's spending on education in the year 2023 was about 1.8686% of its gross domestic product (GDP). While this is an increase from the previous year, it still falls short of the recommended 4-6% of GDP
In addition to this, our education system is an amalgamation of multiple streams comprising public schools, madrasas, and private schools offering international education. This diverse system often follows different curricula, creating a fragmented and dissimilar educational experience for students. Keeping this in mind, it is safe to say that a stark disparity exists between the quality of education offered by public and private schools. Unfortunately, the country's education policy has failed terribly to bridge the growing gap between the private and the public schools. The decaying quality of public schools, particularly in urban areas, has increased the reliance on private schools, inflaming social inequality. Private schools are often perceived as having a higher standard of education, with qualified teachers, updated curricula, and modern facilities. However, the high cost of private education makes it inaccessible for a majority of the country's population, which is why a vast number of students are forced to attend government-run schools where resources are scarce, teachers are underpaid, and learning outcomes are poor.
The Annual Status of Education Report (ASER) 2019 revealed that while literacy rates in urban areas have been improving, public schools in rural areas continue to face high dropout rates and low literacy levels. The report also found that students from private schools performed relatively better in reading and arithmetic skills than their public school counterparts. This growing divide sheds light on the failure of Pakistan's education policy to provide rightful access to quality education for all students, regardless of their socio-economic background.
Moreover, education in our country suffers from chronic underfunding, leaving it under-resourced and struggling to meet the needs of its growing population. Despite promises to increase the education budget, the government has only allocated Rs103.781 billion for Education Affairs and Services in the fiscal year 2024-25, which is an increase of less than 1% (0.9%) from the revised allocation of Rs103.684 billion for the current fiscal year. According to the World Bank, Pakistan's spending on education in the year 2023 was about 1.8686% of its gross domestic product (GDP). While this is an increase from the previous year, it still falls short of the recommended 4-6% of GDP. This underfunding leads to overcrowded classrooms, outdated textbooks, poor school infrastructure, and insufficient teacher training, contributing to the low quality of education. The National Education Policy 2017, while acknowledging the need for increased investment, has also terribly failed in securing the necessary financial resources. The policy calls for the "enhancement of education budgets," but without a clear, actionable plan for increasing the allocation of resources, these calls remain largely rhetorical.
In many rural areas of the country, schools lack basic facilities such as electricity, clean drinking water, and proper sanitation facilities. The Pakistan Education Statistics Report 2021-22 found that around 50% of public schools lack basic toilet facilities, and many lack proper classrooms.
Earlier this year, the education ministry finally showed some interest in formulating a new education policy, but that too was erroneously crafted. The policy touched upon some elements of skill development, but once again the approach remains inadequate and unfocused
One of the most glaring flaws of our education system is the unequal access to quality education. According to the Pakistan Education Statistics for 2021-22, some 26.2 million children are out of school. In terms of percentage, 39% of children of school-going age are out of school. Among the four provinces, Khyber Pakhtunkhwa (30%) has the lowest percentage of out-of-school children as a proportion of its school-going age population.
Moreover, gender disparity also aggravates this issue. Per UNICEF, girls — specifically in rural and tribal areas — face numerous barriers to acquiring an education. Socio-cultural demand-side barriers, combined with economic factors and supply-related issues (such as the availability of school facilities close to their home), together hamper access and retention of certain marginalised groups, in particular adolescent girls. The Pakistan Education Statistics Report 2019 also revealed that girls in rural areas are more likely to stay out of school than boys, while early marriage and cultural norms often prevent girls who do go to schools from completing their education. This results in Pakistan having one of the lowest female literacy rates in South Asia.
There is no doubt about the fact that the National Education Policy 2009 and the National Education Policy 2017 emphasise the importance of teacher quality and professional development. However, despite these commitments, no practical implementation has ever been witnessed, undermining any progress in improving teaching standards. The Teacher Development Programme (TDP), envisioned under the Education Sector Plan 2019-2025, has seen limited impact due to continuous underfunding and indigent enforcement. The Pakistan Education Statistics 2018-19 revealed that a large number of teachers, mainly in rural areas, remain undertrained and ill-equipped to meet the latest educational requirements.
However, earlier this year, the education ministry finally showed some interest in formulating a new education policy, but that too was erroneously crafted. The policy emphasises the need to improve basic reading and numeracy skills for the country's children. The policy touched upon some elements of skill development, but once again the approach remains inadequate and unfocused. The framework lacks specific implementation plans or detailed strategies, as you say, to integrate technical and vocational education at the school level. There is no mention of incorporating STEM education and project-based learning programmes to develop critical thinking and practical problem-solving skills among students. The policy does not mention any non-academic initiatives.
There is a dire need to revamp the curricula, ideally focusing on the latest pedagogical practices and promoting the integration of digital tools and e-learning platforms to bridge the gap between urban and rural education
In this ever-evolving world, students need to learn in holistic environments that foster creativity, collaboration, and leadership alongside academic skills. Moreover, the policy fails to address the need for a modernised curriculum. Current frameworks continue to emphasise rote learning over critical thinking and problem-solving skills which is archaic. The policy has once again neglected the need for investment in teacher training. Many teachers in our country rely on outdated teaching methods and are not equipped to implement innovative pedagogical practices, further deteriorating the quality of education.
These systemic flaws can be addressed by developing a comprehensive education policy that is aligned with the United Nations Sustainable Development Goals (SDGs), especially SDG 4 which aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." Keeping SDG 4.1 in mind, we must keep universal access to education in mind, while paying special attention to marginalised groups such as girls, specially-abled children, and those living in rural areas. The government should focus on investing in the infrastructure of schools, particularly in rural and underserved areas, and ensure these schools are well-equipped with essential facilities. Additionally, the government could implement financial incentives to encourage parents to send their children to school, especially girls. Programmes like Nepal's Child Grant Programme, which provides cash transfers to families with children under 16 years old, contingent on school enrolment and attendance, can be introduced to reduce dropout rates. Moreover, we need to increase our education budget to at least 4% of GDP, as recommended by UNESCO, to meet the growing demand for education and improve infrastructure. We can take Bangladesh as an example, which increased its education budget to over 3% of GDP, leading to improved literacy rates.
Keeping in mind SDG 4.4, which sheds light on the need to increase the number of youth and adults who have relevant skills, including technical and vocational skills, our educational policy must be implemented in a way that veers off from rote learning and glides towards creativity, critical thinking and digital literacy. There is a dire need to revamp the curricula, ideally focusing on the latest pedagogical practices and promoting the integration of digital tools and e-learning platforms to bridge the gap between urban and rural education. Public-private partnerships could help provide affordable devices and internet access to students in underserved areas.
Our education policy should focus on vocational training that aligns with labour market demands, offering opportunities for students to gain skills relevant to emerging sectors such as IT and healthcare
Furthermore, SDG 4.c stresses the importance of training and recruiting qualified teachers. Our National Policy Framework lacks a strategy for teacher recruitment, training, and continuous professional development to improve teaching quality. The government must establish mandatory teacher training programmes, focusing on subject-specific knowledge and pedagogical skills. Incentives must be offered, such as higher pay, housing allowances, and career development opportunities, to encourage qualified teachers to work in underserved and rural areas. Bearing in mind that SDG 4.3 — which provides access to affordable technical, vocational, and tertiary education, is crucial for economic development — we should also prioritise vocational education to meet the growing demand for skilled labour. Our education policy should focus on vocational training that aligns with labour market demands, offering opportunities for students to gain skills relevant to emerging sectors such as IT and healthcare. Additionally, SDG 5 calls for gender equality and the empowerment of all women and girls, and keeping this in mind we must address the gender gap in education by removing the cultural, social, and economic barriers that limit girls' access to education. Public campaigns to change societal attitudes towards girls' education must also be included in our education policy.
Our current education policy framework lacks a structured approach towards vocational and technical education, which is essential for skill-building. To tackle this issue, relevant courses in secondary schools must be introduced with industry collaboration for internships and certifications. In Germany, a dual vocational training system combines classroom learning with on-the-job training, equipping students with practical skills aligned with market needs. In addition to this, the policy does not provide a solution to counter rote learning, which limits critical thinking and problem-solving skills. This can be countered by revamping the curricula, encouraging inquiry-based learning and experiential education. Another gap seen in the policy is that it does make use of technology to expand educational access. As India has developed DIKSHA (a platform that offers digital resources for teachers and students, addressing educational gaps in remote areas), we must also develop a digital education platform offering online courses, teacher resources and learning tools.
To sum it all up, we need a policy that is inclusive, forward-looking, and capable of addressing the challenges Pakistan's education system faces. The government must create a clear, sustainable plan that includes adequate funding, infrastructure development, and a curriculum that is aligned with modern global standards. The integration of SDGs into Pakistan's education framework offers a roadmap for transformative change. However, revamping the National Policy Framework is not only required, but its implementation is equally essential.