EVERY third Pakistani child is growing up outside a classroom. Behind this staggering figure lie 25 million futures at risk and a nation whose economic and social progress is increasingly uncertain. According to the 2023–24 Pakistan Education Statistics Report, which aligns with the Sustainable Development Goals (SDGs), the education system is failing to deliver universal, equitable and quality education, which is a worrying trend. If prompt and thorough reforms aren’t implemented swiftly, the nation’s youth bulge could turn into a lasting social and economic challenge. The biggest concern for Pakistan’s education system is the increasing number of out-of-school children. The Pakistan Education Statistics Report 2023–24 reveals that about 25.1 million children aged five to sixteen are not attending school, which is roughly 35 percent of the nation’s school-going demographic.
This challenge affects some provinces more than others. Due to its substantial population, Punjab has the greatest total count of children not attending school, totaling almost 9.7 million. Khyber Pakhtunkhwa and Balochistan have about 4.5 million and 3.5 million children, respectively, with Sindh following with close to 7.4 million. Despite Punjab having the highest absolute number, Balochistan’s situation is more dire proportionally, as almost 70% of school-aged children are out of school. This crisis is exacerbated by gender inequalities. In provinces like Sindh and Khyber-Pakhtunkhwa, girls make up a greater percentage of children not attending school. This highlights ongoing cultural, economic and institutional obstacles that still hinder girls’ educational access.
The causes of this educational exclusion are intricate and intertwined. The primary barrier preventing numerous families from affording school-related expenses, both direct and indirect, is poverty. Education appears unaffordable for many families because children’s labour contributes to their income. Lack of schools nearby, poor transportation, teacher shortage and poor educational quality deter enrollment and attendance. Crucially, once children drop out of school, their chances of returning diminish, so early intervention is vital to stop them being excluded permanently.
Poor educational infrastructure exacerbates the issue. Effective learning requires essential facilities, but less than fifty percent of Pakistani public schools have the necessary infrastructure for quality education. Nationwide, a mere 47 percent of public schools possess electricity, safe drinking water, functional toilets, boundary walls and buildings in satisfactory condition. Punjab performs relatively better, as almost seventy-five percent of its schools meet these standards, while Sindh remains significantly behind. The scarce availability of Early Childhood Education (ECE) is also a cause for worry. A mere third of primary schools provide ECE facilities, leaving millions of children without crucial foundational learning experiences that greatly impact their future academic achievements.
Another significant structural flaw is the scarcity of skilled educators. Roughly 25% of public primary schools in Pakistan have one teacher for several grade levels. Furthermore, a lack of funds still hinders significant changes in education. Additionally, Pakistan’s GDP allocation for education is less than 1.5 percent, significantly lower than the 4-6 percent international recommendation. Serious concerns about the quality of learning are also evident in educational outcomes. Success can’t be measured by enrollment alone if students don’t gain fundamental literacy and numeracy. A significant number of students lack foundational skills upon completing primary education, as indicated by the 2023 ASER and NAT findings. The National Achievement Test revealed that Grade 4 students scored an average of 47% for English and 42% for Mathematics. Notably, the assessments assessed competencies typical for Grade 2. This implies that the actual learning gaps could be larger than the reported numbers suggest. Children’s health and well-being are inextricably linked to educational challenges. Inadequate nutrition negatively impacts cognitive growth, preparedness for school and the ability to learn. Nearly 37% of Pakistani children under five are stunted from malnutrition, the report states. Such circumstances are detrimental to a child’s brain development, predating their school entry. A comprehensive policy approach is needed to tackle the out-of-school crisis, not just isolated actions. To provide universal access and quality education, public spending would need to reach around 4 to 5 % of GDP, which is significantly more than what is spent now.
Bangladesh offers a compelling illustration of how decisive policy interventions can substantially lower the count of children not attending school. In the 1990s, widespread poverty, child labour, gender discrimination and limited school availability meant millions of Bangladeshi children couldn’t get an education; Pakistan faces similar problems today. The government prioritized education and, working with NGOs like BRAC, implemented a comprehensive plan. To help disadvantaged children, thousands of community schools were set up in remote, underserved locations with flexible hours, smaller classes and local female teachers. To lessen the financial pressure on impoverished families, the government offered stipends and scholarships, particularly to girls. Free primary education and textbooks were also made available to all students.
At the same time, campaigns across the nation boosted girls’ education and community involvement, which aided Bangladesh in reaching gender equality in primary schooling. Consequently, primary school enrollment surpassed 95 percent and the count of children not attending school significantly decreased in the subsequent decades. The crisis of Pakistani children not being in school is more than an educational concern. The issue of out-of-school children in Pakistan poses a significant threat to the nation’s social, economic and political advancement. Every child left outside a classroom today represents a missed opportunity for Pakistan tomorrow. Investing in education is not merely a social obligation—it is the country’s most important investment in economic prosperity, democratic stability and national security.
—The writer is Commoner from 44th Common Educationist — Founder of WHI Institute.based in Sargodha.
