KAMRAN Khan was a brilliant, hardworking and ambitious student. Each morning, I would see him riding a crowded bus to school. Though not privileged, he had the potential to brighten the future of a nation. His journey was cut short by life’s inequities. At age thirty, Kamran died, his bright mind stifled by lack of education. His story echoes that of countless gifted Pakistani children, deprived of opportunity by class.
Every morning, millions of Pakistani children face an unequal reality. Some attend elite schools with digital classrooms and international syllabi, while others study from tattered books under leaking roofs. According to UNICEF, Pakistan has the world’s second-highest number of out-of-school children—nearly 23 million. Financial barriers and poor infrastructure force over half of enrolled students to drop out before completing school. Despite Article 25-A guaranteeing free and compulsory education for all, the constitutional promise remains unfulfilled.
This class-based educational divide strikes at the heart of democracy. Equality lies at democracy’s core, yet our classrooms remain divided by wealth. Children of the elite are prepared to lead, while those from working-class families struggle merely to survive. This system sustains inequality—empowering the privileged and trapping the poor. Though recent policy drafts, including the Education Policy 2025, stress equitable access, the gap between policy and practice remains wide.
In theory, education is the great equalizer. In reality, it mirrors society’s inequalities. Students from affluent families are far more likely to complete higher education than those from low-income homes. Rural students rarely make it to medical or engineering colleges. Those who succeed from disadvantaged backgrounds are exceptions—proof of talent but also of systemic failure. For democracy to thrive, every student must have a fair chance to succeed, not merely the gifted few. The first step toward democratizing education is to accept that schooling is a right, not a privilege. The Single National Curriculum (SNC) was meant to embody this principle, yet its purpose was undermined by uneven implementation and elite resistance. Many private institutions still follow foreign curriculums, further deepening social divides. For a democratic education system, every child—from Gwadar to Gilgit—must study under the same national standards.
Investment in teachers, modern curricula and technology is equally crucial. Pakistan spends barely 1.7% of its GDP on education, far below UNESCO’s recommended 4–6%. Without substantial public funding, equality in education will remain a dream deferred. A major obstacle is social elitism. Many wealthy families resist the idea of their children studying alongside poorer peers, fearing it diminishes their social standing. This mindset—rooted in centuries of hierarchy—must be dismantled through public debate, awareness campaigns and fair policy enforcement.
Democracy in education also demands gender inclusion. Girls make up over half of Pakistan’s out-of-school population. Cultural norms, safety concerns and poverty keep them at home. Yet studies show that closing the gender education gap could increase Pakistan’s GDP by up to 10% within a decade. Educating girls is not only a moral obligation but an economic imperative. Equal education requires equal infrastructure. Many public schools lack basic amenities—electricity, clean water or boundary walls. The Annual Status of Education Report (ASER) found that over a third of schools have no functional girls’ toilets. Such neglect directly affects attendance and performance. A child cannot learn with dignity in an environment that denies it.
Teaching quality is equally vital. A good teacher is as important as a good book. Yet most public school teachers are underpaid and rarely trained. Fewer than half participate in ongoing professional development. Empowering teachers—through fair pay, training and respect—is the cornerstone of any reform.
Higher education reflects similar inequities. While some universities boast international collaborations, others struggle to maintain basic libraries and labs. Bridging this divide requires investment in faculty development, research and provincial access. The Higher Education Commission must ensure national standards that allow equal opportunity regardless of geography.
Language, too, plays a role in educational democracy. Pakistan’s cultural identity is rich and diverse; its education system should reflect that. Provincial and regional languages must find a rightful place in classrooms and curricula to preserve our heritage while promoting inclusivity. Achieving these goals demands national consensus. Political will alone will not suffice. Civil society, local governments and the private sector must collaborate to expand access and quality. Encouraging educational entrepreneurship can also help develop affordable, innovative learning models.
Democracy in education is not an abstract ideal—it is the foundation of a democratic society. Tolerance, civic responsibility and innovation grow from inclusive classrooms. Exclusivity, on the other hand, breeds resentment, extremism and stagnation. Pakistan’s future depends on ending this educational apartheid. A fair and unified system can heal divisions and nurture a generation capable of shaping a democratic tomorrow. We need not seek uniformity, but equality of opportunity. Kamran Khan’s story must not be repeated. Every child deserves the chance to dream, learn and achieve. The democracy Pakistan needs begins—not in parliament or politics—but in the classroom.
—The writer is Commoner from 44th Common Educationist — Founder of WHI Institute.based in Sargodha.
