Dr Bilawal Kamran
With 22.8 million children currently out of school — a number roughly equivalent to the entire population of Sri Lanka — Pakistan faces an alarming educational crisis. The country’s female literacy rate remains strikingly low, standing at just 49%. These stark figures were highlighted at the recent International Conference on Girls’ Education in Muslim Communities, held in Islamabad. While the conference revealed the depth of the problem, the discussion on effective solutions remained largely unfulfilled. Notably, the Taliban regime in Afghanistan, which has imposed a ban on girls’ secondary education, chose not to attend the event, reflecting its outdated and restrictive interpretation of Islam. While this move did not surprise many, it underscores a troubling reality: the Taliban’s current stance on education is drastically out of step with historical Muslim societies, which once held education in high regard.
However, Pakistan’s own education system, while not as extreme as Afghanistan’s, still faces severe challenges. Prime Minister Shehbaz Sharif’s recent declaration of an “education emergency” mirrors a long line of similar pledges, none of which have led to meaningful improvements in the country’s education sector. Despite repeated promises of reform, Pakistan continues to allocate only 2.5% of its GDP to education, well below the 4% recommended by UNESCO. In contrast, other Muslim-majority countries such as Malaysia and Turkey boast female literacy rates exceeding 90%, and Bangladesh has made remarkable progress, with over 70% of its women now able to read and write. The economic consequences of such educational neglect are undeniable.
As the world moves forward with advancements in AI and quantum computing, Pakistan’s tech sector remains stunted due to its educational shortcomings. According to the World Economic Forum, Pakistan ranks near the bottom in terms of educational attainment and economic participation. This educational deficit poses a significant threat to the country’s ability to compete in the global knowledge economy, where innovation and technological expertise are key drivers of economic growth.
Despite the grim picture, there are a few positive developments. One example is the Danish Schools initiative in Punjab, which offers high-quality education in rural, underserved areas. This targeted intervention highlights the potential for change, provided that similar efforts are scaled up across the country. Additionally, the newly established Pakistan Education Endowment Fund aims to support children from low-income families in accessing higher education, offering a glimmer of hope for future generations. However, such initiatives remain few and far between, and much more needs to be done.
The conference concluded with the signing of the Islamabad Declaration, a 17-point document that emphasizes the importance of girls’ education as both a “religious obligation” and a social necessity. The declaration is set to be presented to the UN Security Council, but many skeptics question whether it will become yet another well-meaning but ineffective international commitment that fails to produce tangible results.
Malala Yousafzai, the renowned education advocate who survived an assassination attempt by the Tehrik-i-Taliban Pakistan (TTP) in 2012, also attended the conference and made a stark statement: 12.5 million Pakistani girls remain out of school. Yousafzai’s remarkable story symbolizes both the immense challenges Pakistan faces in providing education to all of its children and the potential for progress if the country can make the necessary investments and reforms. However, while Malala’s story is powerful, symbols alone cannot provide the education that millions of children desperately need.
For Pakistan to address its educational crisis, there must be concrete steps taken to reform the system. The most urgent need is to significantly increase government spending on education. The current allocation of just 2.5% of GDP is grossly insufficient, especially given the scale of the challenge. In addition, cultural barriers to girls’ education must be dismantled. Deep-rooted gender biases, religious misinterpretations, and social norms that prioritize male education must be addressed to ensure equal access to education for all children, regardless of gender.
Another key step is the transformation of international declarations into concrete actions. While documents like the Islamabad Declaration acknowledge the importance of girls’ education, they must not remain abstract commitments. Instead, they must lead to specific policies and initiatives aimed at improving education outcomes. The success of such initiatives will depend on the political will to implement them and the mobilization of resources to ensure that they reach the communities and individuals who need them most.
Pl subscribe to the YouTube channel of republicpolicy.com for quality podcasts:
One of the primary drivers of Pakistan’s education crisis is its neglect of public sector schools, which are underfunded, understaffed, and poorly equipped. Moreover, many of these schools, particularly in rural areas, are poorly managed and often fail to meet even the most basic educational standards. In contrast, the private education sector, while growing, remains out of reach for most families, especially those in lower-income brackets. The public sector must be revitalized, ensuring that all schools, regardless of location, are adequately funded and staffed to provide a quality education to every child.
The issue of teacher training also requires urgent attention. Teachers are the backbone of the education system, yet many are inadequately trained, underpaid, and overburdened. A major reform in teacher education and professional development is essential to improve the quality of education. Teachers need to be equipped with the tools, resources, and support necessary to create engaging and effective learning environments.
Furthermore, a nationwide effort is needed to raise awareness about the importance of education, particularly for girls. Communities must be engaged to challenge traditional beliefs and practices that hinder girls’ education. This requires a concerted effort from the government, civil society, and religious leaders to promote the value of education for all children and to change societal attitudes that prevent girls from attending school.
Finally, Pakistan’s education system must embrace innovation and adapt to the challenges of the 21st century. As global economies become increasingly knowledge-driven, it is critical that Pakistan prepares its youth with the skills needed to thrive in a rapidly changing world. The integration of technology in education, the promotion of STEM (science, technology, engineering, and mathematics) subjects, and the fostering of critical thinking and creativity will be crucial to ensuring that Pakistan does not fall further behind in the global race for knowledge and innovation.
In conclusion, the path forward for Pakistan’s education system is clear but challenging. To avoid condemning another generation to ignorance and economic irrelevance, the country must make a genuine commitment to improving education for all its children. This requires substantial investment, a dismantling of cultural and societal barriers to education, and a transformation of well-meaning declarations into meaningful action. Only then can Pakistan begin to unlock its potential and build a more prosperous, inclusive, and educated future for all.