Ijlal Haider and Ayesha Bibi
“Everything that is not forbidden by the laws of nature is achievable, given the right to education.” — David Deutsch
The right to education constitutes a fundamental principle to which every child is entitled within their respective country. Under Article 25A of the 1973 Constitution of Pakistan, the state is obligated to provide free and compulsory education to all children between the ages of 4 and 16. Similarly, Sections 3 and 4 of the Right to Free and Compulsory Education Act 2012 ensure the provision of free and special education, in both formal and non-formal settings, for children who have either never been enrolled or have been unable to complete their education.
Despite these constitutional and legislative provisions, the ground reality remains largely nominal. Approximately 26.6 million children (ages 5–16), including 13.4 million girls, remain out of school. Furthermore, 77 per cent of ten-year-olds are unable to read and comprehend a simple text, reflecting the severity of the current educational crisis. These figures highlight a significant gap between policy commitments and actual learning outcomes in the country.
Public expenditure on education for the fiscal year 2024–25 is estimated at 0.8 per cent of the Gross Domestic Product (GDP), the lowest in the South Asian region, despite Pakistan being a major economy. To meet the UNESCO-recommended benchmark of 4–6 per cent, the country requires at least a 5 per cent allocation; however, current spending remains far below (2 per cent) this level. This underinvestment reflects the low prioritisation of education in national policy frameworks.
The purpose here is not merely to restate the existing realities but to examine the systemic barriers within public sector education. Government spending has declined from 1.15 per cent to 0.8 per cent between 2023–24 and 2024–25, further intensifying existing challenges. Nevertheless, Pakistan has approximately 100,000 public schools and over 250,000 institutions in total, supported by around 1 million public sector teachers and more than 2 million professionals across the education system.
Given this scale, it is critical to understand why systemic barriers persist, leading to educational inequity, high dropout rates, poor literacy and numeracy, and weak academic performance. One major factor is the reduction in budget allocation, which results in insufficient resources, teacher shortages, and poor infrastructure. These constraints directly impact the quality of teaching and learning in classrooms.
At the policy level, a key issue is the limited involvement of stakeholders, particularly parents and students, in decision-making processes. This lack of engagement results in policies that are disconnected from ground realities and fail to address the actual needs of learners. Consequently, implementation gaps continue to widen.
Teachers, as key stakeholders, play a crucial role in addressing these challenges. They possess firsthand knowledge of students’ academic and socio-economic contexts and can act as a bridge between policymakers and the community. Their insights are essential for designing responsive and effective educational strategies.
The effectiveness of the public education system depends on the collective responsibility of all stakeholders, including policymakers, school heads, teachers, and parents. However, a significant communication gap currently exists among them. Policymakers often treat education as a matter of patronage rather than focusing on learning outcomes. Similarly, many teachers and school heads approach their roles as routine duties instead of professional responsibilities requiring accountability. Parents, on the other hand, tend to place the entire responsibility on schools.
Every stakeholder should play their part so that every child can get a quality education and become loving, thinking, and engaged citizens.
To address these issues, a collaborative approach is essential. The government must prioritise investment in public sector education instead of shifting focus towards privatisation. Special attention is needed to enrol and retain out-of-school children. Policymakers should adopt inclusive practices by engaging teachers, students, parents, and school heads to better understand on-ground challenges.
At the institutional level, school heads and teachers must demonstrate commitment and accountability. Strong teacher actions are essential in creating effective learning environments, as they directly influence student engagement and performance. It is evident that strong teacher actions lead to strong student actions.
Creating inclusive classrooms is equally important. Students should be provided equal opportunities to learn, express themselves, and feel valued. However, this remains largely neglected in both public and private institutions. Teachers must foster supportive environments where students actively participate and share their perspectives.
Teachers should also maintain high motivation and set high visions for students while engaging parents in the learning process. Instructional practices should focus on achieving subject mastery through Student Learning Outcome (SLO)-aligned lesson planning, effective use of resources, regular assessments, and continuous tracking of student progress.
Additionally, classroom management (CRM), the application of the Universal Design for Learning (UDL) framework, and assigning responsibilities to students can significantly enhance learning outcomes. These approaches promote inclusivity, engagement, and student ownership of learning.
Parents also have a crucial role, despite socio-economic challenges. Regular communication with teachers and school visits can improve student performance. At home, parents should provide both emotional and financial support where possible. Special attention should be given to students who work after school to ensure they receive additional academic support.
Student absenteeism is another major issue requiring joint efforts from teachers and parents. Parents should remain receptive to feedback from schools, while teachers should engage in community outreach. Collaboration with tutors and community members can further support student retention and learning.
The current educational crisis cannot be resolved overnight; however, sustained collective efforts can bring gradual improvement. Without such measures, millions of children will remain deprived of their right to quality education and equal opportunities.
Currently, around 24 per cent of Pakistan’s population lives below the poverty line. Alongside 26 million out-of-school children, only 5 per cent of children receive quality education, and just 19 per cent have access to higher education. These figures emphasise the urgency of addressing systemic inefficiencies.
Ultimately, education is a national responsibility requiring commitment from all stakeholders. Ensuring that every child receives their constitutional right is both a legal and moral obligation. Through coordinated efforts, children from underprivileged backgrounds can become thinkers, scholars, artists, scientists, entrepreneurs, and builders of a new Pakistan — a thought-provoking vision of Teach for Pakistan.
Ijlal Haider – The writer is an independent researcher who writes on political economy, climate change, oral history, and constitutional issues. He can be reached at ijlalhaider@nips.qau.edu.pk
Aysha Bibi – The writer is a MPhil scholar at QUA, Islamabad, and an educationist based in Islamabad. She can be reached at ayshahabib818@gmail.com
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