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Pakistan's Education Crisis: The Real Story (Report)

Pakistan suffers from an extensive education crisis. Millions of Pakistani children do not attend school, and those that do must deal with absent teachers and poor learning environments, among other challenges. While this crisis is frequently discussed in Pakistan and beyond, it is often misunderstood. This new Wilson Center report, based on dozens of interviews with officials and experts across Pakistan, seeks to set the record straight. It reveals, for example, that contrary to popular narratives, Pakistan's education spending has increased significantly in recent years and is now nearly equivalent to the military budget. The report argues, however, that Pakistan must spend better, not simply spend more, in order to ease and ultimately solve its education crisis. Nadia Naviwala, the report's author and a Wilson Center public policy fellow, highlights myths about Pakistan's education budget and foreign aid; and compares how foreign donors and local leaders have sought to transform education in Pakistan, with emphasis on the central challenge of very poor learning levels.

Cover Image: UK Department for International Development, CC 2.0

Pakistan's Education Cr... by The Wilson Center

About the Author

Nadia naviwala, indo-pacific program.

The Indo-Pacific Program promotes policy debate and intellectual discussions on US interests in the Asia-Pacific as well as political, economic, security, and social issues relating to the world’s most populous and economically dynamic region.    Read more

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Paving the Way to Education and Opportunity in Pakistan

Transport in Khyber Pakhtunkhwa, Pakistan.

• The World Bank is helping upgrade some 650 kilometers of rural roads in Khyber Pakhtunkhwa, a mountainous province in northwestern Pakistan
• The project will boost development across the province by providing a reliable year-round accessibility to schools, healthcare centers, markets, and other key opportunities
• The project team conducted extensive data analysis to identify accessibility gaps combined with field work to identify the major transport barriers that deters access to education for girls and its development benefits

Bitumen. Asphalt. Concrete. Gravel. These are the components of a road, but they aren’t the parts that matter for the people who use them. What matters is access to schools, health care services, and markets. In Pakistan’s Khyber Pakhtunkhwa Province, or KP for short, safe roads can mean for girls the difference between going to school or staying home, between seeing a healthcare provider or getting sicker, between selling wheat or vegetables for a healthy profit at market or selling too cheaply to neighbors.

Accessibility is the premise behind the World Bank’s Khyber Pakhtunkhwa Rural Accessibility Project, or KPRAP, which aims to better link 1.7 million people in a remote, mountainous region of Pakistan to the services and opportunities in towns and cities nearby. Specifically, the $300-million program will finance the upgrading of 45 road sections with a total length of approximately 650kilometers.

“In KP, all-weather rural roads play a key role in accessibility to basic services and connecting districts to provincial centers, but almost 41 percent of the road network is in poor condition and almost 20 percent is not paved,” said Lincoln Flor , one of the Word Bank Senior Transport Specialists supervising the project. “By providing better and more reliable road access, the KPRAP project will make a significant difference in the daily lives of residents, especially for girls in the poorest and most remote parts of KP.”

One major focus of the project is getting girls and boys to school. The project’s new and improved roads will benefit 65,000 girls in five districts, allowing them to get to school faster, on better and safer roads. Long home-to-school commutes and difficult road conditions disproportionately keep girls out of the classroom . In some districts in KP, more than 70 percent of girls are out of school, as compared to 30 percent of boys . Pakistan Communication and Works Department of KP data shows that for nearly half of the province’s rural population, school is far-- more than a 30-minute drive away.  Ten percent of people in KP live more than a two-hour drive from an urban center.

Getting girls to school is a priority in Pakistan, which has the second largest out-of-school population of any country.  Nearly 23 million Pakistani children aged 5 to 16 do not attend school.  Aside from teacher shortages, distance to school and safety are the largest barriers to accessing education in rural areas, with 29 percent of parents saying that schools are simply too far away. Girls are twice as likely to skip school in rural areas as compared to their urban peers, from 43 percent in the countryside versus 21 percent in cities and towns. This gap is even more pronounced in middle and higher education.

Accessibility is the premise behind the World Bank’s Khyber Pakhtunkhwa Rural Accessibility Project.

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Source: World Bank

Better access to education is just one of many potential benefits. “The team worked closely with the government to carry out a comprehensive geospatial analysis which identified locations with the lowest accessibility and highest gender disparities,” said Hasan Afzal Zaidi , a World Bank Senior Transport Specialist who is co-leading the project. “Our analysis showed that Districts in North, South and in erstwhile FATA in KP were the locations where improved rural access could have the biggest impact.”

Many factors play a role in improving accessibility, of course. Compared to the rest of Pakistan, KP is especially vulnerable to climate change because of its terrain and topography, so building roads with climate resilience is a key part of the project. In winter, snow and ice block roads, while during the monsoon season travelers face the risk of floods and landslides. More resilient roads will help local communities navigate these conditions and will provide all-weather access to crucial services, like schools, health care, and markets. When disaster strikes, resilient roads will also ensure continued access for emergency services and will reduce reconstruction costs.

Geospatial analysis by the WB team showed that almost 40 percent of the rural population in KP has to travel more than an hour to get to a health center. Barriers like travel time and distance are linked to higher numbers of deaths and disease from conditions that are treatable. Household data shows that lack of transport and long distances deter people, especially women of childbearing age, from getting the care they need.

Providing farmers and merchants with better access to markets is also an important part of the project. Eighty five percent of KP’s population relies on agriculture for their livelihoods, and bad roads, which make for time-consuming and expensive transport, hurt small farmers.  This, combined with lack of adequate storage, can lead to expensive postharvest losses for farmers.

This focus on KP is part of an overall WB push to use data to better inform its investment decisions, like locations for new schools and transport upgrades.  It builds on earlier, and similar, accessibility projects in Afghanistan, Nepal, Sri Lanka, Bhutan, and Bangladesh. For both the World Bank and for governments around the globe, accessibility analyses like those used in KP are fast becoming core inputs into transport infrastructure planning and policies.

Last Updated: Sep 08, 2022

World Bank Transport

World Bank Pakistan

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Pakistan is Using Innovative Approaches for Inclusive Education: GEM Report 2020

Idara-e-Taleem-o-Aagahi (ITA) organized and co-hosted the national virtual launch of the UNESCO’s 2020 GEM Report, calling all stakeholders to concentrate on those being left behind and move towards inclusion in education, particularly after COVID-19. GEM Report Senior Analyst Anna Cristina D'Addio gave a presentation on the 2020 GEM Report and shared the key findings from the report.

Federal Minister for Federal Education and Professional Training Shafqat Mahmood was the chief guest on the occasion. Launching the report, he said: "The online event featured an interactive high-level panel that discussed the key messages and recommendations in the report. “The GEM Report reminds us of the continued disparities in education, particularly in ensuring access of quality education to all, which is the foundation of inclusion,”

UNESCO Pakistan Country Representative Patricia McPhillips said:  “ The GEM Report emphasizes the global need for better data collection and subsequent use,” she said, adding that it is encouraging to note that Pakistan’s inclusion-oriented data collection initiative is highlighted in the report as a best practice. Recognizing the Transgender Persons (Protection of Rights) Act 2018 and introduction of admission quotas to Disability Act 2014, she said that these are important milestones for ensuring inclusive education.

Speaking at the event, Department for International Development (DFID) Pakistan Country Director Annabel Gerry said , “T his report comes at a critical moment, where the coronavirus pandemic has added to the hidden emergency of exclusion from education. Since 2011, over 10 million children in primary school have benefited from UK support to Government of Pakistan’s education reforms, of which 4.7 million are girls. But significant inequalities remain by region, socio-economic status, disability, religion and gender. I hope this report will catalyze the will and resources to realize inclusive and equitable quality education in Pakistan. No country can ever reach its full potential unless every one of its citizens can reach their full potential. This is why we put inclusion at the heart of everything we do,” she said .

Other panelists included Planning Commission of Pakistan’s Member Social Sector Dr. Shabnum Sarfraz, Institute of Development and Economic Alternatives (IDEAS) Director and LUMS School of Education Interim Dean Dr. Faisal Bari and Special Talent Exchange Program (STEP) Executive Director Muhammad Atif Sheikh.

ITA CEO Baela Raza Jamil said, "There is much to do to set the actions right for Inclusive Education in Pakistan."

The report provides an in-depth analysis of key factors for the exclusion of learners in education systems worldwide including background, identity and ability and urges the countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies."

Persistence of exclusion: The 2020 GEM Report notes that 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access. In Pakistan, hardly any poor rural women in Pakistan complete secondary school despite a target for universal secondary completion by 2030. Moreover, the gap in the probability of boys receiving more household resources for education was 13 percentage points for 5-9-year-olds and 24 points for 10-14-year-olds. Parents can thus help or hinder inclusion.

Inequitable foundations: The Profiles Enhancing Education Reviews (PEER) introduced by GEM Report show that many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation. Education Acts for all four provinces in Pakistan mention children with disabilities/special needs and lay down mechanism for educating CWDs in separate schooling system based on the National Policy for Persons with Disabilities 2002. But education policies vary in emphasis on inclusion. In Punjab, under the 2012 inclusive education policy framework, students with mild and moderate disabilities are admitted to mainstream primary and lower secondary schools whose teachers are trained by master trainers of the Department of Special Education.

Blatant exclusion: The report states that fewer than 10% of countries have laws that help ensure full inclusion in education while exclusion can be very blatant in some laws. Although Article 16 of the Convention on the Elimination of All Forms of Discrimination Against Women prohibits forced and child marriage but girls can get married at age 16 in most provinces in Pakistan.

Alienating learners: The report further states that reflecting learners’ diverse needs require textbooks and curricula to be inclusive, yet many still alienate by omission or false representation – Girls and women only made up 24% of references in secondary school English-language textbooks in Punjab while women were represented in less prestigious occupations and as introverted and passive .

Chronic lack of quality data on those left behind: Pakistan is among the countries that do not collect data on disabilities in their Education Management Information System (EMIS). Household surveys are, however, the key to breaking education data down by individual characteristics.  The Annual Status of Education Report (ASER) Pakistan survey, led by ITA, has included Washington Group’s Child Functioning Module to estimate the disability prevalence and educational status of children with disabilities in some regions of the country.

Signs of progress towards inclusion: The 2020 GEM Report notes that Pakistan is using positive, innovative approaches to transition to inclusion. The country is testing a ‘third gender’ option in data collection tools while Pakistan’s Transgender Persons (Protection of Rights) Act 2018 prohibits discrimination in education and establishes their right to education and a 3% quota for transgender children in mainstream public and private education institutions. Moreover, in 2019, Pakistan’s Government Rules and Disability Act 2014 introduced admission quotas for students with disabilities at all education levels. Tertiary education institutions were asked to exempt candidates with disabilities from admission tests, relax age limits, provide fee concessions, and offer appropriate examination modalities.

Media Coverage:

English Coverage:

https://www.dawn.com/news/1571663/conscious-effort-being-made-to-promote-inclusive-education-using-technology-minister

https://tribune.com.pk/epaper/news/Islamabad/2020-07-29/NmJjYmI4MjI5YWM3NWU0NzNiYmRmMzQ3OTkyMWJmYjQuanBlZw%3D%3D

https://www.brecorder.com/news/40008334

Photo Release:

https://www.app.com.pk/photos-section/photos-section/islamabad-july-28-%C2%96-federal-minister-for-education-and-professional-training-shafqat-mahmood-addressing-during-the-virtual-launch-of-global-education-monitoring-report-2020-by-idara-e-taleem-o/

Urdu Coverage:

https://www.express.pk/story/2063319/1/

https://twnews.co.uk/pk-news/nzm-t-lym-myn-ttykhnlwjy-khy-st-ml-khw-frwg-dy-rhy-hyn-wfqy-wzyr-t-lym

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• Country page: Pakistan
• UNESCO Office in Islamabad
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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How has COVID impacted Pakistan's education system?

Pakistan's schools have been heavily hit by the pandemic. Students have experienced several school closures, and experts speculate that such a loss could have impacts for years to come.

Last week, Pakistan opened both public and private schools in various districts of Punjab and Khyber Pakhtunkhwa, with Sindh province opening its schools in August. 

Schools are now operating with a 50% attendance policy on alternating days due to the COVID regulations set forth by the National Command and Operation Center (NCOC). Vaccinations were also made mandatory for all staff and students over the age of 15.  

Schools in Pakistan were closed for around seven months during the first COVID wave . However, they reopened in September 2020 and were closed again in November. 

The government announced another phased opening of educational institutions in January of this year. However, this reopening was also short-lived, as schools closed again in April 2021 due to the third wave. 

"The school year for 2021-22 has been extended to June 2022. Final examinations will be conducted in June 2022" Murad Raas, Punjab's Education Minister, tweeted last week.  

Officials have introduced digital learning to compensate for the repeated closures. Recently, the minister of education also decided to promote some students who had failed by awarding them 33% concessional marks.  

However, the effectiveness of these measures remains in doubt. 

Pakistan's education crisis worsens

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Millions of students lose out

In a country already scarred by stark differences in the quality of education between public and private schools, as well as low literacy rates, the pandemic has affected the learning of approximately 40 million students across Pakistan. The World Bank has claimed that "even the most optimistic scenario suggests an overall loss of learning for every child enrolled." 

According to a study by UNICEF, students learned significantly less from home, compared with classroom learning before the pandemic. Their learning was harmed by a lack of access to technology, network connectivity issues and low levels of motivation. 

"Keeping the children interested and motivated in online classes is the biggest challenge, as children do not have any interest in them and their screen time is increased," Alia Malik, a mother of three, told DW. Arranging separate places and gadgets for all the children in the house presented a further challenge. g

While talking to DW about the contrast between online and face-to-face learning, Shahram Ahmad, a private university student, said: "It's the same difference as between a call and meeting someone in person. It's a lot easier to understand difficult concepts when an instructor can use all tools at their disposal." 

Muhammad Qadeer, a secondary school teacher, told DW that since students are passing through a critical stage of their mental and biological development, the lack of regular coaching and extracurricular activities will have a huge impact on their learning. "This generation will always be remembered as the COVID generation," he said. 

'A matter of privilege' 

As reported by UNICEF, remote learning was not possible for 23% of young children due to a lack of access to digital devices. The pandemic has hit poor and disadvantaged families the hardest, as they are unable to purchase even a single device. 

Geographical barriers have also had an impact. Around 26% of urban youth had no access to technology whereas, in the countryside, that figure rose to 36%. 

Remote learning is also challenging for children with disabilities and girls.  

"I did really well in my in-person classes but during lockdown , I had some domestic duties that couldn't be ignored. This severely affected my performance in university and my GPA hit rock-bottom," said Wyena Qureshi, a private university student. 

Students also had to drop out due to financial losses during the pandemic. Pakistan's economy was hit hard by the pandemic. 

Back in 2020, the World Bank predicted 930,000 children would drop out of primary and secondary education. "Pakistan is globally the country where we expect the highest [number of] dropouts due to the COVID crisis," the bank said. 

Pakistan struggles to contain third COVID wave

Two sides of the same coin.

"It's been a challenging experience for all of us but we have also learned to function and stay connected from a distance," Yasmeen Hameed, an educator, told DW. 

"New learning techniques were adapted and gradually children have become familiar with them,” she said. 

Pakistan’s teleschool program for students in Punjab initially had a high number of viewers due to the support of stakeholders and a phase-by-phase rollout. However, the market research firm, IPSOS, found that usage decreased after six months. 

Zulfiqar Samin, deputy secretary for policy at the Ministry of Federal Education, told DW that the ministry has tried to overcome challenges with education through the digital programs.  

"We tried to reach all radio and TV channels that we possibly could and kept the language of communication as Urdu at the federal level to overcome any linguistic barriers. Parents have also cooperated very well with us," he said. 

He also stressed that developed countries like China, the United States, and Germany have also been affected similarly. He added that, while the government of Pakistan is pushing its vaccination campaign until the majority of people get vaccinated, they remain at risk. 

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A Diagnosis of the Pakistani Education Ecosystem

Summary: Over the past two decades, Pakistan has undertaken a myriad of education reforms. Education spending has increased dramatically, allowing for greater investments in key inputs like school infrastructure, teachers, and classroom materials. Education policies have also evolved at a dizzying rate, with major changes to administration, accountability, teacher policies, and rules regarding the private sector. Compared to other countries, the pace of these changes and the ability of reformers to overcome opposition have been remarkable. However, the outcomes of these efforts are disappointing. Enrollment continues to lag behind comparator countries, and available measures of test scores show almost no improvement. This paper explores how so few results have been obtained as a result of these changes; and describes areas of further research under the RISE agenda.

Citation: Andrabi, Tahir and Isabel Macdonald. 2017. “Pakistan Systems Diagnosis“. Harvard University.

Tahir Andrabi

Isabel Macdonald

Study Design and Findings

There have been vast changes to both financial and policy inputs to education in Pakistan over the past two decades.

The Pakistani education system saw multiple major reforms and an influx of funding since 2000

Education inputs changed substantially due to an onslaught of policy changes. Reviewing the history of education reform shows that in each five-year period since 2000, substantial changes pertaining to teachers, schools, and students were passed by both the national and provincial governments. In many countries, any one of these reforms would have been a major political achievement due to the crippling opposition and debate that often surrounds education reforms. However, the most impressive development is likely the tremendous growth in education budgets. Since 2010 until the time of writing, government funding for education in Pakistan overall increased an average of 17.5% per year. Increases in funding have helped schools make significant infrastructure improvements, particularly in rural areas. Data available since 2010 shows that the proportion of rural public schools with amenities such as usable toilets and potable water has increased almost to the level of private schools.

Yet, enrolment and learning lagged behind that of other LMICs

However, despite these reforms, while enrollment of children ages 5-12 in the Punjab grew from 71% in 2005 to 79% in 2014, it is still far behind most countries in Asia and Africa, the majority of which have made much greater strides towards universal enrollment. The other provinces are even further behind. Pakistan’s performance is especially poor for female enrollment, which has remained approximately 10 percentage points lower than male enrollment, and is even lower in rural areas. Available measures of test scores also show little growth. Test scores collected as part of the Learning and Educational Achievements in Punjab Schools (LEAPS) longitudinal study and related private school studies by the same researchers show inertia in results from 2004-2011. In this period, public school test scores remained virtually unchanged, other than slight annual fluctuations.

We highlight six key reasons why reforms and funding have failed to improve education quality

The inability of reforms to bring about improvements in educational outcomes indicates that various challenges are hindering the success of the educational agenda. These challenges may include:

Standardization and centralization constrain the ability of schools to adapt to local needs and demands

Policy reforms encounter various barriers to implementation, such as poor planning, political interference, or resistance from key stakeholders groups

Reforms create confusion or conflicting incentives for those who were supposed to implement them, namely teachers and ground-level administrators

Education funding’s failure to reach its intended target, and/or allocation to inefficient or ineffectual projects

Despite an expansion of supply, demand for education remains low, particularly for girls

Education reforms need time to take effect, so positive results are not yet apparent

These confounding factors could help explain why a decade of reform would have little to no effect on education outcomes. Each of these challenges, as well as many other barriers to success, merits greater investigation to determine its impact and relative importance.

Study Resources

The following resources are for public use in presentations, papers, lectures, and more under the Creative Commons license BY-ND. Click the images below to view or download individual images, or use the button to download all.

As a condition of use, please cite as: Andrabi, Tahir and Isabel Macdonald. 2017. “Pakistan Systems Diagnosis“. Harvard University.

Pakistani government education spending 2010-2016

Punjab schools with usable water and toilets 2010-2015

Education reforms 2000-2015

School enrolment by age, 2004/05 and 2013/14

COVID-19 spurs big changes in Pakistan’s education

Neelam ejaz, neha ravail khaliq, yahya bajwa.

Pakistan's schools are reopening again today after a nearly uninterrupted 11-month hiatus.  In March 2020, the Government of Pakistan closed all schools as part of a nationwide lockdown, prompting the Ministry of Federal Education and Professional Training (MoFE&PT) to seek education alternatives to ensure learning continuity.

During the first phase of school closure, Pakistan launched the TeleSchool initiative in collaboration with leading EdTech providers such as Knowledge Platform , Sabaq.pk , Sabaq Muse , and Taleemabad to broadcast free learning content to grades 1-12 students. After briefly opening for 6 weeks, schools were closed again in November. In December, the government launched its first Radioschool to expand student outreach in response to the second school closure.

Has COVID-19 ushered in a new era for how Pakistan delivers education? 

Evidence points to the fact that the EdTech sector has become a crucial education player.   Through virtual blackboards, online live classes, and Learning Management Systems, animated videos, augmented reality, and gamification, EdTech has brought in innovations that will change the way children in Pakistan learn and access education. 

EdTech startups have reported a 20 to 100 percent growth in users during COVID-19.  The World Bank recently held its second EdTech workshop – EdTech Pakistan 2.0 – to connect startups with development partners, government, and other stakeholders. The virtual workshop focused on distance education, blended learning, and girls' education amid COVID-19 and how to keep the momentum to cater to the large population of out-of-school children.

Boosting girls' education online

Nearly one out of three girls in Pakistan has never been to school. Distance from schools, security, and lower numbers of female teachers are among the main reasons behind girls' low enrollment and high dropout rates, translating later into only 26 percent female labor force participation.

Technology, coupled with community support and parents' involvement, can play a critical role in enabling more girls to access a safer, skills-oriented education. 

For example, Edkasa , a startup, offers virtual, interactive classrooms and reaches beyond major cities to Pakistan's poorest districts. Their primary focus is girls' education in the STEM (science, technology, engineering, and mathematics) subjects, providing online classes beyond traditional activities such as "Silai Karhai" (Sewing and Stitching). Another startup, AzCorp , uses 'Edutainment' as their learning foundation, focusing on embedding civic rights, social justice, and gender equality themes among their viewers.

"With the Coronavirus outbreak, it was very difficult to continue studying, but the launch of TeleSchool by the government has really helped us cope." – Primary School Student, Rawalpindi

Bridging gaps with distance education

By confining them at home, COVID-19 has limited students' access to schools, teachers, and learning materials. Distance learning programs have provided an opportunity to surpass this challenge and enable uninterrupted access to resources. To support this, the MoFE&PT has established a new 'Distance Education Wing' to continue developing alternate modes of education, even after schools reopen. Provincial governments have also used digital tools to ensure learning continuity. In collaboration with Sabaq Muse , Sindh Government rolled-out a learning app in 700 schools offering animated and interactive story-based learning content, focusing on early years and primary education. The app provided free learning materials in Urdu, English, and Sindhi.

Capturing student interest is key to improving learning outcomes both at home and in the classroom. Teach the World Foundation focuses on engaging students through gamification, self-learning, personalization, and real-time data tracking to improve learning outcomes using existing resources. Another startup, Kar Muqabla , infuses play and competition to enhance students' learning experience, linking students from across the country through school competitions and providing a space for non-academic creativity.

"When the COVID-19 situation is handled, and students return to schools, they will have TeleSchool as an additional resource available to them." – EdTech Service Provider

Blended learning and the digital divide

The MoFE&PT is also piloting blended learning in 200 public school classrooms to better understand the implementation challenges of new technologies. Schools closure has further spotlighted the existing digital divide across Pakistan. Only 34 percent of households in Pakistan have internet access, and 14 percent have laptops or computers. Girls tend to have limited access to digital resources compared to boys. Although online learning resources are growing, support infrastructure for EdTech, as well as a cohesive implementation strategy to reach the most vulnerable, is a hurdle. In order to support students, MoFE&PT is working towards subsidized packages for devices and broadband.

According to early World Bank estimates, at least 1 million children in Pakistan are expected to drop out of school owing to COVID-19's socioeconomic impact.  The second round of school closures may result in even more children not returning to schools. Distance learning programs and open educational platforms have enabled schools to limit the disruption caused by COVID-19, but there is much to be done to make sure that these mediums have a broader impact on learning. The growing EdTech sector provides alternatives to sustain learning during the pandemic and can be groundbreaking to improve education access post-pandemic. 

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Education in Pakistan: problems, challenges and perspectives

Quaid-e-Azam Muhammad Ali Jinnah said and I quote:

“Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without requisite advance in education, not only shall we lag behind others but maybe wiped out altogether.”

The education section of the executive summary of the Economic Survey of Pakistan 2021-22 notes: “Pakistan is committed to transform its education system into a high-quality global-market demand-driven system in accordance with Goal 4 of the Sustainable Development Goals (SDGs) .” However, the reality is vastly different.

The literacy rate in Pakistan in 2021 was only 62.8%. Any gains in literacy rates over the last many years have been small, slow and marginal.

In 2021-22, we spent only 1.77% of GDP on education-related expenditure at both the federal and provincial levels. Most UN agencies recommend that the minimum expenditure on education should be 4% of GDP. In recent years, the highest percentage of GDP we have spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that we do not have the resources.

In Pakistan, the current literacy rate is 62.3%. In Budget 1.7% of GDP has been allocated as Education Budget which is lowest in the region. The expenditure of Rs 74,609 billion has been allocated for Tertiary Education Affairs & Services in budget 2022-23; Rs 3,786 billion for pre-primary & primary education; Rs 8,863 billion for Secondary Education Affairs and Rs 2 billion for administration. Rs 44,174 billion has been earmarked for Higher Education Commission ( HEC ) under the Public Sector Development Program (PSDP) for the year 2022-23. (Business Recorder June 11, 2022).

According to data from the World Economic Forum’s Global Competitiveness Report 2017-18, the Global Competitiveness Index (GCI) shows Pakistan’s slow performance being ranked 129th of the 137 countries, on the Health and Primary Education related elements of competitiveness, when compared with other countries in the region like India, China, Bangladesh, Sri Lanka and Malaysia. The structure of school education system in the public sector is depicted in Fig. below.

Figure Above: The structure of school education system in Pakistan (Pre-Primary to Higher Secondary)

Education system creates sense of responsibility among people and they come to know the methods to achieve their national, societal and personal rights and it also enhances their general consciousness needed to deliver their duties as citizens towards their Nation. Once the realization originates, people start working for the development and prosperity of their motherland in the atmosphere of trust and co-operation.

The polarization and non – unified education system has resulted into outraged political turmoil, deadly terrorism, incessant sectorial violence, social disruption, economic instability and degeneration of government system. Whether it is poverty, non-availability of jobs, security uncertainty, sectarianism or terrorism, lack of tolerance, lack of general awareness, illiteracy, all are off shoots of the poor, inefficient and ineffective education system. The lowest budget allocation, a realm of large number of ineffective education policies has badly failed to take country out of economic, social, political and development quagmire.

Education has fundamental role in the economic, social, political and structural development of any nation. Many of the economic issues like poverty , overpopulation, unemployment , resource mobilization, inflation, exchange rate drastic fluctuation, housing, infrastructure, and health can be reduced and handled by improving education system in Pakistan. Education can also solve social issues like Baradari system, Wadera Culture, Chaudary regime and slave mentality. The political issues like battle for power by different politicians, lawlessness, fraud, corruption, religious riots, extremism, processions to gain popularity, use of indecent remarks, no public service, no human investment to save the lives of ignorant and deprived humans. Structural Development like transition from primitive methodologies to modern strategies; Shifts from Agriculture to Industry, hand made tools to mechanization, from physical conventional education system to Online Education and adoption of highly sophisticated and up to the mark technology can only happen with the strong Education Policy and implementation of country’s education system.

Pakistan, since its inception has failed to establish an education system which can fulfill the aspirations of the general public. Being a developing country, Pakistan is facing multifaceted problems and issues in the education sector. There are many issues prevalent and practiced in Pakistan’s Education System at all levels of Education – primary, secondary – colleges or universities.

The educational institutions within the country are divided into following categories: (1) Pre-primary School (2) Primary School (3) Middle School (4) High School (5) Higher Secondary (6) Inter-colleges (7) Degree Colleges (8) Universities (9) Non-formal Basic Education (10) Education foundations (11) Technical & Vocational Institutions (12) Teacher Training Institutions (13) Deeni Madaris

Pakistan’s schooling system consists of three main school types namely public sector schools, private sector schools and Deeni Madaris. These are further divided as public and private mainly due to curriculum and examination systems used in the schools and the language of instructions used by teachers.

The Broad Categories on education level are:

School Education (Pre-primary – Class 12) College Education (Degree Colleges Class 13-14) University Education

The education system of Pakistan is comprised of 305,763 institutions accommodating 51,186,560 9 students and 2,073,433 teachers. The system is composed of 189,748 (62%) public institutions and 116,015 (38%) private institutions, which also include 31,115 Deeni Madaris. The public sector is serving 28.49 million (56%) students to complete their education while the remaining 22.70 million (44%) are enrolled in the private sector of education. About 38 percent private educational institutions are facilitating 44 percent of students showing a slightly higher per-institution enrolment ratio in the private sector compared to the public sector.

There are a total of 186 universities & degree awarding institutions catering to the needs of higher degree students in both public and private sectors of education. Out of these universities, 111 (60%) are working under umbrella of public sector, whereas 75 (40%) are working in the private sector.

The total enrolment in the universities and degree awarding institutions is 1.576 million. Out of these 1.266 million (80%) students are enrolled in public sector whereas, 0.309 million (20%) students are studying in private universities and degree awarding institutions. In the overall national scenario only four percent students have access to university education. The total male enrolment in the universities is 0.881 million (56%), whereas, the female enrolment is 0.695 million (44%) . There are 56,885 teachers imparting higher education to the students in these universities. Universities in the public sector employ 38,011 (67%) teachers while those in the private sector have 18,874 (33%) teachers.

The significant issues of Education system are lack of Budget Allocation, lack of Policy Implementation, Faulty examination System, Poor Infra Structure of Educational Institutions, Lack of Teacher’s quality, low enrolment, Wayward and Directionless Education system, High scale drop outs, Increasing Political Interference, Out dated curriculum, corruption, Poor Management and Supervision, lack of Uniformity, lack of research, lack of faculty training and Development, Cost of Education, Terrorist Attacks, Cultural Constraints, lack of Parent input, Widening gap between Educational Institutions and Community, lack of Academia Industry Linkage program and Learning Crisis etc.

Education is the nurturing and nourishing force for the construction of strong and impressive societal set up, prominent development and significant growth of the country. Education explores new dimensions and polishes the hidden talent, potential, capabilities and strengths of individuals and redirect these forces towards the rise of Pakistan as a powerful nation on the global horizon.

Quaid-e-Azam Muhammad Ali Jinnah envisioned Education System of Pakistan as the driving force behind all the national goals. In the first National Education Conference held at Karachi. It was decided that Education System will work according to the National aspirations of Pakistan and it will be truly related to the needs of the people of Pakistan. The father of Nation said, “The magnificent goal of Education sector will be to develop character of Pakistan, high sense of responsibility, social integrity, selfless service to the Nation and morality on the part of the people of Pakistan.

Critical analysis of the problems and issues of education system in Pakistan.

These are the most dominant issues and problems of our Education System which needs to be addressed and to find remedial solutions for these issues and put forward recommendations for the positive change in our prevalent Education System.

1- Lack of uniformity

The Education System is not Uniform and is based on differentiated Education System like Public Institutions, Private Institutions and Deeni Madaris. There has been accelerated polarization in the Education System due to divisive Pakistani Education System. This has penetrated into cultural veins of the Nation. The recent waves of Sectarianism and Terrorism are the consequences of this divisible system. Polarized Education System has further divided society on political, economic and social grounds instead of uniting people. This division is leading towards further segregation on linguistic and religious levels and cutting knee deep the ideological foundation of the Nation.

2- Education without direction

A sound Education System is essential for every nation of the world. All nations develop their people or human resources on the basis of rigorous focus on Education and Training . We have poor and direction less education system with lack of cohesion and more prone towards general education without creation of Skillful man power resulting into massive unemployment. It also results into massive political, social, economic and cultural distress among people. There is no use of science and technology in the education system. Students are unable to develop critical thinking, creativity, imagination, reasoning, experimentation, innovation and invention

3- Outdated curriculum

We are still following the old fashioned and outdated Education System of rote memorization, cramming the facts and figures without realizing the holistic development of individuals. The objective of Education should be development of psychological, philosophical and sociological foundations of Education. The present curriculum is not motivating learners for practical research and development, scientific knowledge and reflective observation.

4- Lack of professional development of teachers

There are few training institutes but have lack of funds, lack of resourceful and trained trainers and administers. There are no defined standards of training and development. The courses and trainings are outdated, traditional without exposure to modern technology, motivation, quality of teachers and enhancement of skills .

5- Lack of quality teacher

According to UNESCO report, the quality of educational institutions and teacher is low. The situation is grimmer in remote parts of Punjab, Sindh, Balochistan where there is non availability of teachers. Teachers are not using new methods of teaching and learning, no lesson planning, old method of cramming, no research, no use of libraries or internet, no book reading. Students are promoted to next class on the basis of cramming and memorization of facts and figures without knowledge in depth, no conceptualization, no understanding of topics in the books without relevance in schools.

6- Alarming dropouts

Lack of management and discipline in schools leads many students to drop out from school. This trend is due to punishment in schools, poor parenting, lack of motivation, unattractive school environment, child labor & poverty are also very significant reasons of huge drop out from schools, colleges and universities. It shows that almost 30% of children enrolled in primary education. This trend has added to low literacy rate in Pakistan.

7- Examination system

Students are evaluated on the basis of annual exams, semester wise assessments. Both quantitative and qualitative exams should be introduced to judge the performance of students on comprehensive level and exams should evaluate the student’s ability through various types of reliable assessments like case studies, research papers, MCQs, Comprehensive subjective questions, Analytical questions to check the conceptual understanding of students especially in higher classes (Rehman, 2011).

In Pakistan examination system is faulty and it tests only the memory of students, there is use of unfair means, bribery, cheating, issuance of duplicate marks sheets, changes of marks, change of answer sheets, impersonation. This present examination system has promoted rote memorization and cramming. It has badly failed in producing critical thinking, analytical skills, learning, intellectual power and visionary reflection in the students at all levels of education. It does not measure the strength, achievements and performance of students (Quereshi, 1975).

Modular system of examination in Medical Universities is producing incompetent students with insufficient knowledge of Anatomy which is the backbone of medicine studies. In modular system a single paper for three subjects is given to students. Students prepare easy subjects to pass the exam and leave the difficult and important subject of Anatomy for choice. Therefore, this method has tarnished the strong foundations of learning and performing badly. Doctors produced with such type of examination with lack of proper understanding of subject will not be able to serve the humanity honestly and do the justice with their profession.

In our education system educational institutions are used as breeding grounds for political parties and in colleges and universities these groups nurture. Students get benefits by being part of any political party during exams. A list of students is provided to the teacher by the student leader to pass them in the exam, admissions are given on the party basis, exams are marked and checked on party basis because mostly teachers are also working for parties while sitting in educational institutions. During Board or University exam by giving money to the invigilator, students are allowed to cheat in the exam, Students throw question paper outside the window and one of the party rep climbs up the tree near the window with Megaphone and starts dictating answers by calling up question numbers. Honest Teachers are threatened and sometimes gunned and killed in case they are not willing to listen to the unfair demands of the students of different parties.

Some of the teachers are also involved in malpractices. They leak the paper by charging handsome amounts or solve the papers for students or allow students to solve the papers by cheating from books, material or from some good student. In board exams, before submission of sheets to the board office representative student is asked to write down correct answers. Teachers are themselves involved in such political activities and award “F” grade to students who are not in their party.

In Russia there is no exam system like ours. Students study through out the year and at the end of year teacher can ask any question from the book to pass the candidate and check his understanding & knowledge of the subject.

8- Poor supervision standards

To monitor teaching and learning, poor and harsh standards of evaluation and punishment are used which in some case leads to termination of jobs . At primary school level teacher’s evaluation is not possible. Secondary Schools/Cambridge Schools are evaluated through Board exam results/CAIE results. In college, again Board or University exam results are the criteria to judge the academic performance of Student and Teacher’s teaching. Whereas, actually there is an increase in tuitions instead of relying on School or College teaching. Students and their parents are compelled to go for tuitions due pressure of good grades and admissions in good educational institutions. There are many tuition centres, coaching centres, academies where the same teachers who were unable to impart quality education give quality tuitions by charging heavy amounts and prepare students well to score good grades. The low salaries demotivate them in their institutions to impart good education. In Universities students are given power to evaluate teaching and their grading becomes part of an Annual Evaluation Report which is essential for promotion or benefit of the faculty. This system is again polluted by involvement of computer department staff, Student coordinators and by bribing students to give bad remarks about any teacher. Some insincere and corrupt teachers mark students’ attendance and give them good marks, tell them questions of exams and do immoral activities to get good evaluation from students. Teachers who are honest and hard working are ranked low by students. Even at higher education institutions there is lobbying and politics through which false evaluation against any faculty can be prepared to get rid of the unwanted faculty by the management. So, in short, supervision system is more prone to harassment and control over the teaching staff rather than providing proper guideline and training for the improvement of teaching methodologies & strategies. (Rehman, 2011).

9- Internal and external influence

In Education sector external factors are coming outside the system through politicians and they bring changes in the system to give favor to their families, relatives, friends etc. Internal factors are bureaucratic manipulations (Mazhar, 2011).

There is great favoritism and Nepotism in cases of transfers, Appointments, Promotions, Salaries, Grades & Work Stations. Due to this the basic Infrastructure of the Education System in Pakistan has been badly affected (LOUIS, 1987).

10- Lack of resources

There are not proper Libraries with physical space for Students to Study. Books are not available, No digital libraries, no computer Facility in the library especially in public sector colleges & universities. No proper lighting, no AC, no Generators in case of power break down are available to make studies more comfortable for the desirous and ambitious students. Class rooms are over-crowded, corridors are flooded with students, Inadequate and Inefficient teachers, Laboratories without required apparatus & equipment of practical learning have resulted into a situation of despair and low standard of Education (Louis, 1987).

11- Lack of policy implementation

Frequent political turmoil and change of governments have made policy implementation in its true letter and spirit impossible. Corruption, Lack of Resources, Lack of teacher’s involvement in policies and inconsistency in successive planning on the part of various political regimes in Pakistan. Teachers are ignored while designing Education policies which has led to alienation between teachers and the system of Education (Zaki, 1989).

12- Low budgetary allocation for education

Education system in Pakistan has been crippled mainly due allocation of scarce financial resources in budget. The Education Budget which is definitely not sufficient to fulfill the growing needs of population and involvement of modern technology in the education system, low salaries, high taxation are also hindering the growth of this sector. Taxes are even imposed on the hourly payment of visiting faculty at the rate of ten percent from filers and twenty percent from non-filers which is really unjustified and reduces the meagre earning.

In many countries like Bangladesh & Sri Lanka the Education share in total budget of the country is increasing but in Pakistan it is continuously declining (Sayan, 2012).

13- Corruption

Corruption is another factor responsible for deterioration of the Education System, use of unfair means, nepotism, favors in transfer, promotion and appointments and decision making, misuse of funds, use of illegal authority by the school management, Gender based exploitation and harassment are the subsidiaries of corruption .

14- Lack of faculty training and development

Educational institutions do not spend available funds on the training and development of teachers. They are neither sent to attend the workshops, courses, seminars or conferences to groom themselves and learn the modern techniques and methodologies of teaching. Here again only few favorite teachers are selected for these trainings and most of the teachers remain deprived of any opportunity to groom their teaching skills.

15- Non- availability of public transport/ parking/traffic congestion

Most of the private schools are located in residential areas usually in bungalows to avoid taxes. Here the big issue is non-availability of public transport, parking and traffic congestion on daily basis. This makes both students and teachers tired and stressed because of wastage of lots of time of travelling to and from school to home. This unnecessary delay in timings also affects the quality of education. Mostly schools do not provide their conveyance to students, teachers and staff but ask them to avail transport of the companies with which the senior management set commission.

16- Opening up of large nuber of private schools

There is opening up of various private schools with a shift from Matric system to O & A level with Up-to-date modern technologies. They have comparatively better infrastructure, spacious class rooms, low strengths of class, more trained teachers, with proper sanitary conditions, counselors, doctors, psychologist, its teachers, sports teacher, swimming pools, etc. Creativity of students is enhanced through various activities. These facilities are missing in public schools so parents prefer to send their children to nearby private schools.

17- Politics in education

Different political parties prepare their representatives amongst students. Different teachers also involve them in this exercise as party members. These teacher in exchange of this get favors and benefits from parties by helping their students in getting admissions, provision of question papers, awarding of good grades as per list provided by the party.

18- Compulsion to purchase stationery, syllabus, uniforms and other items from school shop

School management compels parents to purchase the required stationery, syllabus, uniforms and all other required study material from their own school’s shop where the rates are too high as compared to the open market. This puts burden on the finances of the family and parents have to change the school or leave the school. The school charge fess for 3 moths and invest this amount in different profit schemes to earn interest on it.

During COVID-19 pandemic when due lock down schools were closed and even online classes were not in practice, school charged full fee from the students and parents had no option except listening to the management and doing as they demand to keep admission of their child locked and secured.

19- Entry tests, coaching and paper out

All the admissions have been linked with admission test in more or less all institutions making the credibility of different schools, boards, colleges and universities doubtful just to give benefits to the students who are non-deserving and not coming on merit with their results. Every year we hear about MCAT test, usually tests are postponed or test paper is out and re-exam is arranged and many of the students with good grades are pushed out of the admission list. The private colleges have their own test criteria and select students as per their own policies and even charge fees as per their own policies. Most of the deserving, hard working students due to the demand of heavy fees are forced to move towards some other institution. Every year PMDC is dissolved. For these entry tests students join academies, tuition centres and coaching centre and pay high charges to prepare for admission in all these high ranked Engineering and Medical institutes.

These admission tests are introduced to favor their own families, relatives, friends or workers of the political parties to strengthen their vote bank in their constituency.

These tests are fake, their results are fake, the merit lists displayed are fake. In this way many deserving students do not get chance to pursue education of their own choice.

20- Theoretical knowledge inplace of practical learning

Students are given only bookish theoretical knowledge instead of practical knowledge. Most of the students even after getting degrees do not meet the requirement of jobs and are unable to be absorbed in the working population. Students should be sent at least for one semester in organizations before their graduation so that they may become acquainted with the office environment and familiar with the working of different reputable organizations. Activities, Role plays, Case Studies, Worksheets, Research Projects, Seminars, Symposiums, Lecture Series, Events should be organized for the students with their hundred percent involvement so the students not only own the activity but get an opportunity to meet influential people from big companies of reputable brands.

21- Lack of liaison between industry and educational institutions

Mostly universities have no liaison with industries and therefore their students face problems at the time of induction. Universities should invite industrialists to teach courses especially in the last two semester of their studies so that students can learn about the ins and outs of the industrial workings and may get a chance of absorption in the industry as employees.

22- Non-participatory in nation building

Education Sector is not playing any role in Nation Building. Our Education System is producing students with mindset that only foreign countries are providing good education and to get good job it is necessary to become foreign graduates. Mostly Students lack patriotism, civic sense, loyalty and love for their homeland and people living here and treat them as inferior to the foreign world. So being Status conscious and due ostentatious effect our crème has moved abroad for higher education. On the other hand, students who get them enrolled here in Pakistan after getting degrees and job search find it best to move abroad for higher studies, job and career growth. Once they get job, they prefer to stay there on permanent basis and become citizens of that country with dual nationality status. Our best youth has settled in European Countries, USA, UK, Canada, Germany, Spain, Italy, Australia, Malaysia, South Africa and Gulf Region and rendering their best services and earning handsome salaries and maintaining luxury life styles in those countries without any fear of security, terrorist attacks, bomb blasts, sectarian riots, traffic congestions, pollution, Smog, energy Shortage etc. By being there they feel satisfied and happy. They do not send any remittances here instead they are calling up their families, relatives and friends to come and transfer their assets to those countries making Pakistan’s economy weaker with this outflow of resources. Our Doctors, Engineers, Architects, Retired Army Officers, Bankers, health workers paramedical staff, skilled labor, business graduates, pilots, Air men, Air Technicians, Aircraft Engineers, Educationists, Insurance Agents, Scientists and Researcher have moved to Western countries and are not willing to come back or serve the Nation.

23- Pupil teacher, pupil school and teacher school ratio

These ratios are very important. If there are more peoples in one class then teacher cannot give individual attention to students. Weak students are neglected and gap between strong and weak students widens. If pupil school ratio increases then infrastructure does not accommodate the increased number of students and in place of two students, three or four students are asked to sit. Other facilities like availability of labs, computers, access to canteens, sports items, playgrounds, washrooms etc. become less for the large number of people. If schools have low number of teachers hirings then work load for one teacher is overburdened and individual attention, mood, behavior, marking of copies/assignments or imparting of quality education is disturbed. The ideal class size is 30 students at most for one teacher but in our universities sometimes more than 100 students are accommodated in one class.

24- Non-availability of electricity

Load shedding and energy crisis in the country has devastatingly ruined the quality of education. In summer when the weather is hot and humid, then in the class of 68-70 students when teacher has very limited space to move, then there is suffocation, lack of oxygen, smell of sweat and loss of student’s attention in studies. This is a source of big demotivation for students and teachers and they want to leave.

25- Non-availability of drinking and washing water in toilets

In most of the schools clean drinking water is not available. Mostly the washrooms are not cleaned on regular basis so health hazards are faced by the students and teachers especially female students suffer a lot because of this. Mostly, schools’ students suffer from cholera, diarrhea, typhoid etc.

26- Non-availability of boundary wall

There are many schools in villages, towns and even cities where schools are working without boundary walls, which has become a security hazard.

27- Terrorist attacks and child killing

Terrorist attacks in schools like APS, Peshawar where a large number of students were killed. Schools are force to provide security to students. Attacks on students, teachers, on school buses, entrance of school buildings have decreased enrollment in schools.

28- Female students and female teachers’ harassment

Female students and female teachers are sexually harassed by male teachers. Many students are threatened not to speak against the culprit. In universities many male teachers award good grades to female students after their sexual assault. In jobs, females involved in such type of illicit activities and involved with the management get all kind of benefits of increments; increase in salaries, courses abroad, promotions and in some cases female faculty was awarded PhD degrees even when their research work was not up to the mark and rejected by external supervisors.

29- Parent’s input for improvement of education system at all levels

Parents should be involved at all education levels to maintain the high standards of education and learning.

30- Cost of education

The economic cost is higher in private schools and they are located in rich localities only though they provide better quality of education. Public schools ensure equitable access but low-quality education.

31- Cultural constraints and traditional taboos

Due to cultural constraints and traditional taboos parents prefer early marriages of their girls instead of sending them to schools. Similarly, mothers feel comfortable when girls stay home and help mothers in baby sitting and finishing household chores. In some of the areas only boys are sent to schools considering them as head of the future families and girls are asked to learn some family skills like embroidery, weaving, pottery or for cattle care.

32- Illiteracy of parents and parental concerns

Due to non – availability of Education and lack of awareness poor parents have number of children in the hope that they will become their earning hands and instead of sending them to school their mothers working in different houses as domestic help take them along for the baby sitting of the children of theses houses and demand money for that. They think that investing girls will be of benefit to the in laws or her husband since they will not get any return from it so its better as long as girls are staying in their homes they should earn and bring money for the family.

33- Learning crisis:

The education system is not producing students who are learning from education as per the requirement of the standard in which they are studying. Maybe a student studying in class five does have the knowledge of class two or three only. This Learning Crisis has become the biggest issue of our current education system. It means there is wide gap between school input and school output.

34- Distance:

There are many schools which are far from some of villages and there are no means of transportation and children have to walk on foot to reach schools miles away from their homes which is not possible for girl students to do as parents do not want to send their girls unattended and do not accompany them since they have to work to meet both ends.

Recommendations:

• Budget allocation should be increased as per international standards of education.
• Schools should be shifted on solar system to handle the issue of load shedding.
• Pupil teacher, pupil school and teacher school ratios should be balanced and class strength, teacher’s number and number of classrooms should be in accordance to the international education standards.
• Boundary walls should be made. Security staff should be hired, CCTV cameras should be installed, student teacher and staff should be issued identity cards.
• For teacher training and development quality professional institutes with sufficient funds should be set up.
• Political and bureaucratic influence should be minimized at all educational levels.
• The system of accountability should be strengthened and all associated in education system are trained to own responsibilities both at individual and collective basis.
• Curriculum should be revised on annual basis and new strategies and methods should be incorporated to align our education system with other countries.
• Examination system should be made free of unfair means, Mafia culture and illegal gratification. Supervision and monitoring should be strong to subside this element.
• Policies should be implemented with delay and in continuity to get their outcomes.
• The culture of research should be promoted in the educational institutions.
• There should be Academia industrial linkage programs to make our education practical and our students capable of absorption in the job market.
• Introduction of technical and vocational trainings at secondary schools.
• Increasing public expenditure on education and skill generation from 2.7% of GDP to 5% of GDP and then to 7% of GDP.
• Reduce polarization and try to introduce uniform standards at all types of schools.
• Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Conclusion:

Sense education is developing not only mind but it also cleans and grooms our body and soul. We not only get education for economic reason but to handle social, political, psychological, ethical, legal and spiritual issues of our life. Education turns a raw human into a polished human being which becomes human capital of any nation and key to the development of that country. With education many countries are ruling the world and have become leaders in the comity of nations. The current system has made our younger generation direction directionless and uncertain about their future so they are leaving Pakistan and settling down in developed countries. The lawlessness, fear of loss of life, terrorist attacks, unemployment, inflation, exchange rate fluctuation, overpopulation, poverty, taxes and IMF loans are producing forces of degree holders without any vision, mission, critical thinking, reflection, analysis, research and creativity. Our outdated curriculum is pushing our youth towards stone age instead of directing them towards the fast-changing technology driven world. Traditional teaching is giving theoretical knowledge to students but practical learning is missing.

Finally, education reforms are the only solution to change the existing education system so following recommendations are suggested for the policy makers, thinkers, researchers, educationists and common people. Hope it will add value in the research and development of both student and teachers.

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School Education System in Pakistan

Expansion, Access, and Equity

• Living reference work entry
• First Online: 31 July 2020
• Cite this living reference work entry

• Anjum Halai 3 &
• Naureen Durrani 4  

Part of the book series: Global Education Systems ((GES))

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In Pakistan, all children between 5 and 16 years of age have the right to 12 years of school education. The public school system is the main provider of schooling. Pakistan takes explicit account of gender in the provision of schooling, especially in public schools at post-primary levels, with girls’ schools with female teachers and boys’ schools with male teachers.

While the policy context has always been supportive of universal school education, there is a significant gap in access, especially for girls at post-primary levels. The private sector has an increasingly large share in education with strong public–private partnership models to enhance access to quality education for the needy. Mostly, the medium of instruction is Urdu in public schools and English in private schools.

This chapter describes the school education system in Pakistan and provides insights into issues of access, expansion, and equity in the specific sociocultural and language context of the country.

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Halai, A., Durrani, N. (2020). School Education System in Pakistan. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_17-1

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Giving every child the right to education.

Pakistan is facing a serious challenge to ensure all children, particularly the most disadvantaged, attend, stay and learn in school. While enrollment and retention rates are improving, progress has been slow to improve education indicators in Pakistan. 

An estimated 22.8 million children aged 5-16 are out-of-school.

Currently, Pakistan has the world’s second-highest number of out-of-school children (OOSC) with an estimated 22.8 million children aged 5-16 not attending school, representing 44 per cent of the total population in this age group. In the 5-9 age group, 5 million children are not enrolled in schools and after primary-school age, the number of OOSC doubles, with 11.4 million adolescents between the ages of 10-14 not receiving formal education. Disparities based on gender, socio-economic status, and geography are significant; in Sindh, 52 percent of the poorest children (58 percent girls) are out of school, and in Balochistan, 78 percent of girls are out of school.

Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops to 3.6 million boys and 2.8 million girls at the lower secondary level.

Gender-wise, boys outnumber girls at every stage of education.

Gaps in service provision at all education levels is a major constraint to education access.  Socio-cultural demand-side barriers combined with economic factors and supply-related issues (such as availability of school facility), together hamper access and retention of certain marginalized groups, in particular adolescent girls. Putting in place a credible data system and monitoring measures to track retention and prevent drop-out of out-of-school children is still a challenge.

At systems level, inadequate financing, limited enforcement of policy commitments and challenges in equitable implementation impede reaching the most disadvantaged. An encouraging increase in education budgets has been observed though at 2.8 percent of the total GDP, it is still well short of the 4 percent target.

In order to accelerate progress and ensure the equitable expansion of quality education, UNICEF supports the Government of Pakistan’s efforts to significantly reduce the number of OOSC at pre-primary, primary and lower secondary levels. Our education programme is focusing on Early Childhood Education (ECE) to improve school readiness; expansion of equitable and quality alternative learning pathways (ALP) at basic education levels; and nurturing of school-community linkages to increase on-time enrolment, reduce drop-outs, and ensure completion and transition for all students. At systems levels, we are contributing to more equity-focused provincial sector planning and budgeting; strengthening data and assessment systems; and evidence-based policy advocacy.

Early Childhood Education (ECE)

Investment in quality early learning/pre-primary education so that young children are ‘ready for school’ has high positive impacts on primary school enrolment, survival and learning, and is cost-effective.

The benefits of ECE are highest for children from poor and vulnerable households.

Given the limited reach and inequities in the provision of pre-primary education, Pakistan is increasingly recognizing early learning as a policy priority, and several provinces have already developed ECCE policies, plans, and standards.

Alternative Learning Pathways (ALP)

While several models exist for ALPs, these are still scattered and limited in scale. UNICEF is addressing the issue of OOSC through studies, supporting provincial sector plan development, development or review of non-formal education policy and direct programme implementation. This wealth of experience now provides the evidence, know-how, and momentum for UNICEF to support federal and provincial governments in broadening ALPs within education systems to bring OOSC into primary education, with a specific focus on adolescent girls.

School-Community Linkages

Socio-cultural demand-side barriers combined with economic factors together drive education deprivation for certain groups of children in Pakistan, particularly girls. These barriers are further exacerbated by a lack of parental awareness of early learning, importance of on-time enrolment, and lack of social protection schemes. UNICEF is therefore focusing more closely on the obstacles to on-time enrolment, retention, completion and transition.

Equity in Education

Equity-based investments by government continue to be the key way to ensure education systems include the most disadvantaged girls and boys. Considering insufficient and ineffective allocation of budgets, UNICEF strategically engages in sector planning, to capitalise on opportunities to influence decision-making on equity issues.

UNICEF’s growing technical capacity and focus on assessment of learning, and international expertise also provides an opportunity to add value to Pakistan’s efforts to improve assessment systems. System reforms help in improving accountability and evidence-based decision making. UNICEF supports healthy dialogue on education budgeting and public financing, to highlight areas of improvement for better planning and improvement in the education sector.

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Education System of Pakistan: Issues, Problems and Solutions

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended.

What is Education System?

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs and EFA programmes are global commitments of Pakistan for the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic.

A)    MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2 : The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

B)    Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal primary education and secondary education to youth, adult literacy with gender parity and quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-16 to fulfil EFA goals.  Of the estimated total primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas than in rural areas and higher among males.

C)    Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national examination system under state responsibility. The strategies charted out to achieve the goal included:

(i)                  Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii)                Re-introduce the technical and vocational stream in the last two years of secondary schools.

(iii)             Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv)              Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are faced in the development of education system and promotion of literacy. The study outlines seven major problems such as:

1)      Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve these international commitments because of financial management issues and constraints to achieve the MDGs and EFA goals.

2)      Social constraints: It is important to realize that the problems which hinder the provision of education are not just due to issues of management by government but some of them are deeply rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would require a change in attitude of the people, until then universal primary education is difficult to achieve.

3)      Gender gap: Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference is 10% only, showing that gender gap is an important factor.

4)      Cost of education: The economic cost is higher in private schools, but these are located in richer settlements only. The paradox is that private schools are better but not everywhere and government schools ensure equitable access but do not provide quality education.

5)      War on Terror: Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign. The militants targeted schools and students; several educational institutions were blown up, teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not as much as other factors, but this remains an important factor.

6)      Funds for Education: Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises of current expenses such as teachers’ salaries, while only 11% comprises of development expenditure which is not sufficient to raise quality of education.

7)      Technical Education: Sufficient attention has not been paid to the technical and vocational education in Pakistan. The number of technical and vocational training institutes is not sufficient and many are deprived of infrastructure, teachers and tools for training. The population of a state is one of the main elements of its national power. It can become an asset once it is skilled. Unskilled population means more jobless people in the country, which affects the national development negatively. Therefore, technical education needs priority handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality, equity, and governance have also contributed in less enrolments.

An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no mechanism which ensures the proper expenditure of those funds on education.

• The existing infrastructure is not being properly utilized in several parts of the country.
• There are various challenges that include expertise, institutional and capacity issues, forging national cohesion, uniform standards for textbook development, and quality assurance.
• The faculty hiring process is historically known to be politicized. It is because of this that the quality of teaching suffers and even more so when low investments are made in teachers’ training. As a result teachers are not regular and their time at school is not as productive as it would be with a well-trained teacher.
• Inside schools there are challenges which include shortage of teachers, teacher absenteeism, missing basic facilities and lack of friendly environment.
• Out of school challenges include shortage of schools, distance – especially for females, insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.

There is a need for implementation of national education policy and vision 2030 education goals. An analysis of education policy suggests that at the policy level there are several admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in the country, but a uniform curriculum can be introduced in educational institutes of the country. This will provide equal opportunity to the students of rural areas to compete with students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a major problem for them, it seems feasible that a balanced approach for formal and informal education be adopted. Government as well as non-government sector should work together to promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is important to make the already existing vocational and technical training centres more efficient so that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be strengthened. Special policy planning units should be established in provinces’ education departments for implementation of educational policies and formulation of new policies whenever needed. The provincial education departments need to work out financial resources required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early compliance of the constitutional obligation laid down in Article 25-A. Special grants can be provided to the provinces where the literacy rate is low.

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs commitments. Education remains a subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements of human development such as life expectancy, per capita income and human development index value (in past 3 years); but there has been no progress in the number of schooling years. The expected average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7.  Regional cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing success stories, making country-specific modifications and their implementation can generate positive results.

Recommendations

• Technical education should be made a part of secondary education. Classes for carpentry, electrical, and other technical education must be included in the curriculum.
• Providing economic incentives to the students may encourage the parents to send their children to school and may help in reducing the dropout ratio.
• Local government system is helpful in promoting education and literacy in the country. In local government system the funds for education would be spent on a need basis by the locality.
• Corruption in education departments is one of the factors for the poor literacy in the country. An effective monitoring system is needed in education departments.
• For any system to work it is imperative that relevant structures are developed. Legislation and structure should be framed to plan for the promotion of education in the country. After the 18 th amendment the education has become a provincial subject, therefore, the provinces should form legislations and design educational policies which ensure quality education.
• Unemployment of educated men and women is a major concern for Pakistan. There should be career counselling of the pupils in schools so that they have an understanding of job market and they can develop their skills accordingly.
• Counselling of parents is required, so that they can choose a career for their child which is market friendly.
• There are two approaches to acquiring education: First, which is being followed by many in Pakistan is to get education to earn bread and butter. The second approach is to get education for the sake of personal development and learning. This approach is followed by affluent and economically stable people who send their children to private schools and abroad for education. The problem arises when non-affluent families send their children to private schools, and universities. This aspiration for sending children for higher education is wrong, because the country does not need managers and officers only. There are several other jobs where people are needed. Hence the mind-set of sending one’s children to university only for becoming officers and managers needs to be changed.

Conclusion:                                                        

The reforms required in the education system of Pakistan cannot be done by the government alone, public-private participation and a mix of formal as well as non-formal education can pull out majority of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention should also be paid to vocational and technical training.

References:

Human Development Report 2014 “Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience,” United Nations Development Programme (UNDP) (New York: UNDP, 2014).

Mehnaz Aziz et al, “Education System Reform in Pakistan: Why, When, and How?” IZA Policy Paper No. 76, January 2014 (Institute for the Study of Labor, 2014), P 4.

Annual Report: Pakistan Education Statistics 2011-12, National Education Management Information System Academy of Educational Planning and Management, Ministry of Education, Trainings & Standards in Higher Education, Government of Pakistan, (Islamabad, AEPAM, 2013).

Economic Survey of Pakistan 2014, Ministry of Finance, Government of Pakistan.

Pakistan: Education for All 2015 National Review , Ministry of Education, Trainings and Standards in Higher Education Academy of Educational Planning and Management Islamabad, Pakistan June, 2014 (available at : http://unesdoc.unesco.org/images/0022/002297/229718E.pdf).

Maliha Naveed, Reasons of Low Levels of Education in Pakistan, Pakistan Herald, January 03, 2013 (available at: http://www.pakistanherald.com/articles/reasons-of-low-levels-of-education-in-pakistan-3065 ).

“Pakistan may miss EFA goals by 2015-16: Report,” Daily Nation , October, 3, 2014.

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Pakistan’s new government must wake up to the education emergency

Young people are leaving the country in droves yet no political party is committed to reforming higher education, says asghar zaidi.

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Every year, a significant number of young Pakistanis embark on journeys abroad. What motivates this mass exodus, particularly among the educated demographic? The answer lies in the pursuit of a brighter tomorrow – one marked by superior education and promising employment opportunities.

Among other reasons, the decision to seek opportunities overseas stems from the lack of satisfactory higher education standards at home. Despite having acquired degrees domestically, many graduates face a stark reality of limited job opportunities, prompting them to explore foreign shores where educational and professional avenues are more plentiful.

Moreover, Pakistan’s volatile economic and political landscape, coupled with rising unemployment and inflation rates, further exacerbates the problem. In such trying circumstances, it’s no wonder that a considerable portion of our talent wishes to settle abroad permanently, abandoning the homeland in pursuit of better prospects.

This brain drain poses a significant challenge to Pakistan’s socio-economic development. Rather than losing our brightest minds to foreign lands, it is imperative for the government to harness the potential of our youth, to tap the so-called demographic dividend. This necessitates not only improving the standards of higher education but also creating an environment conducive to retaining talent and leveraging their skills for national progress.

But examining the election manifestos and educational priorities outlined by the four major political parties in the lead-up to this year’s disputed parliamentary election, one might observe a concerning lack of detailed insights, leaving doubts as to whether these parties will uphold their commitments.

Among the educational priorities outlined by Pakistan Muslim League-Nawaz (PML-N), there is a pledge to increase the base budget for higher education by 0.5 per cent, alongside a commitment for 30 per cent of those of typical university age to enrol in higher education, up from the current 13 per cent.

Similarly, Pakistan Tehreek-e-Insaf (PTI) has proposed allocating 4 per cent of gross domestic product to education. The Pakistan People’s Party (PPP) and Jamaat-e-Islami (JI) both increase this to 5 per cent, while the PPP also aims to dedicate an additional 0.1 per cent to research and development.

JI emphasises a boost in funding for science and technology and the Higher Education Commission. It also aspires to establish 50 new universities and technical colleges, as well as advocating for segregated education for males and females, and offering interest-free loans to students, primarily benefiting those pursuing higher education.

While there is discussion about augmenting the education budget, it appears that none of the political administrations is truly committed to its earnest implementation. And although certain aspects pertaining to education are outlined in the manifestos, the absence of pledges for the establishment of thinktanks and the dearth of policy papers addressing higher education are conspicuous.

Since 2010 and the passing of the 18th amendment to the country’s constitution, education in Pakistan has been a provincial matter. However, it is paradoxical that despite this decentralisation, the majority of funding for public sector universities still comes from the federal Higher Education Commission. If we are to address the challenges in higher education effectively, it is imperative to grant greater autonomy to provincial educational authorities.

The current system of coordination, monitoring and accountability has introduced new complexities in the governance of higher education. Continuous budget cuts, government interference and bureaucratic dominance over academic leadership have exacerbated the challenges faced by higher education institutions. The absence of permanent vice-chancellors in the majority of universities – caused by a stall in recruitment since the start of the caretaker government in August – has worsened the situation, leading to a deterioration in the quality of education and academic standards. It seems that political leaders are more interested in bureaucracy than they are in global, quality education experts.

Amid the challenges, there are bright spots. Pakistan’s higher education sector boasts esteemed institutions such as Government College University Lahore , Lahore University of Management Sciences , National University of Sciences and Technology , Institute of Business Administration - Karachi and Habib University . These institutions lead the charge in enhancing educational standards and driving research initiatives, and by recognising and capitalising on these strengths, we can pave the way for socio-economic growth.

But urgent action is needed. Pakistan should declare an education emergency and overhaul all levels of education, particularly in the fields of science and technology, with the guidance of international experts. Reforms aligned with global trends and involving the elimination of political interference are crucial steps forward.

Substantial changes to curriculum development and academic training are imperative, too. Moreover, strengthening the connection between education and employment outcomes is vital for ensuring that graduates are equipped for success in the job market.

In essence, addressing Pakistan’s educational challenges requires concerted efforts by the new eight-party coalition, including bold reforms and a steadfast commitment to nurturing talent among young people.

Asghar Zaidi is honorary adviser of Crescent Model Higher Secondary School in Lahore. He was vice-chancellor of Government College University Lahore from 2019 to 2023.

The Asia University Rankings 2024 will be released on 30 April.

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Today's Paper | April 28, 2024

Censorship and disinformation.

DIGITAL disinformation has emerged as a formidable threat in the digital era, warping public perceptions and jeopardising fundamental democratic structures. It undermines the integrity of informed public discourse and governance, posing critical challenges to the foundational principles of truth and transparency in our interconnected societies. A subtler yet profoundly impactful fallout of digital disinformation is its utility as a tool for higher content-control, cloaking overt censorship under the guise of ‘protecting citizens from online harms’.

This pretext of safeguarding the public, or curtailing the spread of false information ‘in the public interest’, often serves as a convenient facade for targeted bans, or even blanket censorship, by both governments and social media companies. Paradoxically, censorship itself often acts as a significant catalyst for the proliferation of digital disinformation, particularly the kind that can distort democratic processes and shape public opinion. This form of control enables dominant narratives to flourish unchallenged, simultaneously silencing dissenting voices and alternative perspectives, thus skewing public perception and undermining the very essence of democratic dialogue.

A case study illustrating the impact of digital censorship on the spread of disinformation is the Israeli-Palestinian conflict. The conflict has been plagued by significant misinformation, disseminated through various channels such as misleading narratives, out-of-context imagery, and false claims across multiple platforms. Human Rights Watch has documented instances where posts advocating for Palestinian rights were either hidden or received notably diminished engagement on platforms like Instagram and Facebook. This practice, often termed ‘shadow banning’, effectively limits the visibility of pro-Palestinian voices. In my view, this silencing of pro-Palestinian voices has substantially contributed to the spread of disinformation. These actions can distort public discourse and affect how people perceive a certain conflict, potentially influencing public opinion and international policy decisions based on incomplete or biased information.

In recent months, Pakistan’s decision to suspend the social media platform X has spotlighted a critical issue: while intended to curb disinformation, such measures can paradoxically foster an environment where misinformation thrives more freely. This development offers a poignant example of how censorship, rather than containing disinformation, might actually exacerbate it.

Social media platforms like X play a crucial role in the modern public sphere. They enable the rapid dissemination of information, facilitate public engagement, and allow for the communal vetting of facts and ideas. This interactive ecosystem is pivotal in debunking falsehoods and fostering informed communities. When access to such platforms is restricted, it disrupts these processes, removing a public tool for fact verification and debate. Consequently, misinformation can migrate to less regulated and more opaque channels, such as public and private WhatsApp groups, spreading without the counterbalance of community scrutiny or expert fact-checking.

The handling of the X blockage by regulatory bodies and the government is a reminder of how misinformation is manipulated for political ends.

Journalistic fact-checking outlets, or even individual, credible journalists who regularly debunk misinformation, serve as the critical first line of defence against digital disinformation, rigorously scrutinising and debunking false narratives that permeate online spaces. They are essential in the fight against digital disinformation, considering the broad reach and real-time nature of social media platforms. They use these platforms not just to debunk false claims but also to educate the public on recognising and questioning misinformation. The suspension of X in Pakistan has significantly handicapped these efforts.

The handling of the X platform blockage by regulatory bodies and the federal government serves as a stark reminder of how misinformation is often manipulated for political ends. The sudden and unexplained blocking of the platform left both the public and the media in a state of confusion, as the Pakistan Telecommunication Authority remained tight-lipped and evasive in its communications. Even when the ban faced legal challenges in the Sindh High Court, a PTA representative confidently asserted that the platform was operational, going as far as to demonstrate its functionality on his mobile phone. It was only after sustained legal pressure that the PTA reluctantly submitted a document to the Sindh High Court, revealing a letter from the interior ministry directing the blockage of X. However, the credibility of this document is marred by discrepancies in dates and other key details.

Legal battles over the X ban are ongoing in the high courts with the interior ministry stubbornly citing online harms as the primary justification for the ban. In a report submitted to the Islamabad High Court on April 17, the interior ministry attempted to link the ban to the “misuse of the platform”, claiming it was essential for upholding security, “maintaining public order, and preserving the integrity of our nation”. The report further accused X of being a potential catalyst for “chaos and instability” and condemned its failure to address “defamatory campaigns”.

These allegations, however, overlook a critical aspect of digital and social media platforms; while they can indeed be used to spread disinformation, they also serve as crucial tools for countering and responding to such campaigns, and countering harmful disinformation. By cutting off mainstream access to X, the government has inadvertently created an environment where misinformation can thrive unopposed, particularly in less public spaces like WhatsApp groups. This restriction severely hampers the ability of fact-checkers to reach and correct public misconceptions, allowing disinformation to spread unchecked and unchallenged.

To effectively combat disinformation without resorting to heavy-handed censorship, governments should consider alternative strategies that focus on transparency, public education, and collaboration with technology platforms governed by principles of human rights, transparency and multistakeholderism. Enhancing media literacy among the populace — or ‘inoculating’ them against disinformation — can empower individuals to critically analyse and question the information they encounter.

Through such collaborations, governments can develop more nuanced strategies that address disinformation while respecting freedom of expression. Inversely, when official channels suppress communication, people may turn to less credible sources, potentially increasing their exposure to disinformation.

The writer is a media strategist and trainer, and founder of Media Matters for Democracy, a media development organisation.

Published in Dawn, April 27th, 2024

The ministry of (dis)information and the ban on X

X ‘working with govt’ to ‘understand concerns’, x banned in country since feb 17 on spy agencies’ reports, shc told.

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24 سال تک اپنے ہی گھر کے تہ خانے میں قید رہنے والی لڑکی کی لرزہ خیز داستان

پاکستان بچوں کو محفوظ بچپن فراہم کرنے میں ناکام کیوں ہے؟

مردہ بھانجی کو تھامے فلسطینی خاتون کی تصویر نے ورلڈ پریس فوٹو ایوارڈ جیت لیا

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