Basmah Zia, Awareness Content Reporter
Article 25A of the Constitution of the Islamic Republic of Pakistan, titled the “Right to Education,” places a legal obligation on the State to provide free and compulsory education to all children aged 5 to 16 years. This commitment is evident in Pakistan’s domestic policies, such as Vision 2030 of the Planning Commission of Pakistan (IPRI). Moreover, the country’s dedication to education is reflected in its international commitments, including ratifying the Convention on the Rights of the Child in November 1990 (United Nations). Article 19 of the Convention outlines the responsibilities of signatory states regarding their education systems. Despite these efforts, significant challenges persist in ensuring access to education for all children (United Nations). Why do these issues remain unresolved?
The system is heavily affected by the large population that these educational institutions are not able to support. According to UNICEF, approximately 22.8 million children aged 5 to 16 years in Pakistan are out of school, representing around 44% of the total population in this age group (Pakistan Institute of Education). By 2022, this number had increased to 26.2 million, as reported by Pakistan Education Statistics. Over the past three years, Pakistan’s population growth rates of 1.96%, 1.98%, and 1.91%, respectively, have further strained the education system, which is struggling to meet the increasing demand (‘Pakistan Population Growth Rate 1950-2024’). The country has 313,418 educational institutions, but significant gaps in basic infrastructure persist: 30% lack access to electricity, 21% do not have proper washroom facilities, 21% lack boundary walls, and 22% don’t have drinking water (Pakistan Institute of Education). In the case of Syed Nazeer Agha vs. Government of Balochistan (PLD 2014 Balochistan 86), the court highlighted the government’s failure to provide textbooks to government schools, deeming it a violation of Article 25A of the Constitution (Rehman). With a growing population, one would believe that the infrastructures in place would also evolve with it to limit chaos, but unfortunately, that is not the case. Simply establishing educational institutions is insufficient. A healthy and safe learning environment requires adequate resources and infrastructure to ensure children have the tools they need for meaningful educational development and are equipped to utilize them effectively.
Families in Pakistan often face a devastating dilemma: choosing between providing their children with an education or ensuring basic necessities like having a roof over their heads. This difficult decision reflects the financial strain many households endure, where prioritizing economic survival often comes at the cost of not sending their children to school. For some, this leads to a reliance on child labour, as children are compelled to work to support their families' daily needs. Poverty drives child labour, which, in turn, denies children the opportunity to receive an education (Rehman). A study conducted in Karachi from April to June 2008 found that poverty was the primary reason for the employment of 83% of the children surveyed (Naeem, Zahid et al.). In 2023, approximately 264 000 children across Pakistan are employed as domestic workers (Rehman).
Despite these challenges, UNICEF has implemented initiatives to bridge the gaps in Pakistan’s education system at all levels. For instance, their focus on Early Childhood Education (ECE) programs has effectively reduced school dropouts. At the provincial level, efforts are being made to improve sector and budgetary planning (UNICEF Pakistan). Studies show that programs like ECE positively impact school enrolment, retention, and learning outcomes (UNICEF Pakistan). The benefits of the ECE are seen to be higher for children from more vulnerable and less economically stable households (UNICEF Pakistan). Provinces of the country have started developing policies that will push this initiative to be applied nationally (UNICEF Pakistan). These efforts demonstrate that with targeted interventions, progress is possible even in the face of significant obstacles.
This is just the tip of the iceberg when examining why Pakistan’s educational system struggles to meet the demands of its population. Cultural factors and systemic governmental challenges also contribute significantly to these shortcomings. As students in North American institutions, we often take for granted the privileges and resources that cater to our educational needs. Being able to have these tools at our disposal is what helps us change our lives.
References
Ipri. “Education System of Pakistan: Issues, Problems and Solutions - IPRI - Islamabad Policy Research Institute.” IPRI, 5 May 2023, ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/.
Naeem, Zahid et al. “Child labor in relation to poverty.” International journal of health sciences vol. 5,2 Suppl 1 (2011): 48-9.
Pakistan Institute of Education (PIE). “Pakistan Education Statistics 2021-2022.” Pakistan Institute of Education (PIE), 5 January 2022, pie.gov.pk/Publications.
Pakistani.Org "The Constitution of the Islamic Republic of Pakistan.", Pakistani.Org, www.pakistani.org/pakistan/constitution/#gsc.tab=0.
“Pakistan Population Growth Rate 1950-2024.” MacroTrends, www.macrotrends.net/global-metrics/countries/PAK/pakistan/population-growth-rate#:~:text=The%20current%20population%20of%20Pakistan,a%201.91%25%20increase%20from%202021. Accessed 31 Dec. 2024.
Rehman, Muhammad Abdul. “Pakistan’s Socioeconomic Problems and Child Labour.” RSIL, 19 Dec. 2023, rsilpak.org/2023/how-pakistans-socioeconomic-problems-are-leading-to-child-labour/.
UNICEF Pakistan. “Education - Giving Every Child the Right to Education.” UNICEF Pakistan, www.unicef.org/pakistan/education. Accessed 1 Jan. 2025.
United Nations. “Convention on the Rights of the Child | OHCHR.” United Nations, 20 Nov. 1989, www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child.
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