Pakistan faces significant education crisis with over 25m children out of school: report – Dawn

Report on Pakistan’s Non-Formal Education Sector and Alignment with Sustainable Development Goals

Executive Summary

A report titled “Pakistan’s Non-Formal Education Report 2023–24,” launched at Allama Iqbal Open University, reveals a significant educational crisis impeding progress towards Sustainable Development Goal 4 (Quality Education). An estimated 25.37 million children aged 5–16 are out of school, a figure exacerbated by the COVID-19 pandemic and recent floods. The report, a collaborative effort between the Pakistan Institute of Education (PIE), the Ministry of Education, and the Japan International Cooperation Agency (Jica), underscores the critical role of Non-Formal Education (NFE) in providing alternative learning pathways to achieve inclusive and equitable education for all.

Key Findings and Contribution to SDG 4 (Quality Education)

The report’s findings illustrate the scale of the challenge and the current response mechanisms in place to address SDG Target 4.1, which aims to ensure all children complete free, equitable, and quality primary and secondary education.

• Out-of-School Children (OOSC): The current estimate stands at 25.37 million, representing a major barrier to achieving universal education.
• NFE Infrastructure: A network of 35,427 NFE centers is currently operational across the country.
• Learner Enrollment: These centers serve 1,290,009 learners, marking a notable 20% increase in enrollment from the previous year, indicating progress in extending educational reach.

Strategic Recommendations for Achieving Educational Goals

To accelerate progress towards the SDGs, the report outlines several key recommendations for policy and program development.

1. Expansion of Accelerated Learning Programs (ALP): Prioritizing the expansion of ALP (Middle-Tech) programs is recommended due to their high retention rates (70%). This directly supports SDG Target 4.3 (equal access to technical and vocational education) by equipping learners with both academic and vocational skills.
2. Strengthening Youth and Adult Literacy: This recommendation aligns with SDG Target 4.6, which aims to ensure all youth and a substantial proportion of adults achieve literacy and numeracy.
3. Addressing Regional Disparities: A focus on mitigating regional inequalities in educational access is crucial for fulfilling the mandate of SDG 10 (Reduced Inequalities) and ensuring no one is left behind.
4. Enhancing Data Collection and Utilisation: The report calls for continuous improvement in the quality and timeliness of data collection through systems like the Education Management Information System (EMIS). This is fundamental for evidence-based policymaking and monitoring progress towards all SDG 4 targets.

Policy Initiatives and Governance for Sustainable Development

The Ministry of Education is actively developing a policy framework to institutionalize efforts toward achieving national education goals, with a strong focus on data-driven decision-making.

• Federal Non-Formal Education Policy 2025: A new policy is being prepared with the ambitious goal of achieving “Zero Out-of-School Children,” a direct commitment to SDG 4.
• National Action Plan for Non-Formal Education 2025: Work is underway on a corresponding action plan to operationalize the policy goals.
• Standardised Assessment Systems: A comprehensive management framework and a standardized assessment system for teachers will be introduced to improve educational quality and governance.

Emphasis on Gender Equality and Partnerships

The national strategy recognizes that achieving quality education is interlinked with other sustainable development priorities, particularly gender equality and global partnerships.

• SDG 5 (Gender Equality): Special attention is being given to female education as a means of economic empowerment. Educating women, who represent half the population, is considered essential for national development.
• SDG 17 (Partnerships for the Goals): The development of the report itself is a testament to effective collaboration between federal and provincial institutions, including the Ministry of Education, PIE, and international partners like Jica, showcasing a commitment to multi-stakeholder partnerships to achieve the goals.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on Pakistan’s education crisis and the role of Non-Formal Education (NFE) directly addresses and connects to several Sustainable Development Goals (SDGs). The primary focus is on education, but the discussion also extends to gender equality and the importance of partnerships and data.

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire report focuses on the challenge of “25.37 million out-of-school children (OOSC)” and the efforts to provide them with learning opportunities through Non-Formal Education. The goal is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The article’s discussion of Accelerated Learning Programs (ALP), youth and adult literacy, and the ambitious goal of achieving “Zero Out-of-School Children” are all central to SDG 4.

• SDG 5: Gender Equality

  The article explicitly connects education to gender equality and women’s empowerment. The minister states that “special attention is being given to female education” and that “educated women are being empowered economically, and their participation is essential for national development.” This directly aligns with SDG 5’s aim to “achieve gender equality and empower all women and girls.”

• SDG 17: Partnerships for the Goals

  The article highlights the collaborative nature of the effort, which is the core of SDG 17. The report itself is a product of a partnership between the “Pakistan Institute of Education (PIE) in collaboration with the Ministry of Education and the Japan International Cooperation Agency (Jica).” Furthermore, the emphasis on improving data systems (“EMIS cell,” “robust and reliable data systems”) for policymaking connects to the SDG 17 targets on data, monitoring, and accountability.

2. What specific targets under those SDGs can be identified based on the article’s content?

Several specific targets can be identified based on the initiatives and problems described in the article.

• SDG 4: Quality Education

  • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education. The article’s central theme of addressing the “25.37 million out-of-school children” and the stated goal of achieving “Zero Out-of-School Children” directly correspond to this target.
  • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable. The specific mention of giving “special attention… to female education” and bringing OOSC (a vulnerable group) back into the education system aligns with this target.
  • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. The report’s recommendation to strengthen “youth and adult literacy” is a direct link to this target.

• SDG 5: Gender Equality

  • Target 5.b: Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women. While not about technology, the article’s statement that “educated women are being empowered economically” reflects the spirit of this target, which aims to use various means (in this case, education) to empower women.

• SDG 17: Partnerships for the Goals

  • Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships. The collaboration between the Pakistani government (Ministry of Education, PIE) and an international body (Jica) to produce the report is a clear example of such a partnership in action.
  • Target 17.18: By 2020, enhance capacity-building support to developing countries… to increase significantly the availability of high-quality, timely and reliable data. The article’s strong emphasis on data-driven policymaking, the call to “enhance data collection and utilisation,” and the mention of the “EMIS (Education Management Information System) cell” all point directly to efforts to achieve this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions several quantitative and qualitative indicators that can be used to track progress.

• Number of Out-of-School Children (OOSC): The baseline figure of “25.37 million” is a key indicator. Progress would be measured by the reduction of this number over time.
• Enrollment in Non-Formal Education (NFE): The article provides the figure of “1,290,009 learners” in “35,427 NFE centres” and notes a “20pc increase in enrollment compared to the previous year.” These numbers serve as direct indicators of the reach and growth of alternative education programs.
• Program Retention Rates: The mention of “high retention rates (70pc)” for Accelerated Learning Programs (ALP) is a crucial indicator of the effectiveness and quality of these specific interventions.
• Functioning Data Systems for Monitoring: The statement that the “EMIS (Education Management Information System) cell… is functioning effectively and is instrumental in tracking progress” is a qualitative indicator of improved capacity for monitoring and evaluation.
• Development of National Policies and Plans: The creation of the “Federal Non-Formal Education Policy 2025” and the “National Action Plan for Non-Formal Education 2025” are process indicators that demonstrate institutional commitment.
• Female Participation in Education: While no specific number is given, the minister’s emphasis on “special attention… to female education” implies that the enrollment and retention rates of girls and women are key indicators being monitored.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: dawn.com