A recent government report, ‘Public Financing in Education 2025–26,’ highlights Pakistan’s education system grappling with severe underfunding and poor learning outcomes. Shockingly, over 25.37 million children are out of school, with 77% of 10-year-olds lacking basic literacy skills. This crisis poses a significant threat to the country’s social and economic progress.
The report underscores a concerning trend of decreasing education spending in Pakistan’s economy. Alarmingly, education expenditure has consistently fallen below international standards, averaging less than two percent of the GDP. The decline in funding over the past five years reflects the low priority given to education within the national fiscal framework.
Insufficient investment in education has led to structural deficiencies in the sector. Many schools lack essential infrastructure, teaching resources, and qualified educators. Disparities in access to education persist, particularly in rural and marginalized areas, impacting girls and disadvantaged children the most. Inadequate resources result in overcrowded classrooms, untrained staff, and outdated materials, directly affecting students.
The report reveals a dire learning crisis, with 77% of 10-year-olds in Pakistan unable to comprehend basic texts. While enrolling children in schools is crucial, the real measure of success lies in their ability to attain fundamental literacy, numeracy, and critical thinking skills. The inability of a large number of children to meet minimum learning standards raises serious concerns about teaching quality, curriculum effectiveness, and classroom support.
Furthermore, the report sheds light on the underfunded state of special education, an area that has historically received little attention. Children with disabilities require specialized teaching approaches, trained educators, and suitable learning environments. Neglecting these needs not only deprives them of their right to education but also hinders society from benefiting from their potential contributions.
