In Pakistan, the fight for equal access to education is ongoing, with millions of girls still denied the opportunity to learn. Although many girls enroll in primary school, the transition to higher education becomes a struggle due to socio-cultural barriers, insufficient infrastructure, and economic constraints.

The latest Pakistan Education Statistics (PES) report paints a troubling picture of the state of girls’ education, revealing that despite initial progress, there are deep-rooted obstacles that continue to prevent many girls from completing their studies.

In Pakistan, an alarming 13.71 million girls remain outside the education system, their path to learning obstructed not by physical barriers, but by deeply entrenched societal norms. Though advancements in infrastructure and school enrollment have been achieved, progress in girls’ education has stagnated, facing formidable hindrances.

The Pakistan Education Statistics (PES) report for 2022-23 reveals that approximately 21 million girls are currently attending schools, in comparison to 25 million boys. A glaring disparity persists, with girls being 7% less likely to be enrolled than their male counterparts. The data illustrates a pressing need to bridge the gap, as 41.5% of girls and 34.9% of boys from primary through secondary levels remain deprived of formal education. The inequality in educational infrastructure exacerbates the situation: Of the 238,718 educational institutions across the nation, 65,683 serve only girls, 97,509 serve only boys, and 74,118 are co-educational. These figures underscore that facilities designated for girls are markedly inferior in both quantity and quality compared to those for boys or mixed-gender institutions.

Many girls’ schools also lack essential amenities, further impeding their ability to provide quality education. The PES report sheds light on the myriad challenges girls encounter in accessing education, as well as the stark disparities between male and female students across key educational indicators:

As of 2022-23, 13.71 million girls remain excluded from the school system. Girls are 7% less likely than boys to attend school, with 41.5% of girls and 34.9% of boys not receiving formal education from primary through higher secondary levels. Pakistan’s 238,718 educational institutions cater predominantly to boys (41%), with only 28% serving girls and 31% offering co-educational environments. This imbalance in school facilities significantly hinders girls’ educational access.

Moreover, 4% of girls’ schools lack proper buildings, and of those that do have infrastructure, 10% are poorly constructed. A staggering 25% of girls’ schools require urgent repairs, with 6% deemed hazardous. Furthermore, 14% of girls’ schools are devoid of sanitary facilities, 17% lack access to clean drinking water, and 22% are without electricity. These infrastructural shortcomings make learning environments unsafe and unsuitable for girls.

The shortage of female educators also poses a challenge. Of the 2 million teachers in Pakistan, only 1.23 million are women, highlighting the necessity for more female role models in the education sector to foster a more supportive atmosphere for girls.

Gender inequality in education, though slightly improved in recent years, remains a prominent issue. Enrollment figures show a stark decline as girls advance through the educational stages. While 4.46 million girls are enrolled at the pre-primary level, the number plummets to 3.79 million in middle school, further dropping to 1.84 million at the high school level. The situation becomes even more dire at the higher secondary level, with just 1.09 million girls enrolled, and a meager 0.34 million reaching the degree level.

This unsettling data emphasizes the urgent need for intensified efforts to dismantle the systemic barriers preventing girls from accessing education. Without immediate intervention, the gender gap in education may continue to widen, perpetuating a cycle of inequality that affects not only individual girls but the nation as a whole.

The data presents a troubling picture, revealing that although many girls enroll in school at the primary level, a substantial number drop out as they transition to higher levels of education. The reasons behind this dropout rate are diverse and deeply rooted in socio-cultural factors, such as early marriages, a lack of safe transportation, and poor school infrastructure.

Achieving universal primary and secondary education in Pakistan remains an elusive goal. According to the PES report, 26.09 million children are currently out of school, with 13.71 million of them being girls, compared to 12.38 million boys. At the elementary level, 5.79 million girls are not attending school, which corresponds to an alarming 38.8% out-of-school rate, a figure that surpasses the 32.1% rate for boys. The dropout rate worsens as girls advance through the educational system, reaching a staggering 61.8% at the higher secondary level.

These disparities underscore the urgent need for targeted interventions to ensure girls remain in school. Overcoming the socio-cultural barriers that hinder girls’ access to education is essential for enabling them to complete their studies and gain the skills they need for a brighter future.

The quality of school infrastructure is pivotal to fostering a conducive learning environment. Yet, the PES report exposes serious shortcomings in the physical conditions of many girls’ schools. In the 2022-23 academic year, approximately 2,262 girls’ schools were found to lack adequate buildings, while a quarter of them required urgent repairs. Furthermore, 12% of girls’ schools lacked boundary walls—an essential feature for ensuring the safety and privacy of female students.

Additionally, the absence of basic amenities in many girls’ schools exacerbates the problem. A lack of toilets in 14% of schools and no access to drinking water in 17% of institutions contribute to unsafe and unhealthy conditions. These shortcomings become especially detrimental during adolescence, a time when girls need secure and hygienic facilities, often leading to increased dropout rates.

Moreover, the absence of electricity in 22% of girls’ schools represents another significant obstacle. Access to electricity is crucial for integrating modern educational tools and technology, which are indispensable in today’s world. Without this infrastructure, girls are deprived of the opportunity to develop critical ICT skills, leaving them at a disadvantage in a rapidly digitizing global economy.

The PES report also draws attention to pronounced regional disparities in girls’ education. In rural areas, where poverty, inadequate infrastructure, and restrictive cultural norms prevail, girls face even greater barriers to education than their urban peers. For instance, in Balochistan, a staggering 75.4% of girls are out of school, compared to 63.6% of boys. This contrasts sharply with more urbanized regions such as Islamabad Capital Territory (ICT), where the out-of-school rate for girls is a comparatively low 12.9%. However, even in these urban centers, gender disparities persist, particularly at higher levels of education.

Addressing these entrenched challenges requires a multifaceted approach that not only improves infrastructure and provides basic facilities but also tackles the deep-rooted cultural and socio-economic factors preventing girls from receiving the education they deserve. Without such efforts, the dream of universal education for all children in Pakistan will remain far from realization.

The path to universal education in Pakistan is fraught with challenges, particularly for girls. From cultural norms to inadequate infrastructure, the obstacles are numerous, and the consequences are severe. To truly bridge the gender gap in education, it is essential to address both the systemic deficiencies in school facilities and the socio-cultural barriers that hold girls back. Only through targeted, sustained efforts can Pakistan hope to achieve its goal of providing every child, regardless of gender, the chance for a better future through education.