akistan is at a critical crossroads in its educational journey. Millions of children and adults are not merely out of school but fundamentally left out of learning. According to the 2023 Population and Housing Census, the country’s overall literacy rate stands at 60.6 per cent, leaving an estimated 67 million citizens unable to read or write, despite decades of reform and expanded access. The disparities reflect deep-rooted inequality: the male literacy rate is 68 per cent, compared to just 52.8 per cent for females, illustrating a persistent gender divide that limits women’s social and economic participation. A similar pattern emerges geographically: urban literacy reaches 74.1 per cent, while rural areas remain significantly lower at 51.6 per cent, indicating that learning opportunities are heavily shaped by location. Together, these figures reveal that Pakistan’s education system is falling short of its most fundamental purpose, not merely to place children in classrooms, but to ensure they acquire the literacy and skills needed to contribute meaningfully to society. These realities underline a growing national concern: education in Pakistan is too often failing in its most basic purpose, to ensure that every learner truly learns.

Beyond enrollment, Pakistan faces a severe crisis in foundational learning. UNICEF (2025), the World Bank, and the SDPI baseline (2025) report that about 77 per cent to 79 per cent of Pakistani children are in “learning poverty,” unable to read and understand simple, age-appropriate passages by age ten. The current state of students’ mathematical understanding is deeply concerning. Recent assessments reveal that 87 per cent of Grade 3 students struggle to solve even the most basic two-digit division problems. This alarming statistic, highlighted by the Pakistan Institute of Education in 2024, underscores a significant gap in foundational math skills that could have lasting implications for the students’ future academic endeavours. These indicators demonstrate that many children, even when attending school, are not acquiring the skills necessary for future academic success or employment. The gap between schooling and authentic learning is growing, leaving millions unprepared for modern life and the workforce. This has broader consequences: children lacking foundational literacy and numeracy are less likely to pursue further education, more vulnerable to exploitation and unemployment, and encounter greater difficulty navigating an increasingly complex, information-centric world.

An equally urgent challenge is keeping children in school, as the country continues to deal with one of the highest out-of-school populations in the world, as highlighted in the Economic Survey of Pakistan 2024–25: over 26.2 million children aged 5-16 are not attending school. This represents about 38 per cent of the country’s school-age population. The situation is more difficult for girls, and UNICEF’s reports give us a snapshot of this gender gap, with 42 per cent of school-aged girls out of school compared to 35 per cent of boys nationwide.

However, the educational landscape is far from homogeneous, as evidenced by the varying out-of-school ratios across provinces and grades. Balochistan has an out-of-school rate of 69 per cent, followed by 47 per cent in Sindh, 32 per cent in the Punjab, and 30 per cent in Khyber Pakhtunkhwa. Additionally, more than 60 per cent of children aged 3–5 are not enrolled in any pre-primary education, and enrollment in education declines notably after primary school, highlighting a significant gap in continued education.

At the heart of this crisis is chronic underinvestment. The Economic Survey of Pakistan 2024–25 reports that combined federal and provincial expenditures on education fell to 0.8 per cent of GDP during the first three quarters of the 2024–25 fiscal year, well below the global Sustainable Development Goal benchmark of 4 per cent. UNICEF and Pakistan Institute of Education captures the impact of this chronic underfunding, showing it has resulted in severe infrastructure deficits: 34 per cent of schools still lack electricity, 21 percent lack access to clean drinking water and thousands continue without functional toilets. Additionally, 24 per cent of primary schools operate with only one teacher, often responsible for multi-grade classrooms with limited teaching resources. These shortfalls reveal how the system has struggled not only to expand access but also to ensure the quality and equity of learning experiences across Pakistan.

The consequences of Pakistan’s learning crisis extend far beyond the school gates, shaping national economic development and social progress. UNICEF and the Pakistan Institute of Development Economics warn that low literacy and numeracy skills contribute to long-term productivity losses and perpetuate cycles of poverty, as individuals lacking foundational education face limited job opportunities and weaker earning potential. The gender disparities further deepen systemic inequality, keeping women disproportionately excluded from economic participation and leadership. As global economies advance through digitalisation and innovation-driven industries, Pakistan risks falling behind regional and international competitors if nearly four out of ten children never receive a meaningful education that equips them with the foundational skills necessary for growth and adaptability.

Reversing this trajectory requires a coordinated national response grounded in investment, innovation and inclusion. Increasing education expenditure to meet global standards is essential for improving teacher recruitment, infrastructure and resource availability. International research and UNICEF guidance emphasise the importance of early childhood education and foundational learning during the first three school years, paired with regular national assessments to measure learning outcomes rather than enrollment alone. Targeted initiatives, such as stipends for girls, school meal programmes, subsidised transport and community-based learning, have been successful in reducing gender and rural disparities in many developing countries and hold promise for Pakistan when scaled consistently and with oversight.

Pakistan’s literacy and numeracy gap is daunting. It also presents an opportunity to unlock the nation’s human capital through transformative change. Investing in education is a strategic economic imperative that fosters innovation, strengthens democratic institutions and enhances global competitiveness. Countries that have faced similar challenges illustrate those targeted reforms in foundational learning, teacher capacity, early childhood education and equitable access can drive significant progress. With a young, eager population, Pakistan must adopt a clear national vision, supported by measurable goals and long-term political will. By prioritising learning outcomes, empowering communities and focusing on quality, Pakistan can build an educated and resilient society where literacy and numeracy are universal foundations for shared prosperity.

Addressing these challenges requires collective efforts. Parents should foster a culture valuing education as a path to dignity. Teachers need respect and support through professional development and fair compensation. Civil society and private institutions can enhance government efforts with innovative programs and technology solutions in underserved areas. Global partnerships can provide expertise and funding for scalable models. Ultimately, a national commitment to viewing education as a shared responsibility is crucial to ensure literacy and numeracy become universal rights, empowering every citizen to contribute to the country’s social and economic life.

Pakistan’s literacy and numeracy challenges highlight the need for urgent national priorities and collective action. While the data reveals a daunting reality, it also offers a path for transformation that requires ongoing commitment and investment. The cost of inaction is high. With dedicated policies, community support and a renewed focus on education, Pakistan can create a more equitable and prosperous society. Immediate action is essential to prevent another generation from missing out on opportunities. By prioritizing education, Pakistan can turn its challenges into a catalyst for lasting change, ensuring that every child has the chance to thrive.

The writer is lead statistician at Sustainable Development Policy Institute, Islamabad, Pakistan. The views expressed do not necessarily reflect the organisation’s official stance. He can be reached at [email protected] and tweets @kazmi_m