We have a massive learning poverty crisis

Learning poverty, as delineated by the World Bank, pertains to the proportion of children who are unable to read and comprehend a basic text by the age of ten.

This metric serves as a critical indicator of a nation’s educational health and overall developmental trajectory. An elevated learning poverty rate reflects inadequacies in early education, quality of instruction, and access to learning resources.

Pakistan’s learning poverty rate stands at 77 per cent, positioning it among the most challenged educational systems worldwide. This crisis poses a significant threat to the country’s socio-economic advancement and exacerbates existing inequalities. In the absence of immediate intervention, millions of children will be deprived of the fundamental literacy skills essential for further education and employment opportunities.

The high learning poverty rate in Pakistan can be attributed to a multitude of interrelated structural, economic, and social factors. Despite an increase in primary education enrollment, the quality of instruction remains inadequate. Numerous public schools are hindered by outdated curricula, reliance on rote memorisation, and a deficiency of adequately trained teachers. These issues contribute to the inability of students to develop critical reading and comprehension skills at an early age.

A considerable number of educators in Pakistan lack sufficient training in contemporary teaching methodologies. The accountability framework is also weak, resulting in high rates of absenteeism and ineffective classroom management. The absence of ongoing professional development programs for teachers further compounds these challenges.

Numerous educational institutions throughout Pakistan, particularly in rural regions, are hindered by inadequate infrastructure, including insufficient classrooms, libraries and sanitation facilities. The prevalence of overcrowded classrooms and a lack of educational materials significantly impede effective learning.

Poverty represents one of the most critical barriers to education in Pakistan, with families facing economic hardship often prioritising immediate livelihood needs over the education of their children. And child labour remains a widespread issue, further obstructing children’s access to quality education. Girls encounter additional challenges in obtaining an education due to cultural norms, safety concerns and economic factors. Many families continue to prioritise the education of boys over girls, resulting in increased dropout rates among female students.

The education sector in Pakistan has been adversely affected by inconsistent policies, a lack of political commitment, and corruption. Frequent policy changes, inadequate budget allocations and inefficiencies in resource distribution exacerbate the ongoing learning crisis. The Covid-19 pandemic intensified the learning poverty crisis, marked by prolonged school closures, a dearth of digital learning resources and limited access to online education – which have all contributed to significant learning losses. Unfortunately, many students who dropped out during the pandemic have not returned to the educational system.

Given the critical nature of the situation, immediate and sustained efforts are imperative to address learning poverty in Pakistan. The implementation of effective and sustainable measures can significantly improve literacy rates and ensure that children acquire essential learning skills. Early childhood education is fundamental in shaping a child’s learning capabilities. The government should prioritise the expansion of access to pre-primary education, ensuring that children develop literacy skills prior to their entry into primary school.

Enhancing teacher quality must be a primary focus. Strategic investments in comprehensive teacher training programmes, the adoption of modern teaching methodologies, and the establishment of accountability measures will elevate the effectiveness of classroom instruction. Continuous professional development and performance-based incentives can also serve to motivate teachers.

The education curriculum should transition from a focus on rote memorisation to a skills-based approach. The introduction of interactive and activity-based learning strategies will bolster comprehension and cognitive development among children. Collaboration between the government and private sector is essential for the enhancement of educational infrastructure. This includes ensuring that schools are equipped with adequate classrooms, libraries, and sanitation facilities, as well as providing sufficient learning materials and digital resources. Financial incentives, such as stipends for low-income families, school meal programmes and conditional cash transfers, can encourage families to enroll their children in school.

Efforts must also be made to combat child labour and support marginalised communities. Ensuring equal educational opportunities for girls is crucial in the endeavor to reduce learning poverty. Implementing safe transportation options, fostering gender-sensitive school environments, and conducting community awareness programmes can contribute to increased enrollment and retention of girls in schools.

The use of e-learning platforms, digital classrooms and mobile-based learning applications can effectively bridge the educational divide, particularly in remote areas. It is essential to promote public-private partnerships to expand digital literacy initiatives. Education policies should be coherent, transparent, and well-funded. Strengthening governance mechanisms, mitigating corruption and increasing education budgets will contribute to the establishment of a more efficient educational system. The learning poverty crisis in Pakistan necessitates urgent attention.

To effectively address this issue within the context of policymaking in Pakistan, it is imperative for the government to utilise evidence-based data, including findings from the Annual Status of Education Report (ASER) and various initiatives funded by the Foreign, Commonwealth & Development Office (FCDO) research programmes. ASER serves as a vital resource, providing essential insights into learning outcomes, school infrastructure and educational disparities, thereby enabling policymakers to make informed decisions.

Research programmes supported by foreign funding deliver invaluable data regarding best practices, successful interventions, and scalable policy recommendations. By incorporating this research into national education policies, the government can devise targeted strategies aimed at enhancing literacy rates, improving teacher training and optimising resource allocation. Evidence-based policy formulation will ensure that educational initiatives are driven by data, focused on results, and adaptable to evolving educational demands, ultimately contributing to a reduction in learning poverty and an improvement in educational outcomes across Pakistan.

With 77 per cent of children unable to read and comprehend a simple text, the nation faces significant risks to human development and economic progress. Tackling this challenge requires a multifaceted approach that encompasses quality education reforms, teacher training, infrastructure development and socio-economic support for marginalised communities.

It is essential for the government, civil society and international organisations to collaborate in implementing sustainable education policies that guarantee access to quality learning opportunities for every child in Pakistan. Only through collective efforts can the country effectively break the cycle of learning poverty and pave the way toward a more promising future.

The writer is a trade facilitation expert, working with the federal government of Pakistan.