Pindi’s education system grapples with reform, reality

Rawalpindi:In the midst of growing urban sprawl and shifting demographics, Rawalpindi’s education sector stands at a critical crossroads-caught between decades-old infrastructure and a burgeoning need for reform. From overcrowded government schools to under-resourced private academies, the city’s students face a wide spectrum of challenges. One of the most visible challenges in Rawalpindi’s educational landscape is the stark contrast between public and private institutions.

“Public sector schools, particularly in the city’s densely populated areas such as Dhoke Hassu and Pirwadhai, continue to suffer from staff shortages, outdated curricula, and poor maintenance. Parents and educators alike express frustration with crumbling classrooms, lack of trained teachers, and minimal technological integration,” says Naseer Haider.

“I want my children to study in an English-medium school, but I can’t afford it. The government school near our house has no proper toilets or clean drinking water,” says Shazia Bibi, a mother of four from Dhoke Ratta.

“We have 60 students in a class meant for 30. How can quality learning take place having such conditions,” says Shamsa Noreen, a government schoolteacher in Satellite Town.“At the same time, private schools—often seen as a more viable alternative—are increasingly out of reach for many middle- and lower-income families. Monthly fees, uniform expenses, and hidden costs make access difficult, while questions about regulation and educational standards persist,” says Nasir Hasan.

“The Rawalpindi District Education Authority (DEA) has acknowledged the crisis and initiated efforts to upgrade infrastructure, improve teacher training, and digitize records. Over 40 government schools are scheduled for rehabilitation this year under a Punjab-wide initiative,” says Naseem Shah, a senior official from the DEA.

“Yet educationists argue that infrastructure alone will not solve systemic issues. We need a holistic approach that includes teacher development, curriculum reform, and community involvement,” says Dr. Farzana Ali, an education policy analyst based in the city.

“Digital learning—accelerated during the COVID-19 pandemic—has also exposed another divide. While some schools have adopted smart classrooms and online tools, many students in lower-income areas lack access to basic internet services or digital devices. The result: a growing digital gap that risks leaving thousands behind,” says Maleeha Zaidi.

“Despite these challenges, change is underway. Local NGOs have stepped in with literacy drives, remedial education programs, and initiatives promoting girls’ education in underserved neighbourhoods. In Rawat and Adiala, mobile schools and informal learning centres are helping fill the void,” says Nasreen Hussain.

“The need is urgent, and the momentum is real. What’s required now is sustained political will and community partnership,” said Naila Naqvi, director of a non-profit that runs after-school programs in Rawalpindi.Zafar Abbas says, “As Rawalpindi’s population grows and its youth become more aspirational, the future of education in the city hinges not just on policy, but on action—and accountability.”