Pakistan faces a significant education crisis, with an estimated 25.37 million out-of-school children (OOSC) aged 5–16. Non-Formal Education (NFE) serves as a vital alternative, providing flexible and accessible learning opportunities for these children. This was revealed in a report titled “Pakistan’s Non-Formal Education Report 2023–24,” launched at Allama Iqbal Open University (AIOU).“This number [of OOSC] has risen alarmingly, influenced by the impacts of COVID-19 and recent floods. Recent years have witnessed significant developments in the NFE sector,” said the report. The report was prepared by the Pakistan Institute of Education (PIE) in collaboration with the Ministry of Education and the Japan International Cooperation Agency (Jica). Federal Minister for Education and Professional Training Dr Khalid Maqbool Siddiqui attended as the chief guest. Secretary Education Nadeem Mehbub, AIOU Vice Chancellor Prof Dr Nasir Mahmood and Director General PIE Dr
Muhammad Shahid Soroya were also present on the occasion, along with others. The report recommended the expansion of Accelerated Learning Programs (ALP), prioritizing the expansion of ALP (Middle- Tech) programmes due to their high retention rates (70pc) and their ability to provide both academic and vocational skills. It also
recommended strengthening youth and adult literacy and addressing regional disparities. It also called for enhancing data collection and utilization.
In its findings, the report pointed out that 35,427 NFE centres serve 1,290,009 learners, with a notable 20pc increase in enrollment compared to the previous year. During the ceremony, Dr Siddiqui formally unveiled the annual report, terming it a vital instrument for policy formulation and database development in the field of non-
formal education. Federal Secretary for Education Nadeem Mehbub also participated in the event. The minister appreciated the collaborative efforts of the Jica-supported AQAL Project and the Pakistan Institute of Education (PIE), which contributed to the development of the report. Highlighting the significance of data, Dr Siddiqui noted, “Access, quality, and governance in non-formal education can only be improved through robust and reliable data systems.”He emphasized that the EMIS (Education Management Information System) cell dedicated to non-formal education is functioning effectively and is instrumental in tracking progress. The minister announced that the Federal Non-Formal Education Policy 2025 is currently under preparation, with the ambitious goal of achieving “Zero Out-of-School Children.” Work is also ongoing on the National Action Plan for Non-Formal Education 2025, he added.
Dr Siddiqui revealed that a comprehensive management framework and a standardized assessment system for teachers will soon be introduced. Furthermore, out-of-school children are being brought back into the education system through accelerated learning programs. He reiterated that the Ministry is prioritizing data-driven
policymaking, which aligns with modern educational needs. “This report reflects strong coordination among federal and provincial institutions,” he stated, and praised the contributions of PIE and JICA as “commendable.”Calling upon all stakeholders, Dr Siddiqui urged them to make full use of the data provided in the report to enhance educational planning and outreach.“Education is the foundation of any progressive society,” the minister emphasized. “No nation can move forward without investing in education.” He said that special attention is being given to female education, noting that “educated women are being empowered economically, and their participation is essential for national development, as they represent half of the population.” Apart from the challenge of around 26 million out-of-school children, Pakistan’s education system is rife with the quality issue as only five per cent children are receiving good quality education. Moreover, only 12pc of the eligible age group has currently access to higher education, according to the education ministry’s “National Education Policy Development Framework 2024” launched on Monday. “Roughly, not more than 5 per cent of children are receiving good quality education. No province can claim to be free of these educational crises. Given the centrality of an educated workforce in economic and social development, it can be claimed that these
shortcomings contribute to the overall low ranking in the human development index (HDI). Pakistan ranks at 164 out of 193 countries“read the framework launched by Minister for Education and Professional Training Dr Khalid Maqbool Siddiqui at a ceremony. National Education Policy Development Framework also points out challenge of stunting. The event was organized by Pakistan Institute of Education (PIE) — a subsidiary of the education ministry. The country has no updated education policy as it has national education policy of 2009. In 2018, an education framework was launched, and now this document, according to the education ministry, will be a
guiding principle for development of provincial education policies.
Besides highlighting poor quality and out-of-school children, the framework also pointed out the challenge of stunting, stating that about 40pc children were irreversibly stunned by the age of five, while despite restrictions the practice of corporal punishment continued.
The framework stated that in recent years the higher education sector in Pakistan had seen rapid expansion, but the changing global landscape and national requirements demanded a deeper evaluation of its needs. It said higher education sector continues to face several challenges that hinder its ability to deliver high-quality education, perform cutting-edge research, and contribute effectively to the socio-economic development of the country.“The primary need is to improve the quality of education. Many universities struggle to provide education that is relevant to modern industries and global standards. There is a critical need to enhance the quality of teaching, improve learning outcomes, and ensure that research outputs meet global benchmarks. Another key need is increased access to higher education. Despite the expansion of educational institutions, only 12pc of the eligible age group currently has access to higher education, leaving a significant gap in participation,” it said.
To address quality issues in higher education, the Quality Assurance Framework needs to be streamlined based on ground realities and implemented effectively.“Pakistan’s research output, particularly in critical areas such as science, technology, engineering, and mathematics (STEM), remains below global standards.
“There is an urgent need to invest in research facilities, foster collaboration between academia and industry, and promote innovation. Economic relevance is another vital need. Higher education institutions must align their curricula with the needs of the economy, producing graduates equipped with the skills required by modern industries.”
Speaking on the occasion, Dr Siddiqui emphasized the urgency of the National Education Development Framework 2024, describing it as a vital necessity. He stressed the need to accelerate its implementation
as part of the educational emergency, warning that if the younger generation is not prepared, artificial intelligence could render a billion people irrelevant. He referred to Pakistan’s indecision on the medium
of instruction — whether in the mother tongue, national language or global languages. The minister called for prioritizing the education of the youth in artificial intelligence, engineering, mathematics and IT.
Siddiqui lamented the lack of execution despite numerous policies, frameworks and roadmaps since 1951. He said the Ministry of Education is focused on policy formulation post the 18th Amendment, while provinces are responsible for implementation.
He noted that China and India lifted 500 million and 150 million people, respectively, out of poverty over two decades. He said Pakistan’s entrenched feudal system, sustained by poverty, remains a significant obstacle. Criticizing past decisions, he claimed education was feudalized rather than nationalized in 1972.He also questioned why “ghost schools” proliferated while opening new schools remained a challenging. Secretary Education Mohyuddin Ahmad Wani said the framework was developed in consultation with experts and
provincial representatives. “It identifies critical issues in Pakistan’s education sector, addressing areas such as school education (from early childhood to higher secondary), non-formal education, adult literacy, higher education and technical and vocational training.”
The framework outlines problems in access, quality, and equity, emphasizing market-aligned technical education and diversified career pathways. Highlighting Pakistan’s poor ranking — 164th among 193 countries — he noted the literacy rate of only 62pc and 26 million out-of-school children. He underscored severe deficits in foundational skills, higher education access (limited to 12pc), and alignment with market needs. The lack of resources and challenges from Pakistan’s diversity impede policy implementation.
Director General Pakistan Institute of Education Dr Mohammad Shahid Soroya highlighted the framework. Later, speaking to Dawn, he said: “Today is a big day for country’s education sector. This document was developed with the input of all stakeholders, including provinces. This document is a guiding principle and now provinces will
develop their education policies. For federal capital, we will form our new education policy within three months,” he said.
Education minister Balochistan Rahila Durrani (through video message) invited federal and provincial counterparts to collaborate in addressing Balochistan’s educational challenges, including teacher shortages and facility deficiencies. Parliamentary Secretary for Education Farah Naz, Special Secretary for Schools Punjab Mohammad Iqbal, Special Secretary Education Sindh Syed Junaid, Secretary Education KP Masood Ahmad, Secretary Education AJK Razzaq Ahmed Khan and others also spoke on the occasion.
