By: Rimsha Jaffri
Education is widely regarded as the foundation of a progressive and prosperous society. It equips individuals with knowledge, empowers communities, and contributes to national development. However, despite women constituting more than half of Pakistan’s population, girls’ education remains one of the country’s most pressing challenges. As long as millions of girls are denied access to education, the country’s aspirations for sustainable progress will remain difficult to achieve.
While many young women in major urban centres are graduating from universities and making significant contributions across diverse sectors, a large segment of the population continues to face educational deprivation. In many parts of the country, countless girls are still waiting for the opportunity to enter a classroom.
According to available statistics, only around six percent of Pakistan’s population reaches higher education, while more than 22 million children remain out of school. Girls account for over 55 percent of this out-of-school population. Beyond the numbers lie millions of interrupted educational journeys and unrealised aspirations. The issue is not only why these girls leave school, but why they are unable to exercise a fundamental right that should be available to every child.
Why are so many girls still being deprived of this basic right?
In many rural and underdeveloped areas, girls are able to attend school only up to the primary or, in some cases, middle level. Continuing beyond that often becomes a significant challenge. One of the major barriers is the limited availability of educational institutions. While primary schools exist in many villages, middle and high schools are often located several kilometres away in neighbouring towns or communities.
For many families, particularly those concerned about their daughters’ safety, travelling such distances is not considered a viable option. As a result, thousands of girls discontinue their education. In several districts of Balochistan, Sindh, and Khyber Pakhtunkhwa, female literacy rates remain critically low. In some areas, between 60 and 78 percent of girls never have the opportunity to attend school. This raises important questions about the country’s educational priorities and access to equal opportunities.
Is this situation solely the result of institutional shortcomings, or do traditional social attitudes also contribute to the problem?
Many observers argue that deeply rooted cultural norms continue to discourage girls’ education. Even in areas where government and private institutions provide schools and free education, some families remain reluctant to educate their daughters. A commonly expressed belief is that girls will eventually be responsible for household duties, including managing the home, cooking, sewing, and raising a family, making formal education appear unnecessary.
Such perceptions reflect a longstanding misconception. In many communities, education is often viewed primarily as a means of generating income rather than as a tool for personal development, informed decision-making, and community progress. Because daughters are less frequently perceived as future financial providers, their education is often given lower priority. In financially constrained households, investment in a son’s education is commonly favoured, while a daughter’s educational aspirations are sacrificed. The longstanding notion that a son is an investment while a daughter is “someone else’s responsibility” continues to limit opportunities for countless girls.
These realities suggest that expanding the number of schools alone will not be sufficient to address the crisis.
Meaningful progress will also require sustained efforts to challenge outdated social attitudes and promote the value of girls’ education at every level of society. Public awareness initiatives can help encourage families to recognise that educating a daughter is not a burden but an investment in the future of the entire family. An educated girl has the potential not only to improve her own life but also to positively influence future generations.
At the same time, the shortage of schools, safe transportation, and other essential educational facilities in many rural areas requires urgent policy attention. Relevant authorities need to adopt practical measures to remove these barriers. Expanding access to secondary schools and providing safe transport for girls would enable thousands of students to continue their education without unnecessary hardship or safety concerns.
If Pakistan is to achieve inclusive and sustainable development, it must acknowledge a fundamental reality: no society can realise its full potential while its daughters and the future mothers of the nation are denied the opportunity to learn.