Deterioration of Education in Sindh

The deterioration of education in Sindh represents a complex, multifaceted crisis with deep roots in governance failures, cultural attitudes, environmental challenges, and systemic neglect

Dr. Abdullah G. Arijo

Education in Sindh, Pakistan’s second-largest province, has been in steady decline, with systemic failures creating generational impacts. This comprehensive analysis examines the multifaceted causes behind this educational crisis, its far-reaching consequences, and potential solutions to reverse this troubling trend.

Sindh’s education system is plagued by governance issues and widespread corruption. Educational boards are known to sell high grades for kickbacks, allowing well-connected students from affluent families to receive A-1 grades regardless of merit, while deserving students from poorer backgrounds are overlooked. Teacher recruitment is similarly affected, with political interference prioritizing connections over qualifications. Additionally, the education department’s 22% budget allocation is often misappropriated, diverting funds away from necessary infrastructure and resources.

The state of educational institutions in Sindh, especially in rural areas, is troubling. Many schools lack basic amenities, including functional washrooms and clean drinking water, with some even missing roofs. Following natural disasters like the 2010 floods and the 2022 monsoon rains, 16,000 public schools were affected, resulting in 7,503 destroyed and 12,305 partially damaged. UNICEF reports that the recent monsoon floods displaced 230,000 students, damaging 1,300 schools and completely destroying 228. These conditions create an environment that is inadequate for learning.

Deep-rooted cultural attitudes, particularly in rural regions, pose significant obstacles to educational access, especially for girls. The female literacy rate is only 46%, compared to 71% for males. Traditional beliefs that diminish the value of girls’ education, alongside early marriages and the increased household responsibilities placed on girls, create considerable barriers to their educational attainment. The COVID-19 pandemic further exacerbated this inequality, as many girls did not return to school, with families prioritizing boys’ education during times of economic hardship.

Sindh’s susceptibility to climate change has significantly impacted education. Following the 2022 floods that affected 2.4 million students, recurring extreme weather events frequently lead to school closures. The International Rescue Committee highlights that climate-related disasters, coupled with the COVID-19 pandemic, have resulted in substantial learning losses, especially in flood-prone districts such as Dadu, Badin, Umerkot, and Sanghar. These disruptions disproportionately affect impoverished rural communities that are least able to recover.

Despite some improvements in enrollment rates, rising from 76% in 2021 to 86% in 2023 for children aged 6-16, foundational learning remains alarmingly inadequate. The ASER 2023 report highlights concerning deficiencies: only 8% of third graders can read an Urdu story, 5% can fluently read English sentences, and merely 3% can solve two-digit division problems suitable for a second-grade level. Even by fifth grade, just 39% can read a Sindhi or Urdu story, 22% can read English sentences, and 27% can perform basic arithmetic division. These statistics indicate a decline from pre-pandemic levels, underscoring ongoing learning losses.

Sindh accounts for a disproportionate share of Pakistan’s out-of-school children. Recent estimates show 7.63 million children in Sindh are not attending school, contributing significantly to the national total of 26.2 million out-of-school children. Poverty remains the primary driver, with families unable to afford schooling costs or needing children to contribute to household incomes. The poorest households show a 10% gender gap in enrollment, with girls consistently disadvantaged.

The rampant copy culture and grade-selling practices have created a generation deprived of genuine skills and knowledge. This “monster,” as one source describes it, “eats the talent of students and deprives them of creativity and innovative ideas”. When degrees no longer reflect actual learning, the entire human capital development system breaks down. Employers cannot trust educational credentials, and students who genuinely excel become disillusioned. This undermines social mobility and perpetuates cycles of poverty and inequality.

The World Bank estimates that each additional year of schooling increases an individual’s earning potential by 10% on average. By this measure, Sindh’s educational failures represent enormous economic losses at both the individual and provincial levels. The scarcity of higher education institutions – only 20 universities for a population of 60 million – compares poorly with international benchmarks (Hiroshima, Japan, with 900,000 residents, has 12 universities). This limits opportunities for advanced skills development needed in a modern economy.

Immediate steps must include merit-based teacher recruitment, transparent testing systems, and severe penalties for grade manipulation. The Sindh government’s initiative to train 60,000 teachers, while criticized for being inadequate, represents a starting point that should be expanded with regular, substantive professional development. Strong oversight mechanisms must ensure education funds reach schools rather than being misappropriated.

Updating syllabi to reflect current knowledge and teaching methodologies is crucial. The government must eliminate obsolete content and incorporate modern pedagogical approaches that foster critical thinking over rote memorization. Introducing technology education and digital literacy can help prepare students for contemporary job markets, though this requires addressing the digital divide, only 13% of households in Sindh have internet access.

Special programs should address gender disparities, such as community-based schools for girls and financial incentives for families to keep daughters in school. The success of initiatives like the British Council’s “ILMPOSSIBLE” project, which enrolled 1,579 out-of-school children in the Thatta district, demonstrates the potential of community engagement. Similar programs should be scaled across Sindh, particularly in rural areas with low female enrollment.

Developing robust contingency plans for education continuity during crises (pandemics, floods) can prevent recurring disruptions from causing permanent learning losses. This includes alternative learning platforms (like Punjab’s Taleem Ghar project), bridge programs for students who fall behind, and psychological support for trauma-affected children. Only 18% of Sindhi households report awareness about climate change, highlighting the need for education on environmental challenges.

The deterioration of education in Sindh represents a complex, multifaceted crisis with deep roots in governance failures, cultural attitudes, environmental challenges, and systemic neglect. Its consequences extend far beyond classrooms, affecting economic development, social stability, and individual life chances. While some positive trends like improved enrollment rates offer hope, the abysmally low learning outcomes and persistent inequalities, particularly for girls and rural populations, demand urgent, comprehensive action. Until serious steps are taken, the situation will not improve.

Read: ARE WE PRODUCING ILLITERATE GRADUATES?

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Dr. Abdullah G. Arijo is a retired professor, ex: chairman, Department of Parasitology, Sindh Agriculture University, Tando Jam, ex-advisor Academics & P&D to Vice Chancellor, SAU Tandojam. Email: Email: abdullaharijo@gmail.com