Sindh faces significant challenges in access to quality school-level education as the province has one of the lowest participation rates in school education among low and middle income countries, says the Asian Development Bank (ADB).
The ADB in its latest brief "Education Management Organisations Programme in Sindh, Pakistan: Public-Private Partnership Profile" states that the gross enrolment ratios (GERs) and net enrollment rates (NER) are low at all levels, but especially at the secondary level. The 25 percent NER at the secondary level is below those of all other provinces in Pakistan, except Balochistan.
Factors that cause low NER include high dropout rates at the primary school level, a lack of secondary schools, cultural barriers that limit girls' enrolments and poor quality education that discourages continued enrolment in school. There are also wide disparities in access to school education and large variations in education indicators across socioeconomic strata, geography, and gender.
Education indicators are much worse for girls than for boys. The GER at the secondary level for girls is only 30 percent compared with 39 percent for boys. For ages 15-24, the literacy rate for girls (64 percent) is much lower than for boys (81 percent). The lack of access to secondary level education especially affects girls as many are not allowed to travel long distances and are thus unable to go to school.
The lack of female teachers at all levels also adversely affects girls' enrolments, especially in rural areas. Assessments and standardised tests reveal a lack of mastery of basic skills and competencies at all levels. A key reason for poor learning levels is an inadequate teaching force. Average teacher qualifications are low and, while a merit-based system for hiring teachers has been introduced, a legacy of non-merit-based teacher appointments remains.
A serious issue is the lack of subject specialist teachers, particularly in math and science. Teaching quality is also hampered by ineffective pre- and in-service teacher training systems. Furthermore, there is weak accountability for teacher performance. An outdated secondary education examination system reinforces poor teaching practices in the classroom. Data on the size of the private sector in education is not systematic, reliable, or comprehensive.