The SNDH educational budget can indicate intention, but without a deep reform, equity and transparency, runs the risk of consolidating the inequalities it seeks to undo.
Education is in the heart of sustainable development and the growth of human capital. In Sindh, where almost half of the population is under 16, the state of education has the key to breaking the cycle of poverty and underdevelopment. Although the recently announced budget of Sindh 2025-26 has taken education to the avant-garde, the criticisms remain in access, quality and equity. And if we do not solve the cracks now, we run the risk of losing another generation before the same broken system.
Sindh, the second most populous province of Pakistan with 55.7 million people, faces significant challenges in education despite having a demographic advantage. The province has the youngest population in the country: 30 percent of age between 5 and 16 years and 80 percent less than 40 years of age. At the same time, there are a lot of children outside the school (OOSC), the curriculum is plagued by poor learning results, public disparities-gender-appropriate, gender inequality and weak adaptability of the educational system to the demands of the labor market and climatic risks.
In this year’s budget, the Sindh government has allocated RS613.36 billion for education, with RS524.32 billion aimed at providing services and RS89.04 billion reserved for development, marking a significant increase from the allocation of RS454 billion last year. Key allocations include RS13.5 billion for Sindh Education Foundation (SEF) and RS 2.5Billion for MADRESSAH Reforms But can these investments really reverse the tide of the educational crisis of worsening of Sindh?
Although the spending commitments for school scholarships and endowment funds, including associations with organizations such as Akhuwat, indicate an impulse to involve the private sector and civil society, the absence of a comprehensive strategy to take children out of school to the classrooms runs the risk of making these efforts insufficient.
The problems and their solutions
According to the FY25 economic survey, the gross primary registration rate of Sindh is 71 percent, well below the national average of 84pc, with even Baluchistan slightly ahead of 72 %. The registration of the high school is only 54pc, again behind the national average.
In particular, 47pc of children in Sindh remain outside the school, only surpassed by Baluchistan.
The problem is worse in disaster prone districts such as Khairpur, Larkana, Dadu and Sanghar, where cumulative registration barely reaches 33 %.
Although the budget includes assignments for climate resistant infrastructure, investment in flood mitigation, crucial to safeguard continuing education, remains limited. The SNDH education system has suffered repeatedly after disasters such as the floods of 2010 and 2022, which devastated rural communities and damaged more than 20,000 schools. Investing in disaster resistant school infrastructure, mobile learning units and early warning systems can protect educational continuity in future crises.
In addition, education must be integrated into disaster risk reduction policies to ensure that reconstruction goes beyond physical infrastructure to address the educational needs of displaced children and vulnerable communities. Schools should not only be rebuilt but also designed with resilience to resist future disasters. Early recovery planning should prioritize the rapid resumption of education through temporary learning centers, distance education and psychosocial support for children affected by emergencies. Climate -resistant schools with high structures, solar energy and rainwater collection systems can serve as community centers in times of crisis.
Beyond disasters, Sindh’s educational infrastructure is weak.
Only 31 % of schools have electricity, 58pc have drinking water and 57pc have toilets, all below national averages.
The province has responded by expanding public-private associations through SEF. Programs such as Adopt-A-School schools and attending the Foundation are aimed at improving management and learning results. The current assignment of RS13.5 billion to SEF is a positive step, but more efforts are needed to improve access for marginalized girls and communities. The success of public-private associations depends on careful regulation, teacher training and participation of the local community.
The evaluations of the schools supported by SEF have shown that, although these schools often exceed purely public counterparts, the challenges on quality assurance, equitable access and gender disparities remain. Transparent performance and feedback monitoring loops are essential to expand these models effectively. The evidence of successful public-private partnership models (PPP) in other countries, such as Blagladesh Brac schools, demonstrates that when communities actively participate and responsibility mechanisms are strong, public private associations can significantly boost registration and learning results. Sindh can adapt such models focusing on scalability, transparency and gender inclusion.
Learning results are still lousy
According to the Annual Education State Report of 2023 (ASER), only 22 % of grade 5 students in the Rural Sindh can read a basic English sentence, and only 27 % can make the division. Private school students constantly exceed their government counterparts in all subjects. The absence of relief in the current budget for school expenses, such as textbooks, stationery and rates of private schools without control, continues to overwhelm poor families, leading to high abandonment rates.
The hard division in education reflects deep socioeconomic inequalities. For the poorest, mothers are the only viable option, since they offer food and refuge. Low income families opt for low -cost private schools, while others trust government schools with insufficient funds. Despite the right of Sindh to the Free and Mandatory Education Law of 2013, the reforms have not been able to eliminate these disparities. The gap is evident in literacy and arithmetic results among urban and rural students, rich and poor, and between boys and girls. Gender gaps are exacerbated by insecure school environments, lack of teachers and absence of transport.
Without a specific investment in girls’ education, including stipend, infrastructure and security, these gaps will persist.
The government must go beyond policy statements to implement solutions in the field. Conditional cash transfers for families, free transportation for rural girls and incentives for teachers to work in remote areas can help reduce learning division. In urban areas, the government must regulate private schools to avoid exploitation and guarantee quality standards. A universal minimum education standard, applied in all types of schools, included MADRESSAHS – It is essential to reduce disparities.
Uniting this division will also require a cultural change. Involving religious leaders, tribal elderly and local influential people to advocate for education, particularly for girls, can help change social norms. In addition, the establishment of community schools, especially in scarcely populated rural areas, can provide localized access to education, reducing the distance barrier that disproportionately affects girls.
Silver linings
A promising initiative in the 2025-26 budget is the decentralization of educational funds to the cost centers at the school level, which enables more than 34,000 government schools to administer operational budgets. However, without the transparency and responsibility mechanisms, this reform runs the risk of allowing corruption at the base level instead of promoting improvement.
The previous dependence on the School Management Committees (currently dysfunctional) has shown limited success, particularly in rural areas where community participation remains low. To maximize the impact of decentralized budgets, there must be solid supervision through digital monitoring systems, community punctuation frames and third -party audits. The construction of capacity for directors and school advice is essential to ensure that the funds are used effectively. Without these safeguards, decentralization can inadvertently replicate existing inefficiencies.
For children with disabilities, the budget promises a double range of assistance devices, benefiting 40,000 people with disabilities (PWD) through NGO collaborations. Monthly stipend will increase, together with the provision of meals and uniforms, which is a commendable movement towards inclusive education. In addition to the proposed stipend, the government must establish specialized training for teachers, provide inclusive disability school transport and enforce construction codes for friendly school infrastructure with disability. These interventions will align the Sindh approach to global standards under the UN Convention on the rights of people with disabilities.
Another focus area is the regulation of MADRESSAHS. With more than 7,118 registered seminars, the assigned RS2.5 billion must be spent not only on subsidies but also in guaranteeing their registration, regulation and integration in the broader education system, taking these children to the national network. The inclusion of MADRESSAH Students in standardized evaluations would also help track their progress and guarantee coherence with national educational objectives. Bringing these religious schools to the formal education system is essential for national cohesion and the development of human capital.
Without a structural reform, the budget means little
While the SNDH education budget for 2025-26 introduces some prospective initiatives, such as decentralization, SEF expansion and the inclusion of disability, does not reach systemic barriers that perpetuate low inscription, poor learning results and gender inequality. Without a stronger political will, greater responsibility and an investment directed in the education of girls, disaster resilience and rural education, Sindh runs the risk of being behind. Education must be a true national priority, not only through financial commitments but also through sustained reforms and implementation.
Achieving these reforms will require more than financial assignments; It demands strong governance, transparent decision making and unwavering political commitment. Without these pillars instead, the current, already insufficient budget allocations, runs the risk of leaving another generation of unminded young people for significant employment and a safe future.
Image of heading: a classroom in a public school in thatta, Sindh. – Shuttersock/ File
