ALIF AILAAN PAKISTAN DISTRICT EDUCATION RANKINGS...

ALIF AILAAN PAKISTAN DISTRICT EDUCATION RANKINGS 20142

ALIF AILAAN PAKISTAN DISTRICT EDUCATION RANKINGS 2014 1

ALIF AILAAN PAKISTANDISTRICT EDUCATION RANKINGS 2014Authors

Asif Saeed Memon, SDPI

Saman Naz, Alif Ailaan

Hamza Abbas, SDPI

Junaid Zahid, SDPI

Rabia Tabbasum, SDPI

Muhammad Zeshan, SDPI


Contents

Foreword ....................................................................................................

Introduction .................................................................................................

Mapping change since last year ...........................................................

Scope ....................................................................................................

Data Sources ........................................................................................

Education Score .........................................................................................

Access ...................................................................................................

Attainment .............................................................................................

Achievement .........................................................................................

Gender Parity ........................................................................................

Calculating the Education Score ..........................................................

Anomalies .............................................................................................

An education score based on middle school data ....................................

School Infrastructure Score .......................................................................

School infrastructure score based on middle and secondary school data

Limitations ..................................................................................................

Conclusions ................................................................................................

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6

9

9

10

10

11

11

11

12

12

12

18

19

24

30

35

37

49


Acronyms and Abbreviations

AEPAM

ASER

AJK

EDI

FATA

GB

GER

GPS

ICT

ITA

KP

NEMIS

NER

PBS

PSLM

UNESCO

Academy for Educational Planning and Management

Annual Status of Education Report

Azad Jammu and Kashmir

All Development Index

Federally Administered Tribal Areas

Gilgit-Baltistan

Gross Enrolment Rate

Gender Parity Score

Islamabad Capital Territory

Idara-e-Taleem-o-Aagahi

Khyber Pakhtunkhwa

National Education Management Information Survey

Net Enrolment Rate

Pakistan Bureau of Statistics

Pakistan Social and Living Standards Measurement Survey

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Foreword

Bismillah irr Rahman irr Raheem.

The Alif Ailaan Pakistan District Education Rankings 2014 is the second effort in what we hope will be an annual exploration of the quality of political debate around education in Pakistan.

The objective of having a district ranking is to stimulate competitiveness at the inter-provincial, inter-regional and inter-district levels to achieve better education outcomes. This goes to the heart of the Alif $LODDQ�FDPSDLJQ·V�SKLORVRSK\��change is possible when it is channelled through the institutions of a country and a society.

This is why the campaign lays a great emphasis on the 18th Constitutional Amendment and Article 25-A, which guarantees all Pakistani girls and boys EHWZHHQ�ÀYH�DQG�VL[WHHQ�\HDUV�RI�DJH�a free and compulsory education. This is why the campaign lays a great emphasis on the role of politicians in solving the education crisis. This is why the campaign lays a great emphasis on a range of political and social drivers of change, from political parties and parliament to academics, religious scholars, media personalities and civil society champions. Ultimately, real change occurs because the demand and appetite for change becomes irresistible and unstoppable. What the second annual District Education Rankings shows us is that no such demand or appetite for change LQ�3DNLVWDQ·V�HGXFDWLRQ�V\VWHP�H[LVWV��:H�are neither in the throes of a turnaround or transformation in the state of education in Pakistan, nor on the precipice of commencing on that journey.

In its second year, the rankings are a grim reminder of the outrageous realities that the vast majority of Pakistani schoolchildren face. There are not enough schools, the schools that are there produce low-quality outcomes and no government, federal or

SURYLQFLDO��LV�SDUWLFXODUO\�PRYHG�WR�À[�WKLV��

Without doubt, small steps have been taken LQ�WKH�ULJKW�GLUHFWLRQ��3XQMDE·V�PDQDJHPHQW�systems have helped dramatically improve WHDFKHUV·�DWWHQGDQFH��.K\EHU�3DNKWXQNKZD�has launched an ambitious infrastructure LPSURYHPHQW�SURJUDPPH��6LQGK·V�6FKRRO�Achievement Test is a potential game-changer for quality and Balochistan is investing heavily to stem the rot.

Yet none of these measures, individually or cumulatively, even begin to address the overall problem. The crisis in education is so vast it requires non-stop and high-level PRUDO�OHDGHUVKLS��ÀVFDO�FRPPLWPHQW�DQG�political ownership. These things are almost non-existent across provinces and across party lines. To those working in provincial governments, or at the district level, DQG�WR�3DNLVWDQ·V�PRVWO\�KHURLF�WHDFKHUV��especially in the public sector, this will make for unpleasant reading. The level of effort WKDW�WHDFKHUV��JRYHUQPHQW�RIÀFLDOV��DQG�even some politicians invest in education is admirable, and must be recognised. Unfortunately, they represent only a fraction of the required input for a truly transformational discourse to begin to emerge.

What is the good news? It is that despite WKH�DEVHQFH�RI�PRUDO�OHDGHUVKLS��ÀVFDO�commitment and wide political ownership, the efforts made by those who do care have yielded visible results. In this second annual ranking, we have retained last \HDU·V�PHWKRGRORJ\��GHVSLWH�LWV�OLPLWDWLRQV��and found that the overall scores for the FRXQWU\·V�GLVWULFWV�KDYH�LPSURYHG��0RUH�importantly, three of the four provinces have improved their scores since last year.

7KLV�LV�LQGHHG�JRRG�QHZV��HYHQ�VPDOO�efforts can produce quick results. The bad news is that it seems unlikely we will witness anything resembling the kind of RYHUZKHOPLQJ�HIIRUW�UHTXLUHG�WR�À[�WKH�problem. It is more likely that these small,


incremental gains are going to constitute the bulk of the effort by the state to improve education.

The only way to change this is by creating the momentum for education to become an irresistible and unstoppable force within the political discourse. In 2013 and 2014, education has competed with far too many grim and stark issues to have any chance of winning. The irony is that at the root of almost every major crisis and challenge in Pakistan is some manifestation of the broken, orphaned and dysfunctional education system in the country.

Last year we asserted that “there is no magic wand that will put every child in school and ensure that each one of them receives a quality education. It will happen one child at a time, one better teacher at a time, and one improved school at a time. The single place where these individual changes will aggregate is at the district.” Sadly, this assertion is all too true. There are as many out-of-school children today as there were last year, perhaps even more. And the quality of education being provided to children who are in school is, in the aggregate, atrocious. This will not be solved by lamentations, but by stern and unrepentant political action.

Once again, this year, the Alif Ailaan campaign has deliberately included all districts in the Federally Administered Tribal Areas, Gilgit-Baltistan, and Free or Azad Jammu and Kashmir. These areas all receive taxpayer funds and are therefore, to various degrees, within the domain RI�WKH�SROLWLFDO��DGPLQLVWUDWLYH�DQG�ÀVFDO�conversations in Pakistan.

The principal authors of the Alif Ailaan Pakistan District Education Rankings 2014 are Asif Saeed Memon of the Sustainable Development Policy Institute and Saman Naz of the Alif Ailaan campaign.

A core group of experts and scholars

was consulted on the methodology and process used to arrive at the rankings. Their input not only added value but also generated a number of changes and additions to the section of the report that details the limitations of the data and the methodology. Special thanks are due to them all, including Dr. Faisal Bari of the Institute of Development and Economic Alternatives, Baela Raza Jamil of Idara-e-Taleem-o-Aagahi, Abbas Rashid of the Society for the Advancement of Education, Dr. Salman Humayun of the Institute of Social and Policy Sciences, Dr. Muhammad Memon of The Aga Khan University Institute for Educational Development, Umbreen Arif of The World Bank, Mariam Chughtai of Harvard University and Sami Khan Sadozai.

These rankings are an instrument to stimulate a political conversation about HGXFDWLRQ��6LQFH�ODVW�\HDU·V�UDQNLQJV��ZH�have learned a great amount and tried to demonstrate this learning in the alternative methodology that is employed for the alternate rankings. We have also prepared an online presentation of the rankings that is interactive and allows users to steer quickly between and across districts to get a true picture of the sometimes astounding variation across districts, provinces and, sadly, even within provinces. As with last \HDU·V�UDQNLQJV��WKHUH�DUH�OLPLWDWLRQV�to the methodology and indeed the presentation of these rankings, and we therefore invite readers to write to us, engage with us, and inshaAllah, help make QH[W�\HDU·V�UDQNLQJV�EHWWHU�WKDQ�WKLV�\HDU·V��

Mosharraf ZaidiTeam Leader, Alif Ailaan


Introduction

The Alif Ailaan Pakistan District Education Rankings 2013, prepared in association with the 6XVWDLQDEOH�'HYHORSPHQW�3ROLF\�,QVWLWXWH��ZDV�WKH�ÀUVW�HYHU�DWWHPSW�WR�DVVHVV�WKH�RYHUDOO�standard of education in Pakistan by comparing the performance of different regions, taking into account both education outcomes and the availability of facilities.1 The 2014 edition of the District Education Rankings takes forward this work, using updated statistics to generate a snapshot of the state of education in every district of the country. The purpose of this H[HUFLVH�LV�

To produce a comprehensive measure of education standards in Pakistan, covering important policy areas such as access, quality, gender parity and infrastructure.

To use this measure as the basis for a comparison of different parts of the country to track their performance, and thereby to encourage healthy competition between districts and between provinces.

To create awareness about the importance of data and evidence in assessing the state of education, and to promote the use of data in the development of education policy.

To encourage more accurate and comprehensive data collection by government and non-government entities.

The rankings in this study are based on multiple indicators drawn from publicly available GDWD�JDWKHUHG�E\�WKH�$FDGHP\�IRU�(GXFDWLRQ�3ODQQLQJ�DQG�0DQDJHPHQW��$(3$0��,GDUD�H�7DOHHP�R�$DJDKL��,7$��DQG�WKH�3DNLVWDQ�%XUHDX�RI�6WDWLVWLFV��3%6��

For the 2014 edition, we approach the task in two ways. First, employing the same PHWKRGRORJ\�DV�WKH��HGLWLRQ��ZH�XSGDWH�ODVW�\HDU·V�UDQNLQJV�WDEOHV��XVLQJ�WKH�PRVW�recently released statistics on learning outcomes and the condition of schools. This allows XV�WR�WUDFN�WKH�SHUIRUPDQFH�RI�LQGLYLGXDO�GLVWULFWV�DQG�FKDUW�SURJUHVV��RU�WKH�ODFN�WKHUHRI��LQ�education standards over the period of one year.

Second, recognising that any method of calculating the performance of districts and provinces has limitations, we modify our methodology to generate an additional set of rankings. While our main rankings use data related to primary schooling, the alternate rankings exercise includes statistics from middle and secondary schools as well. This expands the scope of our study and improves our understanding of the state of education in Pakistan.

Mapping change since last year

The main rankings in this study are generated using data related to two types of education indicators at the primary school level. The Education Score is an index based on four sets RI�LQGLFDWRUV�WKDW�DVVHVV�HGXFDWLRQ�RXWFRPHV��DFFHVV��DWWDLQPHQW��DFKLHYHPHQW�DQG�JHQGHU�SDULW\��7KH�6FKRRO�,QIUDVWUXFWXUH�6FRUH�LV�DQ�LQGH[�EDVHG�RQ�ÀYH�LQGLFDWRUV�WKDW�FDSWXUH�WKH�TXDOLW\�RI�SK\VLFDO�LQIUDVWUXFWXUH�DQG�WKH�DYDLODELOLW\�RI�IDFLOLWLHV��HOHFWULFLW\��GULQNLQJ�ZDWHU��toilets, boundary walls and the satisfactory condition of school buildings.

1 Alif Ailaan Pakistan District Education Rankings 2013, available at ��KWWS��G�Q�D�SUR�YKP[�FORXGIURQW�QHW�WKHPHV��E��G��G��ED��DWWDFKPHQWV�RULJLQDO��$OLIB$LODDQB��3DNB'LVWB(GXFDWLRQB5DQNLQJB��B5HSRUW�SGI"��


Scope

As was the case with the 2013 edition of the District Education Rankings, our endeavour this year is to include data from every province, region and territory across the country. There are currently a total of 146 districts and agencies in Pakistan covering the provinces RI�%DORFKLVWDQ��.K\EHU�3DNKWXQNKZD��.3��3XQMDE�DQG�6LQGK��DV�ZHOO�DV�WKH�VSHFLDO�DUHDV�RI�$]DG�-DPPX�DQG�.DVKPLU��$-.��WKH�)HGHUDOO\�$GPLQLVWHUHG�7ULEDO�$UHDV��)$7$��*LOJLW�%DOWLVWDQ��*%��DQG�WKH�,VODPDEDG�&DSLWDO�7HUULWRU\��,&7��2

It should be noted at the outset that data are not available for all districts and agencies. In a few cases this is because data collection continues to be hampered by security concerns. In some provinces, meanwhile, new districts have been created recently for which data are not yet in the public domain.3

7KH�UDQNLQJV�WDNH�LQWR�DFFRXQW�DOO�LQGLFDWRUV�DYDLODEOH�IRU�WKH�PDMRULW\�RI�3DNLVWDQ·V�GLVWULFWV��The Education Score covers a total of 143 districts, while the School Infrastructure Score includes data on 145 districts. This marks an improvement from last year, when the (GXFDWLRQ�6FRUH�FRYHUHG��GLVWULFWV�DQG�WKH�6FKRRO�,QIUDVWUXFWXUH�6FRUH��UHIHUUHG�WR�DV�WKH�¶6FKRRO�6FRUH·�LQ�WKH��HGLWLRQ��WRRN�LQWR�DFFRXQW��GLVWULFWV�

$V�ZDV�WKH�FDVH�LQ�WKH�ÀUVW�HGLWLRQ�RI�WKH�'LVWULFW�(GXFDWLRQ�5DQNLQJV��WKLV�\HDU�WRR�ZH�IRFXV�on primary schooling, looking at enrolment, achievement at Class 5, survival until Class 5, JHQGHU�SDULW\�DQG�OLWHUDF\�DPRQJ�WKH�SRSXODWLRQ�RYHU�WKH�DJH�RI��WKH�DJH�ZKHQ�SULPDU\�VFKRROLQJ�HQGV��

Data sources

6WDWLVWLFV�XVHG�WR�GHYHORS�WKH�UDQNLQJV�FRPH�IURP�WKUHH�QDWLRQDO�GDWDVHWV��WKH�$QQXDO�6WDWXV�RI�(GXFDWLRQ�5HSRUW��$6(5��WKH�1DWLRQDO�(GXFDWLRQ�0DQDJHPHQW�,QIRUPDWLRQ�6\VWHP��1(0,6��DQG�WKH�3DNLVWDQ�6RFLDO�DQG�/LYLQJ�6WDQGDUGV�0HDVXUHPHQW�6XUYH\��36/0��Where updated information for a particular district is not available from a particular source, ZH�XVH�WKH�PRVW�UHFHQW�YHUVLRQ�RI�WKDW�GDWD�VHW��VHH�7DEOH��

Both ASER and PSLM are household surveys, gathering data related to all parts of the HGXFDWLRQ�V\VWHP��SXEOLF��SULYDWH��QRQ�SURÀW�DQG�PDGUDVVDV��0HDQZKLOH�WKH�1(0,6�GDWDVHW�collects information only on public schools.

2 The creation in May 2013 of two new districts in Balochistan, Lehri and Sohbatpur, will take this number to 148 next year.3 Limited data is available for the Tribal Agencies of North Waziristan and South Waziristan in FATA. Similarly, Sujawal is a new district that was carved out of Thatta in October 2013, for which no data is currently available. ��SDUWLFXODU�GLVWULFW�LV�QRW�DYDLODEOH�IURP�D�SDUWLFXODU�VRXUFH��ZH�XVH�WKH�PRVW�UHFHQW�YHUVLRQ�RI�WKDW�GDWD�VHW��VHH�7DEOH��


Education ScoreThe methodological basis for the rankings is drawn from the United Nations Educational, 6FLHQWLÀF�DQG�&XOWXUDO�2UJDQL]DWLRQ��81(6&2��(GXFDWLRQ�)RU�$OO�'HYHORSPHQW�,QGH[��(',��which includes indicators for access, attainment, literacy and gender parity.4 The Education Score in the District Education Rankings is a version of this index. It is a composite score based on four sets of indicators related to access, attainment, achievement and gender EDODQFH��VHH�7DEOH��7KH�PHWKRG�XVHG�WR�FDOFXODWH�WKH�(GXFDWLRQ�6FRUH�LV�GLVFXVVHG�below.

Access

Access to primary schooling at the district level is captured by the gross enrolment rate �*(5��DPRQJ�FKLOGUHQ�EHWZHHQ�WKH�DJHV�RI��DQG��ZKLFK�LV�WKH�DJH�RI�SULPDU\�VFKRROLQJ�in Pakistan. The GER is calculated as the total number of students enrolled in primary school, divided by the total number of children aged 6-10 years. The GER for this age group LV�WDNHQ�IURP�WKH�36/0�UHSRUW�RI��:KHUH�GLVWULFW�ÀJXUHV�DUH�DYDLODEOH�LQ�WKH�36/0��as in the case of AJK, FATA and GB, the GER is taken from ASER 2013.

6LQFH�WKH�*(5�FDQ�EH�JUHDWHU�WKDQ��WKH�ÀJXUHV�DUH�DGMXVWHG�E\�GLYLGLQJ�HDFK�GDWD�SRLQW�E\�WKH�ODUJHVW�GDWD�SRLQW�LQ�WKH�VHULHV��LQ�WKLV�FDVH��WKH�GLVWULFW�RI�6LDONRW�ZLWK�D�*(5�RI��This operation gives Sialkot an enrolment score of 100. The GER of every other district can WKHQ�EH�VKRZQ�DV�D�UDWLR�RI�6LDONRW·V�*(5�5

,W�LV�LPSRUWDQW�WR�QRWH�WKDW�WKH�QHW�HQUROPHQW�UDWH��1(5��LV�WKH�PRUH�FRPPRQO\�XVHG�LQGLFDWRU�for access to education. To calculate the NER, the number of children of school-going age who are enrolled in school is divided by the total number of children in that age bracket. But PSLM provides the NER only for districts located in the four provinces, and not for AJK, FATA or GB. Since the ASER dataset includes the GER for these areas, GER is used throughout for the sake consistency.

Attainment

$WWDLQPHQW�LQ�HGXFDWLRQ�LV�JDXJHG�E\�VWDWLVWLFV�WKDW�FDSWXUH�WKH�FRQWLQXDWLRQ�RI�D�FKLOG·V�schooling. Indicators for attainment include the completion of primary schooling, continuation to the next level of education, years of schooling completed and survival rates.

4 UNESCO 2012, Education for All Global Monitoring Report, available at��KWWS��ZZZ�XQHVFR�RUJ�QHZ�ÀOHDGPLQ�08/7,0(',$�+4�('�SGI�JPU��UHSRUW�HGL�SGI�5 The reason for this is simply arithmetic neatness. It is desirable when showing scores and indices for comparison that they ��KDYH�DQ�HDV\�WR�XQGHUVWDQG�DQG�UHFRJQLVDEOH�PD[LPXP��LQ�RXU�FDVH��


For the purpose of our analysis, we have chosen survival rates up to Class 5, as reported in NEMIS 2012-2013. This is calculated as the proportion of children enrolled in Class 1 who are expected to arrive in Class 5. Due to seeming anomalies in survival rate data from NEMIS, we use a two-year rolling average to calculate the attainment score for the current year. It is worth noting that the NEMIS dataset covers only government schools.

Achievement

To calculate the achievement score, four data points from ASER and PSLM are combined. 7KH�ÀUVW��GLVWULFW�OLWHUDF\�UDWHV�IRU�WKH�SRSXODWLRQ�DJHG�RYHU��\HDUV��LV�WDNHQ�IURP�WKH�36/0��This captures the proportion of the population over the age of 10 that can perform a basic UHDGLQJ�H[HUFLVH��UHDG�D�VHQWHQFH��LQ�DQ\�ODQJXDJH��(QJOLVK��8UGX�RU�D�UHJLRQDO�ODQJXDJH��It is acknowledged that this indicator is not ideally suited to our purposes since the category RI�¶RYHU��\HDUV�ROG·�LQFOXGHV�DOO�VDPSOHG�UHVSRQGHQWV�UHJDUGOHVV�RI�KRZ�UHPRYHG�WKH\�DUH�from primary schooling, whereas our focus is on primary schooling.6 Nevertheless the PSLM literacy rate has been calculated and presented in data for many years and is likely to be a reliable data point.

The next three components of the achievement score are taken from ASER and include GDWD�RQ�DFKLHYHPHQW�LQ�8UGX��DELOLW\�WR�UHDG�D�VWRU\��(QJOLVK��DELOLW\�WR�UHDG�D�VHQWHQFH��DQG�PDWKHPDWLFV��DELOLW\�WR�GLYLGH�D��GLJLW�QXPEHU�E\�D��GLJLW�QXPEHU��$6(5�UHSRUWV�achievement as the percentage of children surveyed who are capable of performing these tasks satisfactorily.

The achievement score for each district is calculated by taking the arithmetic average of the IROORZLQJ�YDULDEOHV��GLVWULFW�OLWHUDF\�UDWH�IRU�RYHU��\HDU�ROGV��GLVWULFW�DYHUDJH�RI�WKRVH�DEOH�to read Urdu or a regional language, English reading ability and mathematics ability.

Gender parity

The gender parity score is the arithmetic mean of gender ratios at enrolment and for continuation up to Class 5. The purpose of calculating gender parity is to ensure that efforts to increase enrolment focus equally on both girls and boys.

Raw data for the number of girls and boys enrolled in primary school are taken from NEMIS. )RU�VXUYLYDO��JHQGHU�SDULW\�ÀJXUHV�DUH�DOVR�IURP�1(0,6�

7ZR�JHQGHU�UDWLRV�DUH�FDOFXODWHG��IRU�HQUROPHQW�DQG�VXUYLYDO��E\�GLYLGLQJ�WKH�QXPEHU�RI�JLUOV�E\�WKH�QXPEHU�RI�ER\V��7KHUH�DUH�VRPH�LQVWDQFHV�ZKHUH�WKH�UDWLR�LV�JUHDWHU�WKDQ��PRUH�JLUOV�WKDQ�ER\V��,Q�VXFK�FDVHV�ZH�XVH�DQ�LQYHUVH�RI�WKH�JHQGHU�UDWLR�LQ�RUGHU�WR�NHHS�WKH�gender ratio between 0 and 100. The mean of the two gender ratios is multiplied by 100 to GHULYH�WKH�JHQGHU�SDULW\�VFRUH��*36��$�*36�RI��PHDQV�WKDW�DQ�HTXDO�QXPEHU�RI�JLUOV�and boys are enrolled in primary school and an equal number of girls and boys continue their education up to Class 5.

Calculating the education score

To calculate the Education Score, the arithmetic average of enrolment, achievement, DWWDLQPHQW��VXUYLYDO��DQG�JHQGHU�SDULW\�VFRUHV�LV�XVHG��JLYLQJ�HTXDO�ZHLJKW�WR�HDFK�LQGLFDWRU��This methodology is based on the assumption that each constituent variable—access, attainment, achievement and gender parity—is equally important when it comes to educating DOO�RI�3DNLVWDQ·V�FKLOGUHQ�

6 For example, a 75-year-old respondent is likely to have attended primary school in the 1940s and as such her level of literacy is not the product of the current education system.


The 2014 Education Score for all provinces and territories is shown in Table 3. It is interesting to note that three regions have exchanged places in the rankings since last \HDU��3XQMDE�KDV�RYHUWDNHQ�$-.��DQG�LV�QRZ�LQ�ÀUVW�SODFH��0HDQZKLOH�.3�DQG�6LQGK�KDYH�exchanged places in the rankings, as have Balochistan and FATA. However, no province or WHUULWRU\�KDV�PDGH�FRQVLGHUDEOH�JDLQV�RU�VLJQLÀFDQWO\�GURSSHG�LQ�WKH�UDQNLQJV�VLQFH�ODVW�\HDU��

In examining the change in education scores from the previous year, some interesting trends HPHUJH��VHH�)LJXUH��7KH�JUHDWHVW�SURJUHVV�LV�VHHQ�LQ�%DORFKLVWDQ��6LQGK�DQG�3XQMDE��with broad improvement in enrolment, achievement and survival to Class 5. Each of these provinces has moved up one place in the provincial rankings even though Balochistan has seen a slight decline in gender parity.

Figure 1: Change (in percentage points) in Education Score from 2013

AJK, FATA and KP are three areas where the overall status of education has declined since ODVW�\HDU��7KH�GHFOLQH�LV�PLQRU��OHVV�WKDQ��SHUFHQWDJH�SRLQWV��DQG�FDQ�EH�DWWULEXWHG�WR�ORZHU�DFKLHYHPHQW�VFRUHV�DQG�VXUYLYDO�UDWHV��VHH�7DEOH��

11.40

5.23

-0.20 -1.13-0.44

AJK Balochistan FATA GB KP Punjab Sindh

10.4211.32


2I�WKH�WRS�ÀYH�GLVWULFWV�LQ��RQO\�WKUHH�UHPDLQ�LQ�WKH�WRS��WKLV�\HDU��&KDNZDO��,VODPDEDG�DQG�Rawalpindi. Islamabad was ranked 2nd last year and drops to 4th position this year, while Poonch, the surprise success story from last year, drops 8 places from 1st to 9th position. Chakwal rises in the rankings to take the top position from Poonch, while Rawalpindi ranks 2nd.

At the bottom of the rankings there has been relatively less upheaval. A large part of the bottom third of the rankings is occupied by districts from Balochistan and FATA along with a few districts from Sindh and KP. Rajanpur is the lowest-ranking Punjab district, placed at 97.

Most of the top 20 districts are located in AJK, GB and Punjab, with Gwadar and Islamabad being QRWDEOH�H[FHSWLRQV��0DODNDQG��UDQNHG��.DUDFKL��DQG�%DMDXU�$JHQF\��DUH�WKH�WRS�performing districts in KP, Sindh and FATA, respectively.

In the case of Sindh, only one district, Karachi, appears in the top 50, with Hyderabad ranked 53. In 2013 no district from the province appeared in the top 50.

6RPH�WUHQGV�DSSHDU�WR�KDYH�FU\VWDOOLVHG�RYHU�WKH�FRXUVH�RI�RQH�\HDU��

Punjab, especially the northern part of the province, seems to dominate the education landscape. While districts from AJK and GB have fallen out of the top 10, these two territories along with Punjab nevertheless take higher bottom-ranking positions than the rest of the country. Nationally, Punjab, AJK and GB rank 1st, 2nd and 3rd, respectively, in terms of education outcomes, each scoring above the national average of 69.7.

'LVWULFWV�LQ�%DORFKLVWDQ�DQG�)$7$·V�7ULEDO�$JHQFLHV�DSSHDU�OHVV�IUHTXHQWO\�LQ�WKH�WRS�WKLUG� of the rankings. Most districts and agencies in these areas languish in the bottom 50.

Sindh and KP take up the mid-table positions of 4th and 5th place, respectively. While the situation in some districts of Sindh has improved, even the best-performing KP ��GLVWULFWV��LQ�WKH�+D]DUD�EHOW�DQG�WKH�QRUWKHUQ�SDUW�RI�WKH�SURYLQFH��KDYH�IDOOHQ�LQ�WKH� rankings. This is largely due to lower achievement scores and lower gender parity scores.

Anomalies

7KH�(GXFDWLRQ�6FRUHV�IRU�GLVWULFWV�DFURVV�WKH�FRXQWU\�VKRZ�VLJQLÀFDQW�YDULDWLRQV�IURP�ODVW�year. 7KH�PRVW�GUDPDWLF�LPSURYHPHQW�LV�VHHQ�LQ�WKH�FDVH�RI�+DWWLDQ��$-.��ZKLFK�ULVHV�IURP��WK�SODFH�LQ��WR��LQ��3DUW�RI�WKH�UHDVRQ�IRU�+DWWLDQ·V�LPSURYHG�SRVLWLRQ�LQ�WKH�UDQNLQJV�LV�KHDUWHQLQJ��PRUH�GDWD�KDV�EHFRPH�DYDLODEOH��:KLOH�ZH�GLG�QRW�KDYH�DFFHVV�WR�VXUYLYDO�UDWHV�IRU�the district last year, NEMIS included this data set in 2013, allowing us to incorporate this data in the 2014 edition of the rankings. At the same time, however, the achievement score for the district LQFUHDVHG�E\�DSSUR[LPDWHO\��SHUFHQWDJH�SRLQWV��D�VLJQLÀFDQW�ULVH�WKDW�VXJJHVWV�WKHUH�PD\�EH�issues with data collection and consistency.

2WKHU�GLVWULFWV�WKDW�ULVH�VLJQLÀFDQWO\�LQ�WKH�UDQNLQJV�DUH�.KDUDQ�DQG�*ZDGDU��%DORFKLVWDQ��which rose 54 and 49 ranking positions, respectively. Gwadar has seen improvement in all indicators but it appears that there has been a major shift towards gender parity.

7KH�PRVW�GUDPDWLF�GHFOLQH�LV�VHHQ�LQ�WKH�FDVH�RI�8SSHU�'LU��.3��ZKLFK�IHOO��SODFHV�IURP�25 to 100. This is less likely to be the result of data collection issues for any one indicator, since lower scores are consistent across the board, with enrolment, achievement, attainment and gender SDULW\�DOO�GHFOLQLQJ��$V�VXFK��LV�DSSHDUV�WKDW�8SSHU�'LU·V�ORZHU�SRVLWLRQ�LQ�WKH��UDQNLQJV�represents deteriorating education standards rather than anomalies in the data.

2WKHU�QRWDEOH�FDVHV�RI�D�GUDPDWLF�IDOO�LQ�WKH�UDQNLQJV�DUH�WKH�GLVWULFWV�RI�+DUQDL��%DORFKLVWDQ��DQG�6ZDW��.3��6ZDW�KDV�VHHQ�D�VLJQLÀFDQW�GHFOLQH�LQ�DFKLHYHPHQW�DQG�JHQGHU�SDULW\�compared to last year, causing it to drop out of the top 30, coming in at 77 in 2014.


An Education Score based on middle school dataThis year we attempt to broaden the scope of our inquiry, shifting our focus from primary schools to look at data for middle schools as well. For this exercise, we devised an alternate UDQNLQJ�WKDW�XVHV�WKH�IROORZLQJ�LQGLFDWRUV��*(5��DFKLHYHPHQW�VFRUHV�LQ�(QJOLVK��8UGX�DQG�PDWKHPDWLFV��JHQGHU�SDULW\�IRU�HQUROPHQW�LQ�PLGGOH�VFKRRO��DQG�WUDQVLWLRQ�UDWHV�IURP�PLGGOH�VFKRRO�WR�VHFRQGDU\�VFKRRO��GDWD�IRU�FRQWLQXDWLRQ�XS�WR�&ODVV��WKH�ODVW�FODVV�LQ�PLGGOH�VFKRRO��DUH�QRW�DYDLODEOH��

It is important to note three differences in our methodology. First, we use transition rates IURP�PLGGOH�WR�VHFRQGDU\�VFKRRO��WKH�SHUFHQWDJH�RI�FKLOGUHQ�ZKR�FRPSOHWH�PLGGOH�VFKRRO�DQG�JR�RQ�WR�VHFRQGDU\�VFKRRO��LQVWHDG�RI�VXUYLYDO�UDWHV��1(0,6��IURP�ZKLFK�ERWK�GDWD�points are extracted, only provides survival rates up to Class 5. For higher levels of attainment, transition rates are provided.

Second, and as a consequence, when calculating the GPS, where previously the gender ratio at enrolment and the gender ratio for survival were used, for the middle school rankings we use the gender score of transition instead of survival.

Finally, in calculating the achievement score in our main rankings we balance achievement scores from ASER data with the literacy rate of over-10-year-olds from PSLM. For middle VFKRRO�JUDGXDWHV��DJHG��WKHUH�LV�QR�HTXLYDOHQW�PHDVXUH�RI�OLWHUDF\��)RU�WKLV�UHDVRQ��WKH�middle school rankings include only ASER achievement scores.

The results of this exercise are shown in Table 5 below, and generate dramatically different results compared to the primary school rankings.


Trends that emerge from the middle school rankings are as follows:

From the outset it appears that Punjab no longer dominates the rankings. The highest-ranking district from Punjab is Lahore, which comes in at 16.

The top 10 districts are all located in AJK or GB, largely owing to high enrolment and achievement scores in these areas. Skardu, Hunza-Nagar and Gilgit are the top 3 middle school districts in the country.

Islamabad, which consistently ranks high when it comes to primary school indicators, drops out of the top 10 in the middle school rankings, coming in at 12.

No one area dominates any portion of the rankings, with the provinces and territories of Pakistan distributed more widely across the top, middle and bottom tiers.


7We have used NEMIS 2012-13 for all infrastructure indicators except building condition, for which NEMIS 2011-12 is used.

Figure 2: Change in School Score from 2013

1.72

5.35

1.29

-2.11

2.240.24

AJK Balochistan FATA GB KP Punjab

Sindh

-23.65

School Infrastructure Score7KH�6FKRRO�,QIUDVWUXFWXUH�6FRUH�LV�FDOFXODWHG�XVLQJ�ÀYH�LQGLFDWRUV�WKDW�UHÁHFW�WKH�FRQGLWLRQ�of LQIUDVWUXFWXUH�DQG�WKH�DYDLODELOLW\�RI�IDFLOLWLHV��HOHFWULFLW\��GULQNLQJ�ZDWHU��WRLOHWV��ERXQGDU\�ZDOOV�and the satisfactory condition of school buildings. For this score, NEMIS data are used.7 The number of primary schools that meet the requisite conditions in each district is divided by the total number of primary schools in that district. This provides a numerical value for HDFK�LQGLFDWRU��7KH�VFKRRO�VFRUH�LV�WKH�DYHUDJH�RI�WKHVH�ÀYH�QXPEHUV��2QFH�DJDLQ��HDFK�indicator is weighted equally.

The provincial school rankings for 2014 show less variations than the education rankings. The clear outlier in the school rankings is Punjab, beating KP to second place by D�VLJQLÀFDQW�PDUJLQ��2QO\�.3�DQG�3XQMDE�VFRUHG�KLJKHU�WKDQ�WKH�QDWLRQDO�DYHUDJH��$ODUPLQJO\��6LQGK�KDV�VHHQ�D�VLJQLÀFDQW�GHFOLQH�LQ�WHUPV�RI�WKH�DYDLODELOLW\�RI�LQIUDVWUXFWXUH��falling more than 20 places in the rankings with poorer performance across the board. This year, AJK, Balochistan, FATA and GB continue to fare poorly in terms of infrastructure.


Unlike the Education Score, there are fewer variations in the school infrastructure rankings FRPSDUHG�WR�ODVW�\HDU��6RPH�LPSRUWDQW�WUHQGV�DUH�DV�IROORZV��

Once again, districts from Punjab and KP dominate the infrastructure rankings.

7KLV�\HDU��KRZHYHU��WKH�ÀUVW�GLVWULFW�IURP�DQRWKHU�SURYLQFH�RU�WHUULWRU\�LV�1RUWK�:D]LULVWDQ��)$7$��ZKLFK�FRPHV�LQ�DW��ULVLQJ��SODFHV�IURP�ODVW�\HDU��

Districts from AJK, Balochistan and GB appear at the bottom of the table, as they did last year.

The two striking trends that have emerged from the school infrastructure rankings are the rapid decline of school infrastructure and facilities in Sindh, and the improved availability of infrastructure and facilities in GB.


A School Infrastructure Score based on middle and secondary school dataIn the case of school infrastructure and facilities as well, this year we develop an alternate methodology that uses data from middle and secondary schools. Since NEMIS aggregates school infrastructure data for middle and secondary schools, we were required to use aggregated middle and secondary school data for this exercise. The results, using data from 2012-2013, are shown in Table 8 below.


At the top of the rankings, the results for school infrastructure are dominated by two provinces, Punjab and KP. It is clear that these provinces invest heavily in infrastructure and facilities for middle and secondary schools.

Islamabad and Gilgit are the only areas outside Punjab and KP to appear in the top 50.

+\GHUDEDG��0LUSXU��+DUQDL��DQG��1RUWK�:D]LULVWDQ��DUH�WKH�KLJKHVW�ranked districts and territories from Sindh, AJK, Balochistan and FATA, respectively.

,QWHUHVWLQJO\��WKHUH�LV�QR�SDUWLFXODU�SURYLQFH�RU�UHJLRQ�WKDW�LV�FRQÀQHG�WR�WKH�ERWWRP�RI�WKH�rankings. AJK and GB have a more balanced presence in these rankings.

2QH�WKLQJ�LV�FOHDU�IURP�WKHVH�UDQNLQJV��DFURVV�WKH�ERDUG��PRVW�UHJLRQV�DQG�WHUULWRULHV�invest more on infrastructure and facilities in middle and secondary schools, compared to the primary level.


LimitationsConducting any ranking exercise is fraught with challenges. The three data sources used to compile the rankings are released relatively regularly but the indicators used and methods employed to collect data have changed subtly from year to year. As such, there are a QXPEHU�RI�OLPLWDWLRQV�WKDW�QHHG�WR�EH�QRWHG��

Perhaps the greatest limitation of the rankings is the availability and quality of data.

PSLM covers districts located in the four provinces, ignoring AJK, FATA and GB. In addition, PSLM only provides district-wise disaggregated numbers every alternate year.

While PSLM and ASER are household surveys, the NEMIS census of schools only considers government schools. This means that some of the data is not representative of the entire schools system, which includes private schools and madrassas.

Certain indicators, such as survival rates from NEMIS and achievement scores from $6(5��VKRZ�VLJQLÀFDQW�\HDU�RQ�\HDU�YDULDWLRQV��7KLV�KDV�FDXVHG�VRPH�GLVWULFWV�WR�drastically move up or down the rankings. To some extent, the use of a rolling average �IRU�VXUYLYDO�UDWHV��IRU�H[DPSOH��WR�FRXQWHU�HUUDWLF�FKDQJHV�KDV�UHGXFHG�WKH�DPRXQW�RI�variation. However, consistency and uniformity in sampling and data collection could help improve data quality.

Third-party validation of data is not common in Pakistan. This may be a relevant tool to help improve data quality in the future.

By using aggregate numbers at the district level, intra-district variation is not captured. $V�D�UHVXOW��VLJQLÀFDQW�YDULDWLRQV�LQ�HGXFDWLRQ�VWDQGDUGV�LQ�ODUJH��FRVPRSROLWDQ��KLJKO\�urbanised districts such as Karachi, Lahore and Peshawar are ignored.

Using the literacy rate as one of our indicators means that our rankings take into account the reading abilities of individuals who have been out of the formal schooling system for many years as well as those who have never been to school. Since this component of the achievement score covers a segment of the population that may not be in direct contact with the education system, assessing the performance of the current system based on their literacy levels may skew results to some extent.

$OWKRXJK�WKH�1(5�LV�PRUH�ZLGHO\�XVHG�DV�D�PHDVXUH�RI�DFFHVV��WKLV�ÀJXUH�LV�QRW�DYDLODEOH�for all districts in the country. As a result, our rankings use the GER for the sake of consistency. At the same time it should be noted that the large number of out-of-school FKLOGUHQ�LQ�3DNLVWDQ�PHDQV�WKDW�WKH�*(5�LV�PRUH�WKDQ�XVXDOO\�UHOHYDQW�LQ�3DNLVWDQ·V�FDVH��as older children in classrooms are quite common.

The gender parity score does not take into account the gender ratio of the underlying SRSXODWLRQ��7KLV�PHDQV�WKDW�ZH�DVVXPH�D�UDWLR�RI��LV�LGHDO�HYHQ�WKRXJK�WKH�RYHUDOO�population may have a slightly higher number of boys.

Statistics used to develop the rankings are based on datasets from multiple years ��DQG��7KLV�PHDQV�WKDW�FHUWDLQ�XQGHUO\LQJ�WUHQGV�DUH�QRW�IXOO\�FDSWXUHG�as some data will not be up to date.

For some districts, ASER data only records achievement scores from rural households. In other cases, sample size variations between urban and rural areas are not documented.

Taking into account the availability of electricity to develop the School Infrastructure Score means that the results are inherently biased in favour of urban districts, since rural VFKRROV�DUH�OHVV�OLNHO\�WR�KDYH�HOHFWULFLW\�FRQQHFWLRQV��$Q�H[DPSOH�RI�WKLV�LV�7RU�*KDU��.3��where almost no schools have electricity connections.


6LQFH�$6(5��1(0,6�DQG�36/0�XVH�GLIIHUHQW��DOEHLW�VLPLODU��VDPSOLQJ�PHWKRGRORJLHV��there is a risk in aggregating and combining statistics from three separate datasets.

In the case of the School Infrastructure Score, we use school infrastructure to measure VFKRRO�TXDOLW\��,GHDOO\�ZH�ZRXOG�KDYH�OLNHG�WR�LQFRUSRUDWH�WHDFKHU�TXDOLW\�LQGLFDWRUV��IRU�H[DPSOH��WHDFKHU�TXDOLÀFDWLRQV��DQG�VFKRRO�TXDOLW\�LQGLFDWRUV��VXFK�DV�H[SHQGLWXUH�SHU�SXSLO��EXW�WKHVH�GDWDVHWV�DUH�QRW�UHDGLO\�DYDLODEOH�LQ�WKH�SXEOLF�VSKHUH�


ConclusionsWith the Alif Ailaan Pakistan District Education Rankings 2014 we continue the work begun last year to assess and compare the quality of education across Pakistan, taking into account a range of key education indicators.

)RU�WKLV�SXUSRVH�ZH�FROODWHG�GDWD�IURP�WKUHH�SXEOLFO\�DYDLODEOH�VRXUFHV��D�JRYHUQPHQW�conducted household survey, a government-conducted census of public schools and a household survey carried out by a non-governmental organisation. Perhaps the most important quality of these datasets is that they are iterative exercises. ASER, NEMIS and 36/0�ÀJXUHV�DUH�UHOHDVHG�DQQXDOO\��DOORZLQJ�XV�WR�DFFHVV�XSGDWHG�VWDWLVWLFV�RQ�SHUIRUPDQFH�each year. Our rankings are an attempt to combine and use this data in a unique way.

0RYLQJ�EH\RQG�ODVW�\HDU·V�UDQNLQJ�PHWKRGRORJ\��WKLV�\HDU�ZH�DOVR�LQFOXGH�PLGGOH�DQG�secondary schools in a parallel rankings scheme in order to assess differences in performance between levels of education.

2QH�LQWHUHVWLQJ�WUHQG�WKDW�HPHUJHG�IROORZLQJ�RXU�ÀUVW�UDQNLQJV�H[HUFLVH�ZDV�WKDW�HGXFDWLRQ�scores and infrastructure scores are not strongly linked. This year, we found the link between school infrastructure and educational outcomes to be even weaker.8 The message from this is that simply investing in infrastructure is not enough.

Punjab, which dominates the primary school rankings even more comprehensively this year, FDQ�SRLQW�WR�LWV�LPSURYHG�HGXFDWLRQDO�RXWFRPHV��LWV�HGXFDWLRQ�VFRUH�VKRZV�DQ�LQFUHDVH�RI��SHUFHQWDJH�SRLQWV��DV�D�YLQGLFDWLRQ�RI�SROLF\�LQLWLDWLYHV�LQWURGXFHG�UHFHQWO\��+RZHYHU��the massive drop in performance from primary to middle school suggests the province currently focuses on the former, at the expense of higher levels of schooling.

While Punjab continues to dominate both the education and school rankings at the primary level, districts in AJK and GB, despite poor school facilities, continue to appear in the top half of the rankings.

AJK districts dominate at the middle school level as well, and their overall performance LV�JRRG�GHVSLWH�SRRU�LQIUDVWUXFWXUH��FKDOOHQJLQJ�JHRSROLWLFV�DQG�GLIÀFXOW�HFRQRPLF�FLUFXPVWDQFHV��7KLV�VXJJHVWV�WKHUH�PD\�EH�RWKHU�XQPHDVXUHG�IDFWRUV��FXOWXUDO�LQÁXHQFH��SHHU�HIIHFWV��UROH�PRGHOV��WKDW�SOD\�DQ�LPSRUWDQW�SDUW�LQ�GHWHUPLQLQJ�HGXFDWLRQ�RXWFRPHV��The same can be said for GB, where school infrastructure, albeit improved from last year, continues to be of poor quality while educational outcomes remain relatively high.

Balochistan and FATA fare the poorest among all the provinces and territories in Pakistan, ranking last in educational outcomes and performing poorly on school infrastructure. However, LW�LV�LPSRUWDQW�WR�QRWH�WKDW�%DORFKLVWDQ·V�(GXFDWLRQ�6FRUH�VDZ�WKH�KLJKHVW�MXPS��SHUFHQWDJH�SRLQWV��VLQFH�ODVW�\HDU��DOWKRXJK�WKLV�LV�SUREDEO\�GXH�WR�D�ORZ�EDVHOLQH�LQ��

KP demonstrates the most worrying trend when it comes to educational outcomes, where it falls below the national average despite a high School Infrastructure Score. With the H[FHSWLRQ�RI�1RZVKHUD�DQG�7RU�*KDU��D�QHZ�GLVWULFW��HYHU\�GLVWULFW�LQ�.3�VDZ�LWV�HGXFDWLRQ�rankings position drop in 2014. This represents a major challenge for the province which has recently emphasised its commitment to education reform.

Meanwhile Sindh appears to have improved its showing in some respects. While the province continues to see no district in the top 40 and only one in the top 50, the poorest performing districts in Sindh last year seem to have improved their position, increasing the overall performance of the province by 11.32 percentage points. Alarmingly for Sindh, school infrastructure quality has dropped dramatically, witnessing a decline of 23.65 percentage points. This may have an impact on future educational outcomes of the province.


Overall, the national education score has seen an increase of 2.30 percentage points �IURP��WR��7KLV�UHSUHVHQWV�D�UHDVRQDEOH�\HDU�RQ�\HDU�LPSURYHPHQW��+RZHYHU��3DNLVWDQ·V�RYHUDOO�SHUIRUPDQFH�LV�SRRU�DQG�WKH�FKDOOHQJH�IRU�SROLF\�PDNHUV�LV�WR�VSHHG�XS�the transformation of the education landscape.

Finally, it is important to note that we continue to use publicly available data for our analysis of the state of education in Pakistan. This exercise can produce more accurate and nuanced results if the process of data collection becomes more transparent and ensures full national FRYHUDJH��LQFOXGLQJ�WKH�WHUULWRULHV�DQG�UHJLRQV�RI�3DNLVWDQ��DQG�LI�WKH�UHVXOWV�DUH�VKDUHG�LQ�greater detail and more regularly.

We hope that our endeavour in producing the Alif Ailaan Pakistan District Education Rankings 2014 will encourage greater use of these national datasets and generate feedback for their improvement.

8�7KH�&RHIÀFLHQW�RI�&RUUHODWLRQ��D�PHDVXUH�RI�KRZ�VWDWLVWLFDOO\�UHODWHG�WZR�YDULDEOHV�DUH��EHWZHHQ�WKH�HGXFDWLRQ�DQG�VFKRRO�VFRUHV�ZDV��LQ��D�VLJQLÀFDQW�EXW�QRW�VWURQJ�UHODWLRQVKLS��7KLV�VXJJHVWV�D�ZHDN�SRVLWLYH�UHODWLRQVKLS�EHWZHHQ�WKH�WZR�YDULDEOHV��)RU�WKLV�\HDU·V�UDQNLQJV��WKH�FRUUHODWLRQ�LV��D�ZHDNHU�UHODWLRQVKLS�


DISTRICT PROFILESOrdered alphabetically by district

ALIF AILAAN EDUCATION RANKINGS 2014: DISTRICT PROFILE

BAGH, AZAD JAMMU & KASHMIR

Education score 72.64 National ranking 22/146 Provincial ranking 4/10

Enrolment score 79.76 Attainment score 40.76

Achievement score 75.47 Gender parity score 94.56

Number of girls’ primary schools - Number of female teachers 340

Number of boys’ primary schools - Number of male teachers 420

Proportion of class 5 students who can read a story in Urdu (text of class 2) 84%

Proportion of class 5 students who can read a sentence in English (text of class 2) 71%

Proportion of class 5 students who can do class 3 level two digit division 72%

Net enrolment rate, primary school - girls

- Net enrolment rate,

middle school - girls -

Net enrolment rate,

primary school - boys -

Net enrolment rate, middle school - boys

-

Net enrolment rate,

high school - girls -

Primary school survival rate - girls

69%

Net enrolment rate, high school - boys

- Primary school

survival rate - boys 65%

School score 24.93 National ranking 122/146 Provincial ranking 4/10

Proportion of schools with available facilities:

Electricity 11% Water 31%

Toilet 37% Boundary wall 16%

Primary schools with single

teacher 8%

Primary schools with single classroom

3%

Proportion of schools where building condition is satisfactory 30%

Pupil teacher ratio in primary schools 23:1

Teacher school ratio in primary schools 2:1

Classroom school ratio in primary schools 1:1

alifailaan.pk

AlifAilaan


BHIMBER, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



64%


- Primary school







teacher 10%


42%





alifailaan.pk

AlifAilaan


HATTIAN, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



55%


- Primary school







teacher 3%


0%





alifailaan.pk

AlifAilaan


HAVELI, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



56%


- Primary school







teacher 18%


3%





alifailaan.pk

AlifAilaan


KOTLI, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



65%


- Primary school







teacher 4%


37%





alifailaan.pk

AlifAilaan


MIRPUR, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



66%


- Primary school







teacher 10%


24%





alifailaan.pk

AlifAilaan


MUZAFFARABAD, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



53%


- Primary school







teacher 3%


2%





alifailaan.pk

AlifAilaan


NEELUM, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



57%


- Primary school







teacher 4%


25%





alifailaan.pk

AlifAilaan


POONCH, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



69%


- Primary school







teacher 4%


8%





alifailaan.pk

AlifAilaan


SUDHNUTTI, AZAD JAMMU & KASHMIR












Net enrolment rate,



-

Net enrolment rate,



81%


- Primary school







teacher 2%


31%





alifailaan.pk

AlifAilaan


AWARAN, BALOCHISTAN




Number of girls’ primary schools 48 Number of female teachers 75

Number of boys’ primary schools 158 Number of male teachers 212

Proportion of class 5 students who can read a story in Urdu (text of class 2) -

Proportion of class 5 students who can read a sentence in English (text of class 2) -

Proportion of class 5 students who can do class 3 level two digit division -


25% Net enrolment rate,

middle school - girls 8%

Net enrolment rate,

primary school - boys 55%


17%

Net enrolment rate,

high school - girls 5%


48%


9% Primary school







teacher 62%


27%





alifailaan.pk

AlifAilaan


BARKHAN, BALOCHISTAN












Net enrolment rate,



15%

Net enrolment rate,



15%


3% Primary school







teacher 89%


81%





alifailaan.pk

AlifAilaan


CHAGHI, BALOCHISTAN












Net enrolment rate,



15%

Net enrolment rate,



61%


4% Primary school







teacher 52%


18%





alifailaan.pk

AlifAilaan


DERA BUGTI, BALOCHISTAN












Net enrolment rate,



1%

Net enrolment rate,



1%


1% Primary school







teacher 13%


38%





alifailaan.pk

AlifAilaan


GWADAR, BALOCHISTAN












Net enrolment rate,



38%

Net enrolment rate,



78%


19% Primary school







teacher 59%


22%





alifailaan.pk

AlifAilaan


HARNAI, BALOCHISTAN












Net enrolment rate,



12%

Net enrolment rate,



33%


7% Primary school







teacher 58%


26%





alifailaan.pk

AlifAilaan


JAFFARABAD, BALOCHISTAN












Net enrolment rate,



19%

Net enrolment rate,



56%


5% Primary school







teacher 62%


35%





alifailaan.pk

AlifAilaan


JHAL MAGSI, BALOCHISTAN












Net enrolment rate,



13%

Net enrolment rate,



21%


3% Primary school







teacher 56%


23%





alifailaan.pk

AlifAilaan


KACHHI, BALOCHISTAN












Net enrolment rate,



6%

Net enrolment rate,



27%


9% Primary school







teacher 45%


43%





alifailaan.pk

AlifAilaan


KALAT, BALOCHISTAN












Net enrolment rate,



21%

Net enrolment rate,



21%


14% Primary school







teacher 62%


36%





alifailaan.pk

AlifAilaan


KECH, BALOCHISTAN












Net enrolment rate,



29%

Net enrolment rate,



66%


7% Primary school







teacher 38%


33%





alifailaan.pk

AlifAilaan


KHARAN, BALOCHISTAN












Net enrolment rate,



14%

Net enrolment rate,



77%


1% Primary school







teacher 71%


41%





alifailaan.pk

AlifAilaan


KHUZDAR, BALOCHISTAN












Net enrolment rate,



19%

Net enrolment rate,



22%


8% Primary school







teacher 59%


30%





alifailaan.pk

AlifAilaan


KILLA ABDULLAH, BALOCHISTAN












Net enrolment rate,



18%

Net enrolment rate,



47%


3% Primary school







teacher 56%


28%





alifailaan.pk

AlifAilaan


KILLA SAIFULLAH, BALOCHISTAN












Net enrolment rate,



24%

Net enrolment rate,



33%


1% Primary school







teacher 57%


49%





alifailaan.pk

AlifAilaan


KOHLU, BALOCHISTAN












Net enrolment rate,



11%

Net enrolment rate,



3%


0% Primary school







teacher 85%


35%





alifailaan.pk

AlifAilaan


LASBELA, BALOCHISTAN












Net enrolment rate,



9%

Net enrolment rate,



37%


5% Primary school







teacher 49%


23%





alifailaan.pk

AlifAilaan


LORALAI, BALOCHISTAN












Net enrolment rate,



15%

Net enrolment rate,



22%


0% Primary school







teacher 69%


50%





alifailaan.pk

AlifAilaan


MASTUNG, BALOCHISTAN












Net enrolment rate,



31%

Net enrolment rate,



54%


12% Primary school







teacher 33%


26%





alifailaan.pk

AlifAilaan


MUSAKHAIL, BALOCHISTAN












Net enrolment rate,



3%

Net enrolment rate,



61%


0% Primary school







teacher 83%


41%





alifailaan.pk

AlifAilaan


NASIRABAD, BALOCHISTAN












Net enrolment rate,



11%

Net enrolment rate,



21%


8% Primary school







teacher 71%


51%





alifailaan.pk

AlifAilaan


NUSHKI, BALOCHISTAN












Net enrolment rate,



7%

Net enrolment rate,



53%


0% Primary school







teacher 48%


15%





alifailaan.pk

AlifAilaan


PANJGUR, BALOCHISTAN


Enrolment score Attainment score 34.61










Net enrolment rate,



0%

Net enrolment rate,



30%


0% Primary school







teacher 37%


16%





alifailaan.pk

AlifAilaan


PISHIN, BALOCHISTAN












Net enrolment rate,



15%

Net enrolment rate,



39%


4% Primary school







teacher 54%


43%





alifailaan.pk

AlifAilaan


QUETTA, BALOCHISTAN












Net enrolment rate,



30%

Net enrolment rate,



73%


9% Primary school







teacher 17%


15%





alifailaan.pk

AlifAilaan


SHERANI, BALOCHISTAN












Net enrolment rate,



10%

Net enrolment rate,



12%


6% Primary school







teacher 82%


30%





alifailaan.pk

AlifAilaan


SIBI, BALOCHISTAN












Net enrolment rate,



17%

Net enrolment rate,



53%


3% Primary school







teacher 39%


39%





alifailaan.pk

AlifAilaan


WASHUK, BALOCHISTAN












Net enrolment rate,



17%

Net enrolment rate,



39%


11% Primary school







teacher 74%


26%





alifailaan.pk

AlifAilaan


ZHOB, BALOCHISTAN












Net enrolment rate,



9%

Net enrolment rate,



31%


12% Primary school







teacher 72%


28%





alifailaan.pk

AlifAilaan


ZIARAT, BALOCHISTAN












Net enrolment rate,



23%

Net enrolment rate,



65%


6% Primary school







teacher 61%


46%





alifailaan.pk

AlifAilaan


BAJAUR AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



55%


- Primary school







teacher 9%


1%





alifailaan.pk

AlifAilaan


FR BANNU, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



47%


- Primary school







teacher 5%


0%





alifailaan.pk

AlifAilaan


FR DI KHAN, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



17%


- Primary school







teacher 18%


2%





alifailaan.pk

AlifAilaan


FR KOHAT, FEDERALLY ADMINISTERED TRIBAL AREAS

Education score 22.19 National ranking -/146 Provincial ranking /13


Achievement score Gender parity score 33.85









Net enrolment rate,



-

Net enrolment rate,



14%


- Primary school







teacher 7%


4%





alifailaan.pk

AlifAilaan


FR LAKKI MARWAT, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



14%


- Primary school







teacher 5%


0%





alifailaan.pk

AlifAilaan


FR PESHAWAR, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



27%


- Primary school







teacher 9%


4%





alifailaan.pk

AlifAilaan


FR TANK, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



35%


- Primary school







teacher 9%


5%





alifailaan.pk

AlifAilaan


KHYBER AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



15%


- Primary school







teacher 9%


1%





alifailaan.pk

AlifAilaan


KURRAM AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



66%


- Primary school







teacher 9%


2%





alifailaan.pk

AlifAilaan


MOHMAND AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



32%


- Primary school







teacher 5%


1%





alifailaan.pk

AlifAilaan


NORTH WAZIRISTAN AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



27%


- Primary school







teacher 14%


13%





alifailaan.pk

AlifAilaan


ORAKZAI AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



15%


- Primary school







teacher 13%


3%





alifailaan.pk

AlifAilaan


SOUTH WAZIRISTAN AGENCY, FEDERALLY ADMINISTERED TRIBAL AREAS












Net enrolment rate,



-

Net enrolment rate,



77%


- Primary school







teacher 16%


5%





alifailaan.pk

AlifAilaan


ASTOR, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



48%


- Primary school







teacher 36%


5%





alifailaan.pk

AlifAilaan


DIAMIR, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



22%


- Primary school







teacher 49%


6%





alifailaan.pk

AlifAilaan


GHANCHI, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



74%


- Primary school







teacher 32%


5%





alifailaan.pk

AlifAilaan


GHIZER, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



48%


- Primary school







teacher 21%


3%





alifailaan.pk

AlifAilaan


GILGIT, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



49%


- Primary school







teacher 19%


1%





alifailaan.pk

AlifAilaan


HUNZA NAGAR, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



82%


- Primary school







teacher 20%


0%





alifailaan.pk

AlifAilaan


SKARDU, GILGIT-BALTISTAN












Net enrolment rate,



-

Net enrolment rate,



99%


- Primary school







teacher 42%


3%





alifailaan.pk

AlifAilaan


ISLAMABAD, ICT












Net enrolment rate,



53%

Net enrolment rate,



76%


27% Primary school







teacher 0%


1%





alifailaan.pk

AlifAilaan


ABBOTTABAD, KHYBER PAKHTUNKHWA












Net enrolment rate,



29%

Net enrolment rate,



100%


13% Primary school







teacher 26%


17%





alifailaan.pk

AlifAilaan


BANNU, KHYBER PAKHTUNKHWA












Net enrolment rate,



31%

Net enrolment rate,



89%


15% Primary school







teacher 31%


11%





alifailaan.pk

AlifAilaan


BATAGRAM, KHYBER PAKHTUNKHWA












Net enrolment rate,



13%

Net enrolment rate,



17%


11% Primary school







teacher 20%


17%





alifailaan.pk

AlifAilaan


BUNER, KHYBER PAKHTUNKHWA












Net enrolment rate,



19%

Net enrolment rate,



100%


8% Primary school







teacher 17%


7%





alifailaan.pk

AlifAilaan


CHARSADDA, KHYBER PAKHTUNKHWA












Net enrolment rate,



29%

Net enrolment rate,



100%


19% Primary school







teacher 18%


6%





alifailaan.pk

AlifAilaan


CHITRAL, KHYBER PAKHTUNKHWA












Net enrolment rate,



28%

Net enrolment rate,



100%


13% Primary school







teacher 30%


13%





alifailaan.pk

AlifAilaan


DERA ISMAIL KHAN, KHYBER PAKHTUNKHWA












Net enrolment rate,



18%

Net enrolment rate,



99%


8% Primary school







teacher 31%


6%





alifailaan.pk

AlifAilaan


HANGU, KHYBER PAKHTUNKHWA












Net enrolment rate,



27%

Net enrolment rate,



62%


11% Primary school







teacher 18%


0%





alifailaan.pk

AlifAilaan


HARIPUR, KHYBER PAKHTUNKHWA












Net enrolment rate,



34%

Net enrolment rate,



100%


21% Primary school







teacher 23%


16%





alifailaan.pk

AlifAilaan


KARAK, KHYBER PAKHTUNKHWA












Net enrolment rate,



37%

Net enrolment rate,



100%


25% Primary school







teacher 4%


4%





alifailaan.pk

AlifAilaan


KOHAT, KHYBER PAKHTUNKHWA












Net enrolment rate,



25%

Net enrolment rate,



95%


17% Primary school







teacher 8%


1%





alifailaan.pk

AlifAilaan


KOHISTAN, KHYBER PAKHTUNKHWA












Net enrolment rate,



7%

Net enrolment rate,



20%


7% Primary school







teacher 35%


30%





alifailaan.pk

AlifAilaan


LAKKI MARWAT, KHYBER PAKHTUNKHWA












Net enrolment rate,



38%

Net enrolment rate,



100%


19% Primary school







teacher 34%


5%





alifailaan.pk

AlifAilaan


LOWER DIR, KHYBER PAKHTUNKHWA












Net enrolment rate,



17%

Net enrolment rate,



100%


8% Primary school







teacher 19%


1%





alifailaan.pk

AlifAilaan


MALAKAND, KHYBER PAKHTUNKHWA












Net enrolment rate,



27%

Net enrolment rate,



100%


10% Primary school







teacher 8%


1%





alifailaan.pk

AlifAilaan


MANSEHRA, KHYBER PAKHTUNKHWA












Net enrolment rate,



21%

Net enrolment rate,



100%


15% Primary school







teacher 25%


2%





alifailaan.pk

AlifAilaan


MARDAN, KHYBER PAKHTUNKHWA












Net enrolment rate,



24%

Net enrolment rate,



99%


11% Primary school







teacher 11%


1%





alifailaan.pk

AlifAilaan


NOWSHERA, KHYBER PAKHTUNKHWA












Net enrolment rate,



25%

Net enrolment rate,



90%


13% Primary school







teacher 10%


2%





alifailaan.pk

AlifAilaan


PESHAWAR, KHYBER PAKHTUNKHWA












Net enrolment rate,



27%

Net enrolment rate,



57%


13% Primary school







teacher 12%


4%





alifailaan.pk

AlifAilaan


SHANGLA, KHYBER PAKHTUNKHWA












Net enrolment rate,



14%

Net enrolment rate,



100%


6% Primary school







teacher 30%


2%





alifailaan.pk

AlifAilaan


SWABI, KHYBER PAKHTUNKHWA












Net enrolment rate,



31%

Net enrolment rate,



98%


7% Primary school







teacher 11%


3%





alifailaan.pk

AlifAilaan


SWAT, KHYBER PAKHTUNKHWA












Net enrolment rate,



16%

Net enrolment rate,



98%


5% Primary school







teacher 27%


3%





alifailaan.pk

AlifAilaan


TANK, KHYBER PAKHTUNKHWA












Net enrolment rate,



22%

Net enrolment rate,



86%


7% Primary school







teacher 16%


5%





alifailaan.pk

AlifAilaan


TOR GHAR, KHYBER PAKHTUNKHWA












Net enrolment rate,



11%

Net enrolment rate,



82%


6% Primary school







teacher 28%


15%





alifailaan.pk

AlifAilaan


UPPER DIR, KHYBER PAKHTUNKHWA












Net enrolment rate,



14%

Net enrolment rate,



99%


9% Primary school







teacher 17%


0%





alifailaan.pk

AlifAilaan


ATTOCK, PUNJAB












Net enrolment rate,



29%

Net enrolment rate,



79%


17% Primary school







teacher 14%


5%





alifailaan.pk

AlifAilaan


BAHAWALNAGAR, PUNJAB












Net enrolment rate,



18%

Net enrolment rate,



43%


11% Primary school







teacher 23%


10%





alifailaan.pk

AlifAilaan


BAHAWALPUR, PUNJAB












Net enrolment rate,



11%

Net enrolment rate,



37%


8% Primary school







teacher 15%


8%





alifailaan.pk

AlifAilaan


BHAKKAR, PUNJAB












Net enrolment rate,



20%

Net enrolment rate,



43%


15% Primary school







teacher 10%


8%





alifailaan.pk

AlifAilaan


CHAKWAL, PUNJAB












Net enrolment rate,



39%

Net enrolment rate,



90%


17% Primary school







teacher 16%


2%





alifailaan.pk

AlifAilaan


CHINIOT, PUNJAB












Net enrolment rate,



23%

Net enrolment rate,



35%


12% Primary school







teacher 22%


10%





alifailaan.pk

AlifAilaan


DERA GHAZI KHAN, PUNJAB












Net enrolment rate,



23%

Net enrolment rate,



26%


14% Primary school







teacher 32%


25%





alifailaan.pk

AlifAilaan


FAISALABAD, PUNJAB












Net enrolment rate,



28%

Net enrolment rate,



77%


17% Primary school







teacher 5%


4%





alifailaan.pk

AlifAilaan


GUJRANWALA, PUNJAB












Net enrolment rate,



27%

Net enrolment rate,



78%


15% Primary school







teacher 11%


5%





alifailaan.pk

AlifAilaan


GUJRAT, PUNJAB












Net enrolment rate,



29%

Net enrolment rate,



76%


17% Primary school







teacher 14%


4%





alifailaan.pk

AlifAilaan


HAFIZABAD, PUNJAB












Net enrolment rate,



24%

Net enrolment rate,



70%


17% Primary school







teacher 40%


5%





alifailaan.pk

AlifAilaan


JHANG, PUNJAB












Net enrolment rate,



20%

Net enrolment rate,



52%


12% Primary school







teacher 5%


7%





alifailaan.pk

AlifAilaan


JHELUM, PUNJAB












Net enrolment rate,



37%

Net enrolment rate,



66%


21% Primary school







teacher 20%


4%





alifailaan.pk

AlifAilaan


KASUR, PUNJAB












Net enrolment rate,



19%

Net enrolment rate,



59%


13% Primary school







teacher 15%


4%





alifailaan.pk

AlifAilaan


KHANEWAL, PUNJAB












Net enrolment rate,



24%

Net enrolment rate,



38%


11% Primary school







teacher 9%


3%





alifailaan.pk

AlifAilaan


KHUSHAB, PUNJAB












Net enrolment rate,



32%

Net enrolment rate,



46%


11% Primary school







teacher 19%


7%





alifailaan.pk

AlifAilaan


LAHORE, PUNJAB












Net enrolment rate,



29%

Net enrolment rate,



92%


20% Primary school







teacher 11%


6%





alifailaan.pk

AlifAilaan


LAYYAH, PUNJAB












Net enrolment rate,



22%

Net enrolment rate,



50%


14% Primary school







teacher 25%


6%





alifailaan.pk

AlifAilaan


LODHRAN, PUNJAB












Net enrolment rate,



23%

Net enrolment rate,



42%


13% Primary school







teacher 21%


1%





alifailaan.pk

AlifAilaan


MANDI BAHAUDDIN, PUNJAB












Net enrolment rate,



26%

Net enrolment rate,



68%


11% Primary school







teacher 19%


5%





alifailaan.pk

AlifAilaan


MIANWALI, PUNJAB












Net enrolment rate,



36%

Net enrolment rate,



47%


18% Primary school







teacher 12%


7%





alifailaan.pk

AlifAilaan


MULTAN, PUNJAB












Net enrolment rate,



19%

Net enrolment rate,



31%


12% Primary school







teacher 12%


4%





alifailaan.pk

AlifAilaan


MUZAFFARGARH, PUNJAB












Net enrolment rate,



16%

Net enrolment rate,



35%


11% Primary school







teacher 28%


7%





alifailaan.pk

AlifAilaan


NANKANA SAHIB, PUNJAB












Net enrolment rate,



30%

Net enrolment rate,



11%


14% Primary school







teacher 17%


3%





alifailaan.pk

AlifAilaan


NAROWAL, PUNJAB












Net enrolment rate,



28%

Net enrolment rate,



66%


17% Primary school







teacher 9%


7%





alifailaan.pk

AlifAilaan


OKARA, PUNJAB












Net enrolment rate,



25%

Net enrolment rate,



51%


15% Primary school







teacher 24%


5%





alifailaan.pk

AlifAilaan


PAKPATTAN, PUNJAB












Net enrolment rate,



20%

Net enrolment rate,



37%


10% Primary school







teacher 13%


2%





alifailaan.pk

AlifAilaan


RAHIM YAR KHAN, PUNJAB












Net enrolment rate,



18%

Net enrolment rate,



42%


16% Primary school







teacher 22%


8%





alifailaan.pk

AlifAilaan


RAJANPUR, PUNJAB












Net enrolment rate,



14%

Net enrolment rate,



28%


9% Primary school







teacher 26%


18%





alifailaan.pk

AlifAilaan


RAWALPINDI, PUNJAB












Net enrolment rate,



34%

Net enrolment rate,



91%


20% Primary school







teacher 13%


2%





alifailaan.pk

AlifAilaan


SAHIWAL, PUNJAB












Net enrolment rate,



24%

Net enrolment rate,



62%


17% Primary school







teacher 11%


1%





alifailaan.pk

AlifAilaan


SARGODHA, PUNJAB












Net enrolment rate,



25%

Net enrolment rate,



61%


19% Primary school







teacher 9%


5%





alifailaan.pk

AlifAilaan


SHEIKHUPURA, PUNJAB












Net enrolment rate,



18%

Net enrolment rate,



100%


7% Primary school







teacher 17%


7%





alifailaan.pk

AlifAilaan


SIALKOT, PUNJAB












Net enrolment rate,



33%

Net enrolment rate,



88%


15% Primary school







teacher 9%


9%





alifailaan.pk

AlifAilaan


TOBA TEK SINGH, PUNJAB












Net enrolment rate,



29%

Net enrolment rate,



65%


8% Primary school







teacher 7%


2%





alifailaan.pk

AlifAilaan


VEHARI, PUNJAB












Net enrolment rate,



19%

Net enrolment rate,



56%


12% Primary school







teacher 11%


3%





alifailaan.pk

AlifAilaan


BADIN, SINDH












Net enrolment rate,



12%

Net enrolment rate,



28%


12% Primary school







teacher 62%


34%





alifailaan.pk

AlifAilaan


DADU, SINDH












Net enrolment rate,



27%

Net enrolment rate,



49%


20% Primary school







teacher 42%


19%





alifailaan.pk

AlifAilaan


GHOTKI, SINDH












Net enrolment rate,



26%

Net enrolment rate,



45%


12% Primary school







teacher 49%


15%





alifailaan.pk

AlifAilaan


HYDERABAD, SINDH












Net enrolment rate,



29%

Net enrolment rate,



57%


19% Primary school







teacher 28%


23%





alifailaan.pk

AlifAilaan


JACOBABAD, SINDH












Net enrolment rate,



23%

Net enrolment rate,



33%


9% Primary school







teacher 33%


23%





alifailaan.pk

AlifAilaan


JAMSHORO, SINDH












Net enrolment rate,



19%

Net enrolment rate,



49%


14% Primary school







teacher 36%


25%





alifailaan.pk

AlifAilaan


KAMBAR-SHAHDADKOT, SINDH












Net enrolment rate,



21%

Net enrolment rate,



41%


13% Primary school







teacher 50%


30%





alifailaan.pk

AlifAilaan


KARACHI, SINDH












Net enrolment rate,



21%

Net enrolment rate,



51%


13% Primary school







teacher 16%


11%





alifailaan.pk

AlifAilaan


KASHMORE-KANDHKOT, SINDH












Net enrolment rate,



21%

Net enrolment rate,



70%


9% Primary school







teacher 44%


13%





alifailaan.pk

AlifAilaan


KHAIRPUR, SINDH












Net enrolment rate,



23%

Net enrolment rate,



60%


17% Primary school







teacher 50%


38%





alifailaan.pk

AlifAilaan


LARKANA, SINDH












Net enrolment rate,



21%

Net enrolment rate,



76%


17% Primary school







teacher 25%


16%





alifailaan.pk

AlifAilaan


MATIARI, SINDH












Net enrolment rate,



20%

Net enrolment rate,



46%


12% Primary school







teacher 42%


30%





alifailaan.pk

AlifAilaan


MIRPURKHAS, SINDH












Net enrolment rate,



17%

Net enrolment rate,



27%


8% Primary school







teacher 48%


28%





alifailaan.pk

AlifAilaan


NAUSHEHRO FEROZE, SINDH












Net enrolment rate,



21%

Net enrolment rate,



57%


14% Primary school







teacher 46%


22%





alifailaan.pk

AlifAilaan


SANGHAR, SINDH












Net enrolment rate,



15%

Net enrolment rate,



38%


10% Primary school







teacher 45%


24%





alifailaan.pk

AlifAilaan


SHAHEED BENAZIRABAD, SINDH












Net enrolment rate,



20%

Net enrolment rate,



56%


8% Primary school







teacher 44%


26%





alifailaan.pk

AlifAilaan


SHIKARPUR, SINDH












Net enrolment rate,



19%

Net enrolment rate,



47%


11% Primary school







teacher 24%


14%





alifailaan.pk

AlifAilaan


SUJAWAL, SINDH

Education score - National ranking -/146 Provincial ranking -/24

Enrolment score - Attainment score -

Achievement score - Gender parity score -

Number of girls’ primary schools - Number of female teachers -

Number of boys’ primary schools - Number of male teachers -







Net enrolment rate,



-

Net enrolment rate,



-


- Primary school

survival rate - boys -

School score - National ranking -/146 Provincial ranking -/24


Electricity - Water -

Toilet - Boundary wall -


teacher -


-

Proportion of schools where building condition is satisfactory -

Pupil teacher ratio in primary schools -:1

Teacher school ratio in primary schools -:1

Classroom school ratio in primary schools -:1

alifailaan.pk

AlifAilaan


SUKKUR, SINDH












Net enrolment rate,



30%

Net enrolment rate,



60%


15% Primary school







teacher 45%


27%





alifailaan.pk

AlifAilaan


TANDO ALLAH YAR, SINDH












Net enrolment rate,



16%

Net enrolment rate,



52%


7% Primary school







teacher 54%


34%





alifailaan.pk

AlifAilaan


TANDO MUHAMMAD KHAN, SINDH












Net enrolment rate,



8%

Net enrolment rate,



28%


6% Primary school







teacher 53%


48%





alifailaan.pk

AlifAilaan


THARPARKAR, SINDH












Net enrolment rate,



17%

Net enrolment rate,



21%


13% Primary school







teacher 56%


39%





alifailaan.pk

AlifAilaan


THATTA, SINDH












Net enrolment rate,



6%

Net enrolment rate,



18%


3% Primary school







teacher 46%


52%





alifailaan.pk

AlifAilaan


UMERKOT, SINDH












Net enrolment rate,



20%

Net enrolment rate,



17%


7% Primary school







teacher 48%


37%





alifailaan.pk

AlifAilaan

Alif Ailaan Partners

The Alif Ailaan Campaign is seed-funded by the UK Department for International Development.

ALIF AILAAN PAKISTAN DISTRICT EDUCATION RANKINGS...

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