Education and Gender Equity

The role of women in the education sector has evolved dramatically over the past few decades. In Pakistan, over 70% of primary school teachers are women, according to Pakistan Education Statistics 2021-22, reflecting a significant social transformation and offering hope for a more inclusive educational environment.

However, this numerical dominance has not automatically translated into system-wide improvement. Despite the growing presence of women in classrooms, Pakistan’s education system — especially at the primary level — remains in crisis. According to UNICEF, approximately 22.8 million children aged 5–16 are out of school, making Pakistan one of the countries with the highest number of out-of-school children. Similarly, learning outcomes, as shown by ASER Pakistan’s 2023 Annual Report, are alarmingly low.

While women dominate the teaching profession at the primary school level, they remain underrepresented in leadership and policymaking roles. According to HEC’s 2022 Higher Education Gender Equity Report, only 9% of vice-chancellors at public sector universities are women, despite women making up nearly 47% of university students. This imbalance creates a structural flaw: women are on the frontlines but have limited influence over policymaking. Moreover, even where women hold leadership roles, especially in government-led teacher training institutes or school monitoring bodies, bureaucratic inertia and limited resources often hinder their impact.

A deeper problem in this regard is tied to low wages and limited authority. A UNESCO study on South Asian education systems found that heavily female-dominated teaching sectors tend to be less valued, with teachers often facing poor working conditions and limited professional development. There is little doubt that many women in education exhibit qualities crucial for student development — empathy, patience, and attention to detail. Studies by the Brookings Institution and UNESCO have shown that female teachers positively affect girls’ enrollment and retention, especially in conservative areas where parents are hesitant to send their daughters to schools with male staff.

However, attributing educational progress solely to gendered traits can oversimplify complex realities. Teacher absenteeism, for instance, is not a gender-specific problem. A 2018 World Bank report on service delivery in Pakistan found teacher absenteeism rates of up to 18% in public schools, with little difference between male and female staff.

Despite enormous odds, Pakistan’s educational history offers inspiring examples of women who transformed the system. Begum Ra’ana Liaquat Ali Khan, Pakistan’s first First Lady, founded the All Pakistan Women’s Association (APWA) in 1949. Her focus on female literacy and vocational training helped uplift thousands of women during the country’s early years. More recently, Dr. Sania Nishtar’s work with the Ehsaas and Benazir Income Support Program (BISP) shows how education can empower marginalized communities when paired with health and economic support. These examples highlight how visionary female leadership — grounded in policy and data — can drive systemic change.