FOUNDATIONAL LEARNING, INFRASTRUCTURE & EQUITY: A STUDY OF THE PUBLIC-SCHOOL SYSTEM IN SINDH PROVINCE, PAKISTAN

Abstract

This study examines foundational learning, learning conditions, and public educational equity in Sindh, based on secondary data from governmental and citizen-led recent sources. Analysis includes references to SCC Sindh (ASC 2023–24) (Govt. of Sindh, 2024), ASER Pakistan (2023) (ASER Pakistan, 2023), the Sindh ECCE & Foundational Learning Policy (2024) (Govt. of Sindh, 2024), Pakistan Education Statistics (2022–23) (MoFEPT, 2023), and the Sindh School Education Sector Plan & Roadmap (2019-24) (Reform Support Unit, 2019). It covers three areas: foundational learning in the early literacy and numeracy core, the condition of basic school infrastructure (water, sanitation, and electricity supply, boundary walls, classrooms), and equity in gender and geographical regions. The findings are that learning deficits of the foundational levels in literacy and numeracy are pervasive. They are compounded by significant infrastructural gaps, particularly in the rural districts (ASER Pakistan, 2023; MoFEPT, 2023). The persistent gender and rural-urban gaps in the system further weaken progress with rural and female learners being the most disadvantaged (Govt. of Sindh, 2024; Reform Support Unit, 2019).  The study posits that ring-fencing value-added closed circles in early-grade pedagogy, infrastructure balances, and data-led equity gap strategies will enable foundational learning value for every child in Sindh.