Teachers’ salaries are estimated to account for around seventy to eighty percent of provincial education budgets. In light of this, estimates of 30,000 to 40,000 ghost schools in the country require urgent attention.
Although efforts are being made at the provincial level to minimize the number of absent teachers, considerable efforts are needed to improve teacher management and quality.
Furthermore, education quality at the primary and secondary school level has remained marginal, as a significant proportion of public spending on education has been allocated to the provision of basic infrastructure. For instance, in terms of the Learning Adjusted Years of Schooling (LAYS) indicator that captures both the quality and quantity of education attained in years of schooling, Pakistan’s position is comparatively weak relative to peer economies.
