SDG 4 (Quality Education) implementation in Pakistan is full of challenges and opportunities in

light of the multitude of local factors. Firstly, the country comprises different socio-economic
conditions. These are very hard to overcome and resolve. For communities around urban
settings, literacy prevails due to the betterment of the education facilities while other areas that
fall within the rural areas generally suffer from insufficient facilities coupled with poorly trained
teachers and fewer resources. The rural-urban divide is a major cause of education disparity with
uneven results and reproducing inequality (Mehmood, 2023).

In addition, Pakistan is fighting problems such as gender inequality and cultural obstacles that
undermine the quest for girls' education. Even though gender disparity in certain regions is
improving, some cultural norms are centered on boys' education versus that of girls' with the
consequence of lower rates when it comes to enrollment and high rates of dropout among
females. The elimination of these deep cultural traditions demands varied actions, group
interactions, and advocacy for girls’ education (Sameer, 2020).

Furthermore, Clashes, barriers, and displacement lead to school closure, teacher displacement,
and students’ mental suffering, which means the interruption of children's education. Granting
safety in the learning environment and providing psychological support become the essentials
when referring to such kinds of circumstances for ensuring continuity in education (Bradshaw et
al., 2021).

On a positive note, Pakistan benefits from a youthful population and a growing emphasis on
education at the policy level. The government has undertaken initiatives to improve access,
quality, and equity in education through reforms such as the National Education Policy.
Additionally, partnerships with international organizations and civil society groups have played a
vital role in supplementing government efforts and addressing specific challenges, such as
enhancing teacher training and promoting girls' education (Murtaza and Hui, 2021).

Therefore, SDG 4 implementation in Pakistan is affected by an intricate interplay between a

variety of socio-economic, cultural, and security-related factors. The problems are not new even
though some remain in place (Mehmood, 2023). Therefore, among others, the government
should take advantage of the country’s youthful population, strive to create inclusive policies,
and work on strengthening partnerships to provide quality education for all to contribute to
sustainable development and alleviation of poverty (Murtaza and Hui, 2021).
References

Bradshaw, C.P., Cohen, J., Espelage, D.L. and Nation, M. (2021). Addressing school safety
through comprehensive school climate approaches. School Psychology Review, 50(2-3), pp.1–16.
doi:https://doi.org/10.1080/2372966x.2021.1926321.

Mehmood, A. (2023). Achieving sustainable development goals in Pakistan : focusing on energy

sustainability in multi-sectoral approach. theses.lib.polyu.edu.hk. [online] Available at:
https://theses.lib.polyu.edu.hk/handle/200/12744 [Accessed 8 Mar. 2024].

Murtaza, K.G. and Hui, L. (2021). Higher Education in Pakistan: Challenges, Opportunities,
Suggestions. Education Quarterly Reviews, 4(2).
doi:https://doi.org/10.31014/aior.1993.04.02.211.

Sameer, A. (2020). The visible and invisible discourses: the securitization of Pakistan and its
impact on the social construction of girls’/women education. [online] theses.gla.ac.uk. Available
at: https://theses.gla.ac.uk/81557/ [Accessed 8 Mar. 2024].