The upcoming education budget presents a crucial opportunity for Pakistan to translate its commitments on gender equality into tangible action. For a country with over 13.7 million girls out of school, a gender-responsive approach to education financing is not just necessary\u2014it is urgent. This article presents a gender analysis of education budgets at the federal level and in Punjab and Sindh, and offers key recommendations to ensure that public investments in education serve both girls and boys equitably.<\/p>\n
This analysis is grounded in a documentary review of the federal and provincial budgets (Punjab and Sindh), including the Public Sector Development Programme (PSDP), Annual Development Plans (ADPs), Medium-Term Budgetary Frameworks (MTBF), and Demands for Grants. Data was also reviewed from the Accountant General of Pakistan, alongside sectoral reports and relevant research publications. Wherever available, comparisons were drawn across primary, middle, high, and higher secondary education levels.<\/p>\n
Despite Pakistan\u2019s stated policy goals around gender equality, education budgets continue to reflect a systemic bias in favour of boys\u2019 schools. The overall out-of-school rate for girls stands at 41.5%, compared to 34.9% for boys. Alarmingly, 13.71 million girls are out of school from primary to higher secondary levels, highlighting the urgent need for targeted interventions.<\/p>\n
Across federal and provincial budgets, current expenditures (mainly salaries) dominate the education sector, leaving limited fiscal space for development activities such as infrastructure, missing facilities, and new school construction. While both types of expenditure are essential, development spending often includes investments that benefit girls directly\u2014such as boundary walls, sanitation, or transportation services.<\/p>\n
In both Punjab and Sindh, it was observed that detailed data on development vs. current expenditures disaggregated by gender is limited or inconsistently reported. Where available, girls\u2019 schools were found to be underfunded in terms of operating and development budgets, especially at post-primary levels.<\/p>\n
In Punjab and Sindh, enrollment of girls drops significantly at each educational level. For example, from 9.44 million girls in primary school, enrollment decreases to 3.79 million in middle, 1.84 million in high, and just 1.09 million in higher secondary schools. The budget does not appear to be responding proportionately to this drop in participation.<\/p>\n
School-specific budgets show a significant gap in repair, maintenance, and utilities for girls\u2019 schools. For instance, Punjab\u2019s ADP 2024\u201325 indicates many girls\u2019 schools are still missing critical facilities like toilets, clean drinking water, and safe classrooms. Meanwhile, co-education facilities rarely specify gender-segregated budgets, making it difficult to assess how much is spent on girls\u2019 needs within shared schools.<\/p>\n
While the federal Medium-Term Performance-Based Budget (MTPBB) mentions female enrollment in vocational fields such as commerce, IT, and dress design, the actual allocations for these programs remain modest and scattered. Moreover, girls\u2019 access to polytechnic or technical institutes is still far from equitable.<\/p>\n
Although Pakistan has initiated discussions around gender-responsive budgeting (GRB)<\/strong>, implementation remains fragmented. Key challenges include:<\/p>\n Pakistan\u2019s introduction of gender tagging in the national budget is a welcome and progressive step, signaling a commitment to address gender disparities through targeted investments. However, a closer look at the 2025\u201326 budget reveals a concerning contradiction. The allocation for \u2018Equality and Quality of Education\u2019\u2014a critical area for girls\u2019 empowerment\u2014has been reduced from Rs. 27.2 billion in 2024\u201325 to Rs. 22.9 billion in 2025\u201326. This nearly 16% cut undermines the very objective of gender-responsive budgeting. If we are to truly accelerate action for gender equality, such reductions must be reconsidered. Symbolic advancements must be matched with substantive and sustained financial commitments, especially in education, where the returns for girls, families, and the nation are profound.<\/p>\n Education financing is more than a fiscal exercise\u2014it is a moral commitment. If Pakistan is to meet its constitutional and international obligations, it must put girls at the centre of education planning and budgeting. The upcoming budget is a critical test of that commitment. Investing in girls is not only about equality, it\u2019s about the future of Pakistan\u2019s economy, health, and stability. The time to act is now.<\/p>\n","protected":false},"excerpt":{"rendered":" The upcoming education budget presents a crucial opportunity for Pakistan to translate its commitments on gender equality into tangible action. […]<\/p>\n\n
Pakistan\u2019s First Gender-Tagged Budget: Progress and Contradictions<\/strong><\/h2>\n
Recommendations<\/strong><\/h2>\n
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\nAll federal and provincial education budgets should clearly report allocations and expenditures by gender.<\/li>\n
\nAllocate a higher share of development budgets to address missing facilities in girls\u2019 schools, particularly at the middle and secondary levels.<\/li>\n
\nIncrease funding for transportation, stipends, female teacher recruitment, safety measures, and menstrual hygiene\u2014all critical to retaining girls in school.<\/li>\n
\nEquip provincial planning and finance departments with tools and training to apply GRB at all levels of education planning.<\/li>\n
\nIntroduce gender-sensitive indicators in education sector plans and ensure regular monitoring and course correction.<\/li>\n<\/ol>\nConclusion<\/strong><\/h2>\n