Pakistan PK: School Enrollment: Primary: % Gross data was reported at 97.710 % in 2016. This records an increase from the previous number of 92.409 % for 2015. Pakistan PK: School Enrollment: Primary: % Gross data is updated yearly, averaging 58.128 % from Dec 1971 (Median) to 2016, with 37 observations. The data reached an all-time high of 97.710 % in 2016 and a record low of 49.022 % in 1972. Pakistan PK: School Enrollment: Primary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank.WDI: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Contains data from the World Bank's data portal. There is also a consolidated country dataset on HDX. Education is one of the most powerful instruments for reducing poverty and inequality and lays a foundation for sustained economic growth. The World Bank compiles data on education inputs, participation, efficiency, and outcomes. Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country. Indicators: Adjusted net enrollment rate, Adjusted net intake rate to Grade 1 of primary education, Adolescents out of school, Adult illiterate population, Adult literacy rate, Barro-Lee, Capital expenditure as % of total expenditure in tertiary public institutions, Children out of school, Compulsory education, Cumulative drop-out rate to the last grade of primary education, Current education expenditure, Current expenditure as % of total expenditure in public institutions, Current expenditure as % of total expenditure in tertiary public institutions, DHS, Drop-out rate from Grade 1 of primary education, Drop-out rate from Grade 2 of primary education, Drop-out rate from Grade 3 of primary education, Drop-out rate from Grade 4 of primary education, Educational attainment, Effective transition rate from primary to lower secondary general education, Enrolment in Grade 1 of lower secondary general education, Enrolment in Grade 1 of primary education, Enrolment in Grade 2 of lower secondary general education, Enrolment in Grade 2 of primary education, Enrolment in Grade 3 of lower secondary general education, Enrolment in Grade 3 of primary education, Enrolment in Grade 4 of primary education, Enrolment in Grade 5 of primary education, Enrolment in lower secondary education, Enrolment in lower secondary general, Enrolment in post-secondary non-tertiary education, Enrolment in pre-primary education, Enrolment in primary education, Enrolment in secondary education, Enrolment in secondary general, Enrolment in secondary vocational, Enrolment in tertiary education, Enrolment in upper secondary education, Enrolment in upper secondary general, Enrolment in upper secondary vocational, Expenditure on education not specified by level as % of government expenditure on education, Expenditure on primary education, Expenditure on secondary education, Expenditure on tertiary education, Government expenditure on education, Government expenditure per student, Graduates from tertiary education, Gross enrolment ratio, Gross graduation ratio from lower secondary education, Gross graduation ratio from primary education, Gross intake ratio in first grade of primary education, Gross intake ratio to Grade 1 of lower secondary general education, Gross intake ratio to Grade 1 of primary education, Gross outbound enrolment ratio, Inbound mobility rate, Labor force, Literacy rate, Lower secondary completion rate, Lower secondary school starting age, Net enrolment rate, Net intake rate in grade 1, New entrants to Grade 1 of primary education, New entrants to Grade 1 of primary education with early childhood education experience, Official entrance age to compulsory education, Official entrance age to post-secondary non-tertiary education, Official entrance age to pre-primary education, Official entrance age to upper secondary education, Out-of-school adolescents of lower secondary school age, Outbound mobility ratio, Over-age students, Percentage of enrolment in pre-primary education in private institutions, Percentage of enrolment in tertiary education in private institutions, Percentage of female teachers in lower secondary education who are trained, Percentage of graduates from tertiary education who are female, Percentage of male teachers in lower secondary education who are trained, Percentage of new entrants to Grade 1 of primary education with early childhood education experience, Percentage of repeaters in Grade 1 of lower secondary general education, Percentage of repeaters in Grade 1 of primary education, Percentage of repeaters in Grade 2 of lower secondary general education, Percentage of repeaters in Grade 2 of primary education, Percentage of repeaters in Grade 3 of lower secondary general education, Percentage of repeaters in Grade 3 of primary education, Percentage of repeaters in Grade 4 of primary education, Percentage of repeaters in Grade 5 of primary education, Percentage of repeaters in lower secondary general education, Percentage of repeaters in primary education, Percentage of students in post-secondary non-tertiary education who are female, Percentage of students in pre-primary education who are female, Percentage of students in tertiary ISCED 5 programmes who are female, Percentage of students in tertiary ISCED 6 programmes who are female, Percentage of students in tertiary ISCED 7 programmes who are female, Percentage of students in tertiary ISCED 8 programmes who are female, Percentage of students in tertiary education who are female, Percentage of teachers in lower secondary education who are female, Percentage of teachers in lower secondary education who are trained, Percentage of teachers in primary education who are trained, Percentage of teachers in upper secondary education who are female, Persistence to grade 5, Persistence to last grade of primary, Population, Population ages 0-14, Population ages 15-64, Population of the official entrance age to primary education, Preprimary education, Primary completion rate, Primary education, Primary school starting age, Progression to secondary school, Pupil-teacher ratio, Pupil-teacher ratio in lower secondary education, Pupil-teacher ratio in upper secondary education, Rate of out-of-school adolescents of lower secondary school age, Rate of out-of-school children of primary school age, Repeaters, Repeaters in Grade 1 of lower secondary general education, Repeaters in Grade 1 of primary education, Repeaters in Grade 2 of lower secondary general education, Repeaters in Grade 2 of primary education, Repeaters in Grade 3 of lower secondary general education, Repeaters in Grade 3 of primary education, Repeaters in Grade 4 of primary education, Repeaters in Grade 5 of primary education, Repeaters in lower secondary general education, Repeaters in primary education, Repetition rate in Grade 1 of primary education, Repetition rate in Grade 2 of primary education, Repetition rate in Grade 3 of primary education, Repetition rate in Grade 4 of primary education, Repetition rate in Grade 5 of primary education, School age population, School enrollment, School life expectancy, Secondary education, Share of all students in secondary education enrolled in vocational programmes, Share of all students in tertiary education enrolled in ISCED 5, Share of all students in tertiary education enrolled in ISCED 6, Share of all students in tertiary education enrolled in ISCED 7, Share of all students in tertiary education enrolled in ISCED 8, Share of all students in upper secondary education enrolled in vocational programmes, Share of female students in secondary education enrolled in vocational programmes, Share of female students in tertiary education enrolled in ISCED 7, Share of female students in tertiary education enrolled in ISCED 8, Share of male students in secondary education enrolled in vocational programmes, Share of male students in tertiary education enrolled in ISCED 7, Share of male students in tertiary education enrolled in ISCED 8, Survival rate to Grade 4 of primary education, Survival rate to Grade 5 of primary education, Survival rate to the last grade of lower secondary general education, Survival rate to the last grade of primary education, Teachers in lower secondary education, Teachers in primary education, Teachers in secondary general education, Teachers in secondary vocational education, Teachers in tertiary education programmes, Teachers in upper secondary education, Tertiary education, Theoretical duration of lower secondary education, Theoretical duration of post-secondary non-tertiary education, Theoretical duration of pre-primary education, Theoretical duration of upper secondary education, Total inbound internationally mobile students, Total net enrolment rate, Total outbound internationally mobile tertiary students studying abroad, Trained teachers in lower secondary education, Trained teachers in primary education, Unemployment, Youth illiterate population

Pakistan PK: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Female: % Cumulative data was reported at 6.089 % in 2014. This records an increase from the previous number of 5.220 % for 2013. Pakistan PK: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 5.220 % from Dec 2012 (Median) to 2014, with 3 observations. The data reached an all-time high of 6.089 % in 2014 and a record low of 4.914 % in 2012. Pakistan PK: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.; ; UNESCO Institute for Statistics; ;

Pakistan PK: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data was reported at 47.255 % in 2014. This records an increase from the previous number of 45.212 % for 2013. Pakistan PK: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 44.042 % from Dec 1972 (Median) to 2014, with 11 observations. The data reached an all-time high of 47.255 % in 2014 and a record low of 16.359 % in 1972. Pakistan PK: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed lower secondary education.; ; UNESCO Institute for Statistics; ;

Pakistan PK: School Enrollment: Secondary: % Net data was reported at 45.543 % in 2016. This records an increase from the previous number of 43.825 % for 2015. Pakistan PK: School Enrollment: Secondary: % Net data is updated yearly, averaging 36.945 % from Dec 2006 (Median) to 2016, with 10 observations. The data reached an all-time high of 45.543 % in 2016 and a record low of 31.797 % in 2006. Pakistan PK: School Enrollment: Secondary: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Educational attainment, at least completed post-secondary, population 25+, total (%) (cumulative) in Pakistan was reported at 8.6253 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Pakistan - Educational attainment, at least completed post-secondary, population 25+, total (cumulative) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Educational attainment, at least completed upper secondary, population 25+, total (%) (cumulative) in Pakistan was reported at 26.79 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Pakistan - Educational attainment, at least completed upper secondary, population 25+, total (cumulative) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Abstract

The main objective of the interventions supported by this impact evaluation is to strengthen linkages between communities and school to improve education outcomes. Rigorous evidence generated from the research will provide valuable information to Pakistani policy makers, donors and development practitioners on the ways in which school based management reforms can be strengthened in low-governance environments like Sindh, Pakistan. The findings of this research are valuable for the ongoing dialogue with the GoSindh on school based management, one of the critical reform area supported under the Second Sindh Education Sector Program (SEP-II).

The impact evaluation is a component of the World Bank's ongoing technical and advisory support to the Government of Sindh for improving the quality and performance of government primary schools as part of its medium-term, multi-pronged Sindh Education Sector Reform Program (SERP-II). An important subprogram under SERP and SERP-II has been the revitalization of school management committees (SMCs) in government schools, with the provision of annual school improvements grants and basic guidelines on SMCs rights, roles and responsibilities across Sindh province. An area of concern in these early efforts has been poor or dissipating community interest and engagement. The interventions piloted in select districts of rural Sindh were designed by the World Bank in partnership with the Reform Support Unit, which is the implementation arm of the Education and Literacy Department of GoSindh. The aim of these interventions was to explore concrete ways to elicit meaningful and sustained local community engagement in improving education outcomes.

Both the baseline survey and the interventions were implemented in three pilot districts in 2012 and 2013. The core intervention being evaluated is community engagement to revitalize SMCs under two distinct mechanisms: 1) a community-level meeting to engage the community in a dialogue for school improvement via SMCs; 2) a virtual network of community members to engage in a similar dialogue supported through text messages on mobile phones.

The first intervention arm makes use of an existing social platform, enabling community members to participate in traditional meetings to acquire information and engage the community in dialogue and discussion on school-related issues. The second arm has created an innovative virtual platform through which registered community members receive school-related information, anonymously send text messages about these issues and receive a summary of key observations or issues twice every month.

The baseline survey, documented here, was implemented in January 2012 - January 2013. There is no midline survey for this study. The endline survey will start in January 2015.

Geographic coverage

Mirpur Khas, Mitiari and Sanghar districts in Sindh province.

Analysis unit

The unit of randomization for the intervention is a village.

Administered questionnaires have the following units of analysis: individuals (teachers, students, parents), households, schools, and communities.

Universe

All primary schools and rural households in Mirpur Khas, Mitiari and Sanghar districts in Sindh province.

Kind of data

Sample survey data [ssd]

Sampling procedure

The districts chosen for the study were based on district ranks in terms of school density in the district and school participation rates from the Pakistan Social and Living Standards Measurement Survey (PSLM) and Administrative School Census (ASC) data respectively. One district each was chosen from the low, middle and top category to make an overall representative sample of rural Sindh. By this method, the final districts selected were Mirpur Khas, Mitiari and Sanghar. Using the ASC data in terms of number of schools, Mitiari was ranked the third smallest district, Mirpur Khas was ranked at number twelve (middle rank) and Sanghar at number eighteen (top rank). Using the PSLM for education indicators (proportion of adults who ever attended school and school participation rate of primary-age children), Sanghar ranked at the top followed by Mitiari (median) and lastly by Mirpur Khas.

The Administrative School Census (ASC) data is collected by the Government of Sindh every year to provide an updated list of primary schools in all districts of Sindh. The census data for 2010-2011 was used to randomly draw 300 villages within our sample districts. However, because of poor quality of administrative census data, researchers conducted a census listing of all households and also mapped all primary schools in these 300 villages to set the population frame for the study.

• School Sampling Strategy

The school sampling strategy was primarily to target all primary schools in the main settlement that were either open on the day of visit or closed for a period of less than one year. In addition, 15% of the remaining schools in these villages were also surveyed to capture spillover effects. For villages with no school in the main settlement, all schools located out of the main settlement were surveyed1. For villages that did not meet these criteria, all schools were sampled even if the school was closed for more than one year. 4 villages had to be dropped because no school was found in village-level mapping of primary schools.

• Household Sampling Strategy

The household sampling strategy for each village was to randomly select 20 households from the main settlement and 8 households from the peripheral settlements conditional on the household having at least one child of school going age (5-16 years). From this list, the first 16 households were to be surveyed and in case the head of the household was not available, the household was substituted from the list of four buffer households. For the peripheral settlement, any 4 out of the 8 households were surveyed2. In addition, household questionnaires were also administered to all SMC members from the target schools, approximately 4 households in a village.

Overall, on the school level 514 school, 454 head teacher, 409 teacher and 4,573 student questionnaires were administered. On the household level, 6,505 head of the household, 6,503 spouse, 5,281 child and 901 school management committee questionnaires were administered.

Mode of data collection

Face-to-face [f2f]

Research instrument

School Surveys

Detailed data on school-level variables such as enrollment, attendance, teacher on-task, facilities, school committees, funding and expenditure were collected through a set of four questionnaires: School Observation, Teacher Roster, Head Teacher and Teacher Questionnaire. In addition, a list of School Management Committees (SMC) members was enumerated at the school-level for household surveys.

School Observation Questionnaire

School questionnaire consisted of five sections and was based on the observation of the enumerator about school building, facilities, hygiene conditions, on-going classroom practices and teacher activities. The questionnaire also required the enumerator to record school GPS coordinates and school visit details.

Head Teacher Questionnaire

Head Teacher questionnaire compromised of two parts: information based on the head teacher’s knowledge and information based on official school records. The first part gathered data on the respondent’s personal and professional background as well as his knowledge of students, school facilities and SMC. The second part collected official school details on school improvement plan, enrollment, attendance, fee, SMC funds and expenditures.

School Teacher Questionnaire

Teacher questionnaire consisted of nine sections and was administered to all teachers present in the school . It gathered the personal and professional information of the teacher as well as his perceptions on SMC functionality, student learning and returns to education.

Teacher Roster Questionnaire

Teacher Roster collected information on teachers that are currently teaching in the school and those that left or transferred over the last two years. The survey recorded teacher information on attendance, contact number, gender, contract type, pay scale and class taught. For teachers that have left, it also covered information on reasons for leaving school. The information for the roster is to be provided by the head teacher or the senior most teacher in the school.

Household Surveys

The baseline survey also covered households to gather information on demographic and socioeconomic characteristics, parent choices about child’s school, parent engagement with school’s SMC, adult perceptions of returns to schooling and quality of learning through four set of questionnaires: Household Roster, Household Head Questionnaire, Spouse of Head Questionnaire and SMC Member Questionnaire.

Household Roster Questionnaire

The household roster questionnaire collected information about gender, age, marital status, education and job status of all members of the household. This roster information was filled by the head of the household but in case of his absence, the survey was filled by other members that were required to explain their relationship to the head.

Head of the Household Questionnaire

The head of the household questionnaire consisted of fifteen sections and collected detailed information on family members, education, consumption pattern, business details, household expenditures and incomes. It also recorded information on about the respondent’s aspirations, awareness about the SMC, trust in the education system and perceptions about returns to education and quality of learning in the respective school.

Questionnaire for Female

School enrollment, primary, female (% gross) in Pakistan was reported at 76.1 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Pakistan - School enrollment, primary, female (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Pakistan PK: Educational Attainment: At Least Completed Primary: Population 25+ Years: Male: % Cumulative data was reported at 62.516 % in 2014. This records an increase from the previous number of 61.500 % for 2013. Pakistan PK: Educational Attainment: At Least Completed Primary: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 60.366 % from Dec 1972 (Median) to 2014, with 10 observations. The data reached an all-time high of 62.516 % in 2014 and a record low of 25.100 % in 1972. Pakistan PK: Educational Attainment: At Least Completed Primary: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

The literacy rate measures the percentage of people aged 15 and above who are able to read and write. In 2019, Pakistan's total literacy rate was around 58 percent, with less than 46.49 percent of women being literate and more than 69.29 percent of men.

Women in Pakistan need education

In Pakistan, women’s education is in dire need of improvement, and so far, the number of illiterate women has not decreased - on the contrary, it has been going up for years. Although education for both genders is not prohibited in Pakistan, women are generally not as well educated as men. But it doesn’t stop there: Pakistan is one of the countries deemed worst for women in general when it comes to quality of life and safety.

Economy and education

Pakistan is a predominantly Muslim country with a low urbanization rate, meaning the majority of its population live in rural areas, where education is traditionally harder to come by than in cities. Pakistan is still a developing country, and typically, most of the inhabitants work in the primary sector, since Pakistan is rich in arable land. However, the tertiary sector generates the lion’s share of GDP. If the country wants to make the leap to being a developed nation, education and equality need to be higher on the list.

Graph and download economic data for Ratio of Female to Male Secondary School Enrollment for Pakistan (SEENRSECOFMZSPAK) from 1971 to 2019 about enrolled, Pakistan, secondary schooling, secondary, females, males, ratio, and education.

This dataset is a cross-sectional survey collected from two provinces in Pakistan (Punjab) and India (State of Gujarat). The sample included both urban and rural parts of the two countries. The dataset mainly looks at children’s learning and general life experiences in the early years of childhood (at ages 4 to 8). We assessed 1,129 children on tasks of basic numeracy, literacy, and social-emotional learning using a standardised measure of assessment, implemented at two points in time with a gap of 12 months. Also, we collected data on household characteristics, children's learning performance and a parents' survey of children's activities and learning outcomes.

School enrolment of around 80% in India and Pakistan is lower than targets associated with Sustainable Development Goal 4 and functional levels of literacy and numeracy are inadequate even for many young children who are enrolled in school. This project, based on 1,500 young children from one province in Pakistan and one state in India, seeks to examine patterns of enrolment of children and school readiness by socio-economic group, family background, urban / rural locations and individual characteristics such as gender, disability and health. Attendance and progress at school will be analysed over one year, demonstrating how much of a difference school attendance can make to children’s cognitive development and health outcomes. The project aims to collect in-depth information from families and communities on their views of schools and any barriers to attendance, and conduct a systematic review of the evidence. The findings are expected to have policy implications on school enrolment, attendance and retention.

The team's final project report was published on 20 September 2022, and a foreword has been authored by Ziauddin Yousafzai (Malala Yousafzai’s father).

Government expenditure on education, total (% of GDP) in Pakistan was reported at 1.8686 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Pakistan - Public spending on education, total (% of GDP) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Abstract

The Master datasets comprise of four datasets: on children, schools, teachers and households. These master datasets contain key variables and identifiers which will allow users of the data to determine the progression of sample sizes and attrition of children, households, schools and teachers across the four years of the LEAPS panel data.

The children dataset contains round-by-round status of children's grades, enrollment, promotion etc. It also has variables indicating the panel child belongs to (the first panel being grade 3 children LEAPS started following in 2003, and the second one being 3rd graders followed starting in 2005 i.e. round 3 of the survey) as well as whether child was randomly selected for child questionnaire in class. The school dataset contains information such as school type, survey status, construction date. Note that there is only one schoolid variable and it is constant across all rounds. To capture the fact that there is merging of some schools going on across the rounds, refer to the school_merged_into and school_merged_with variables. The school_merged_into variable only exists for the small schools that merged into a larger school whereas the school_merged_with variable exists for the larger schools that the smaller schools merged in to. The teachers dataset contains information such as their round-by-round school, teaching status. The household dataset contains a Mauza indicator, and a variable on whether the household was surveyed in a particular round.

Geographic coverage

Rural Punjab, Pakistan

Sampling procedure

The sample comprises 112 villages in 3 districts of Punjab-Attock, Faisalabad and Rahim Yar Khan. The districts represent an accepted stratification of the province into North (Attock), Central (Faisalabad) and South (Rahim Yar Khan). The 112 villages in these districts were chosen randomly from the list of all villages with an existing private school. This allows us to look at differences between private and public schools in the same village. Although these villages are thus bigger and richer than average villages in these districts, we believe this is a forward-looking strategy and the insights earned here will soon be applicable to a significant fraction of all villages in the country.

Sampling deviation

None

Response rate

The attrition has been remarkably small, averaging 3-4 percent in each year.

Pakistan PK: Gender Parity Index (GPI): Primary School Enrollment: Gross data was reported at 0.853 Ratio in 2016. This records a decrease from the previous number of 0.855 Ratio for 2015. Pakistan PK: Gender Parity Index (GPI): Primary School Enrollment: Gross data is updated yearly, averaging 0.533 Ratio from Dec 1971 (Median) to 2016, with 37 observations. The data reached an all-time high of 0.870 Ratio in 2012 and a record low of 0.382 Ratio in 1971. Pakistan PK: Gender Parity Index (GPI): Primary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Pakistan – Table PK.World Bank: Education Statistics. Gender parity index for gross enrollment ratio in primary education is the ratio of girls to boys enrolled at primary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This statistic shows the female to male ratio in tertiary education in Pakistan from 2005 to 2016. In 2005, there were approximately 0.87 females per one male in tertiary education in Pakistan. This ratio increased to 0.87 females per one male in 2016.

The urban indicators data available here are analyzed, compiled and published by UN-Habitat’s Global Urban Observatory which supports governments, local authorities and civil society organizations to develop urban indicators, data and statistics. Urban statistics are collected through household surveys and censuses conducted by national statistics authorities. Global Urban Observatory team analyses and compiles urban indicators statistics from surveys and censuses. Additionally, Local urban observatories collect, compile and analyze urban data for national policy development. Population statistics are produced by the United Nations Department of Economic and Social Affairs, World Urbanization Prospects.

Pakistan has a large number of public and private universities offering degrees in multiple disciplines. There are 162 universities out of which 64 are in the private sector and 98 are public sector/government universities recognized by the Higher Education Commission of Pakistan (HEC). According to HEC, Pakistani universities are producing over half a million graduates per year, which include over more than 10,000 Computer Science/IT graduates. From the year 2001 to 2015 there is a mass increase in enrollment in universities. The recent statistics shows that in 2015, 1,298,600 students enrolled in different levels of degree, 869,378 in Bachelors (16 years), 63,412 in Bachelors (17 years), 219,280 in Masters (16 years), 124,107 in M.Phil/MS, 14,373 in Ph.D, and 8,319 in P.G.D. However, in 2014 the number of doctoral degrees awarded were 1,351 only. Moreover, according to the HEC report, in 2014-2015 there are over 10,125 full-time Ph.D. faculty teaching in Pakistan in all disciplines. Computer Science and related disciplines are widely taught in Pakistan with over 90 universities offering this discipline with qualified faculty. According to our dataset, there are 504 Ph.D. faculty members in Computer Science in Pakistan for 10,000 students. So we have a Ph.D. faculty member for every 20 students on average in computer science program.

Percentage of teachers in upper secondary education who are female (%) in Pakistan was reported at 36.9 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Pakistan - Percentage of teachers in upper secondary education who are female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.