Pakistan’s education system faces many challenges, including a lack of basic facilities. The most serious of these challenges is the non-availability of electricity in schools. According to the recent Economic Survey 2024-25, about 33 per cent of schools across the country are still functioning without basic facilities like electricity. This situation shows the deep inequalities in the field of education, especially in Sindh, Balochistan and Azad Jammu and Kashmir.
According to the survey, only 31 percent of schools in Sindh have been electrified, while only 27 percent of primary schools are connected to the national grid. The situation is even worse in Balochistan, where only 15% of primary schools and 21% of overall schools have been electrified. The non-availability of electricity in these areas not only affects the teaching process It also negatively affects student performance, attendance, and learning environment.
On the other hand, the situation in Punjab is slightly better and satisfactory. In Punjab, 98% of primary schools and 100% of middle, high and higher secondary schools have been electrified. In the federal capital (Islamabad) also, all educational institutions are fully electrified, which is a worthy example.
In Khyber Pakhtunkhwa, 85 per cent of primary and 99 per cent of higher secondary schools have been electrified, reflecting a relatively better performance. Gilgit-Baltistan is also among the better performing regions, with 70 per cent of schools connected to electricity.
On the contrary, the situation in Azad Jammu and Kashmir is dismal. Only 32% of primary schools and 43% of overall schools have access to electricity. This imbalance shows that there is a huge gap in education opportunities and facilities in different regions of the country.
At the national level, the situation of higher education institutions is relatively better. But at the primary level, only 62 per cent of schools are connected to electricity, while at the higher secondary level, this rate reaches 95 per cent.
These figures indicate that unless basic facilities like electricity are provided to schools, the dream of educational development will not be fulfilled. The government should include the backward areas in the electricity supply projects on a priority basis so that equality can be promoted in the education system.
