Results Framework Indicator Report: Progress and Challenges in Education in Balochistan, Pakistan

Key Chapter Title List

1. Domestic Education Expenditure
2. Progress on Key Enablers for System Transformation
3. Number of Key Indicators Reported to the UNESCO Institute for Statistics
4. Inclusive Local Education Groups
5. Country-Level Objective Indicators
6. Mid-Term Top-up Funding for System Transformation Grants
7. Implementation of System Capacity Grants
8. Alignment of Grants with National Systems
9. Coordination Mechanism: Grant Funding Modality
10. Girls' Education Accelerator Program
11. Achievement of Implementation Grant Objectives
12. Indicators Related to Sustainable Development Goals 4 and 5

Document Introduction

Pakistan joined the Global Partnership for Education (GPE) in 2012 and was classified as a Partner Country Affected by Fragility and Conflict (PCFC) in FY2024. This report, based on country-level data for the 2023 calendar year and FY2024 compiled by the GPE Secretariat as of September 2024, focuses on indicators related to the GPE 2025 Results Framework. It systematically presents the progress trends and core challenges in the education sector of Balochistan, Pakistan.

The core content of the report is divided into three main sections: Sector Progress Indicators, Country-Level Objective Indicators, and Enabling Objective Indicators. Regarding sector progress, the report focuses on core dimensions such as the share of domestic education expenditure, the number of key indicators reported to the UNESCO Institute for Statistics (UIS), and the composition of inclusive local education groups. Notably, the share of domestic education expenditure remained at 20% from 2020-2023, meeting the GPE benchmark.

The Key Enablers for System Transformation constitute the core analytical module of the report. This section covers four major areas: Equity, Efficiency, and Volume of Domestic Education Financing; Gender-Responsive Planning and Monitoring; and Availability and Use of Data and Evidence. It assesses the implementation progress and existing barriers for each enabler through specific indicators. For example, Balochistan has not yet established a legal framework guaranteeing 12 years of free, quality education.

The Country-Level Objective Indicators focus on key issues such as mid-term top-up funding for system transformation grants, implementation of system capacity grants, alignment of grants with national systems, and coordination of funding modalities. This section reveals instances of non-achievement in Balochistan regarding the management and implementation of education grants. For instance, a $20 million Education Sector Program Implementation Grant showed insufficient alignment with national systems, employed an independent funding modality, and experienced lagging achievement of its objectives.

The section on Enabling Objective Indicators and indicators related to Sustainable Development Goals (SDGs) 4 and 5 presents the current status of Balochistan regarding KIX support, benefits from technical initiatives, utilization of innovative financing mechanisms, etc. It also compares key education development indicators—such as pre-primary education coverage, completion rates at all levels, out-of-school rates, and the proportion of qualified teachers—against global partner country and PCFC averages. The report's data is sourced from authoritative channels including national budget documents, ITAP assessment reports, UIS statistical data, and UNICEF data warehouses, providing an empirical basis for understanding the developmental characteristics of a regional education system in a fragile and conflict-affected context.