GIRLS’ PRIMARY EDUCATION: A CASE STUDY OF QUETTA

Abstract

The study examines the quality of girls’ education in Quetta, the provincial capital of Balochistan. Although the district is comparatively better off than other parts of the province in many respects, the state of girls’ education remains deeply compromised and falls below even average standards. Using a mixed-methods approach—combining interviews, focus group discussions (FGDs), surveys, and field observations across 40 schools in all parts of Quetta—the study identifies significant gaps between the policy commitments outlined in the Balochistan Education Sector Plan (BESP) 2020–2025 and the realities on the ground. The findings reveal extreme negligence toward these schools, with students’ health, hygiene, and mental well-being adversely affected. Poor infrastructure, lack of funds, unjust distribution of resources, inadequate teacher training for the new syllabus, and, above all, the absence of basic facilities such as electricity, gas, and water further worsen the situation. Ineffective monitoring mechanisms, weak governance, and political interference continue to undermine the delivery of quality education. Schools in peripheral and low-income settlements face particularly harsh conditions, including the absence of counsellors, non-functional libraries and laboratories, and minimal parental engagement. Despite the involvement of NGOs, government support remains largely absent. The study concludes that improving girls’ primary education in Quetta requires political will, targeted investment, transparent governance, strengthened teacher training, community participation, and dedicated primary-level budgeting. It offers evidence-based recommendations to address these systemic challenges and emphasizes that without urgent reforms, girls in Quetta will continue to face barriers that hinder their learning, empowerment, and long-term socio-economic mobility.

Keywords: Girls` primary education, Balochistan Education Sector Plan (BESP), Quetta, Education quality, Teachers` training, Policy Implementation.