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Health, Education & Training (Facts & Figures)


Enrollment- Region, Sector And Gender-Wise For The Year 2017-18
Province/ RegionPublicPrivateTotal
Male Female TotalMale Female TotalMale Female Total
Khyber Pakhtunkhwa71,41826,20197,61935,57410,08245,656106,99236,283143,275
Azad Jammu & Kashmir11,36813,39224,7601,0211,3572,37812,38914,74927,138
Gilgit Baltistan2,1602,1844,3440002,1602,1844,344
Pakistan 678,678 587,826 1,266,504 202,214 107,369 309,583 880,892695,195 1,576,087
Quacquarelli Symonds (Qs) Asian Ranking
S # University 2019
1National University of Science & Technology, Islamabad.87
2Lahore University of Management Sciences, Lahore95
3Quaid-i-Azam University, Islamabad109
4COMSATS University, Islamabad135
5Pakistan Institute of Engineering and Applied Sciences, Islamabad146
6University of Engineering & Technology, Lahore.171
7University of the Punjab, Lahore193
8Aga Khan University, Karachi195
9University of Karachi, Karachi251-260
10University of Agriculture, Faisalabad281-290
1Government College University, Lahore351-400
12Bahria University, Islamabad351-400
13Institute of Space Technology, Islamabad351-400
14International Islamic University, Islamabad351-400
15NED University of Engineering & Technology, Karachi351-400
16University of Lahore, Lahore401-450
17University of Veterinary and Animal Sciences, Lahore401-450
18Mehran University of Engineering & Technology, Jamshoro401-450
19University of Sargodha, Sargodha401-450
20University of Sindh, Jamshoro401-450
21Lahore College for Women University, Lahore451-500
22University of Central Punjab, Lahore451-500
23University of Management & Technology, Lahore451-500


Sustainable Development Goals (SDGs) National Framework Goal 4:

Quality Education (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all)

National Priority TargetsNational Priority SDG IndicatorNational Baseline 2014-15Target 2030
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learningoutcomesProportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and(ii) mathematics, by sexTotal=57% Girls=53.0% Boys=60.0%Total=100% Girls=100.0% Boys=100.0%
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsParity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict affected, as data become available) for all education indicators on this list that can be disaggregatedGPI Primary=0.87GPI Primary=1.0
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyPercentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexTotal=60.0% Female=49.0% Male=70.0%Total=80.0% Female=69.0% Male=90.0%
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allProportion of schools with access to:(a) electricity: (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single sex basic sanitation facilities; and (g) basic hand washing facilities (as per the WASH indicator definitions)Primary School Infrastructure: Electricity=53.0%; Drinking Water= 67.0%; Sanitation=67.0%Primary School Infrastructure; Electricity= 53.0%; Drinking Water=67.0%; Sanitation=67.0%
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesProportion of teachers in; (a) pre-primary; (b) Primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Source: Ministry of Planning, Development & Reform



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