Educational Leadership and the SDGs in Post-colonial Pakistan

Educational Leadership and the SDGs in Post-colonial Pakistan

With 22.84 million school aged children not attending school, and a 58% adult literacy rate, Pakistan faces severe challenges to achieving the SDG 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all).

With 22.84 million school aged children not attending school, and a 58% adult literacy rate, Pakistan faces severe challenges to achieving the SDG 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all). Through the Aga Khan Education Service, Pakistan claims to provide access and quality education to more than 42,000 students, mostly in remote regions in the Nothern Pakistan. In this context, school leaders have a key role in promoting inclusive and quality education as they work at the grassroot level. This research project aims to explore the ways in which school leaders in Aga Khan schools in Chitral district understand their roles in realising the agenda for quality education, and the challenges they face in promoting quality and inclusive education for all.

Project timeline: 2018 - 2022

Key contributors: Mir Zaman Shah, Peter Kelly and Seth Brown

This project addresses the following Sustainable Development Goals and Targets:

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.5 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 situations

4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

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Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

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aboriginal flag
torres strait flag

Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

More information