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| Enrollment- Region, Sector And Gender-Wise For The Year 2017-18 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Province/ Region | Public | Private | Total | |||||||
| Male | Female | Total | Male | Female | Total | Male | Female | Total | ||
| ICT | 274,467 | 282,493 | 556,960 | 20,580 | 13,089 | 33,669 | 295,047 | 295,582 | 590,629 | |
| Punjab | 189,821 | 187,218 | 377,039 | 85,705 | 52,411 | 138,116 | 275,526 | 239,629 | 515,155 | |
| Sindh | 107,571 | 66,878 | 174,449 | 58,850 | 30,322 | 89,172 | 166,421 | 97,200 | 263,621 | |
| Khyber Pakhtunkhwa | 71,418 | 26,201 | 97,619 | 35,574 | 10,082 | 45,656 | 106,992 | 36,283 | 143,275 | |
| Balochistan | 21,873 | 9,460 | 31,333 | 484 | 108 | 592 | 22,357 | 9,568 | 31,925 | |
| Azad Jammu & Kashmir | 11,368 | 13,392 | 24,760 | 1,021 | 1,357 | 2,378 | 12,389 | 14,749 | 27,138 | |
| Gilgit Baltistan | 2,160 | 2,184 | 4,344 | 0 | 0 | 0 | 2,160 | 2,184 | 4,344 | |
| Pakistan | 678,678 | 587,826 | 1,266,504 | 202,214 | 107,369 | 309,583 | 880,892 | 695,195 | 1,576,087 | |
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| Quacquarelli Symonds (Qs) Asian Ranking | ||
|---|---|---|
| S # | University | 2019 |
| 1 | National University of Science & Technology, Islamabad. | 87 |
| 2 | Lahore University of Management Sciences, Lahore | 95 |
| 3 | Quaid-i-Azam University, Islamabad | 109 |
| 4 | COMSATS University, Islamabad | 135 |
| 5 | Pakistan Institute of Engineering and Applied Sciences, Islamabad | 146 |
| 6 | University of Engineering & Technology, Lahore. | 171 |
| 7 | University of the Punjab, Lahore | 193 |
| 8 | Aga Khan University, Karachi | 195 |
| 9 | University of Karachi, Karachi | 251-260 |
| 10 | University of Agriculture, Faisalabad | 281-290 |
| 1 | Government College University, Lahore | 351-400 |
| 12 | Bahria University, Islamabad | 351-400 |
| 13 | Institute of Space Technology, Islamabad | 351-400 |
| 14 | International Islamic University, Islamabad | 351-400 |
| 15 | NED University of Engineering & Technology, Karachi | 351-400 |
| 16 | University of Lahore, Lahore | 401-450 |
| 17 | University of Veterinary and Animal Sciences, Lahore | 401-450 |
| 18 | Mehran University of Engineering & Technology, Jamshoro | 401-450 |
| 19 | University of Sargodha, Sargodha | 401-450 |
| 20 | University of Sindh, Jamshoro | 401-450 |
| 21 | Lahore College for Women University, Lahore | 451-500 |
| 22 | University of Central Punjab, Lahore | 451-500 |
| 23 | University of Management & Technology, Lahore | 451-500 |
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| 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 Targets | National Priority SDG Indicator | National Baseline 2014-15 | Target 2030 |
| By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learningoutcomes | Proportion 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 sex | Total=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 situations | Parity 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 disaggregated | GPI Primary=0.87 | GPI Primary=1.0 |
| By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy | Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex | Total=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 all | Proportion 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 States | Proportion 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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