This is the eigth article in the first volume in a new series of briefs Mapping Community Colleges Around the World: Comparative Perspectives and Collaborative Pathways presented by ACCT and STAR Scholars Network. Click here to read the full brief of the first volume, Global Snapshots: Models, Missions, and Challenges, which profiles institutions in Colombia, Croatia, Malawi, Pakistan, South Africa, South Korea, Syria, and the United States.
Inspired by the access-driven mission of U.S. community colleges and their success in reaching underserved student populations—especially in rural areas—a network of five institutions, Community Colleges (CCs), was recently established by a public sector university in Sindh, Pakistan, with provincial government support. While these institutions provide educational opportunities at the K-12 level rather than at the postsecondary level and thus differ from community colleges in the U.S. and other countries, Pakistan’s CCs are similar to their global counterparts in that they address issues of access and quality education for marginalized communities, especially in rural contexts; aim to create pathways for students to further education and employment; and are grounded in deep connections and partnerships with the local community.
Notably, CCs are managed through university-school-government partnerships, a unique collaborative model that provides multilayered support and could inform similar structures in other country contexts. Using a case study of one of the CCs in Sindh, this article explores CCs’ success in addressing issues of low-quality education and expanding access in rural contexts. We have drawn insightful lessons from the analysis that could be useful for stakeholders within and outside Pakistan.
An Innovative Model
Education is a cornerstone of any country’s socioeconomic development. However, owing to longstanding issues related to access and quality, Pakistan is struggling to fully capitalize on its potential. Sindh, a province of Pakistan, faces multifaceted educational crises, including high dropout rates, many out-of-school children, and significant gender disparities—particularly among marginalized communities. These challenges stem from inadequate infrastructure, a shortage of teachers, and sociocultural barriers, among other factors.
To address these issues, several initiatives have been introduced at both the government and organizational levels in Sindh. Borrowing from the U.S. Community college model, in 2010, the founding Vice Chancellor of Sukkur IBA University introduced CCs with the support of the Government of Sindh’s Community Development Board. In the first phase, five CCs were established through a partnership involving the government, the university, and the community. The government owns the buildings, while all aspects of the CCs’ administration and operations are overseen by the university, which has created a separate wing for community colleges called the ‘Directorate of Community Colleges.’ This wing manages funding, management, and the curriculum. Strategic partnerships with local governments and educational bodies enhance colleges’ credibility and sustainability.
Located in rural areas, each CC is equipped with modern facilities and resources to make education accessible to the community and prepare youth for higher education and employment. The CCs offer formal K-12 schooling in all subjects in alignment with national curriculum requirements. An entry test is required for admission. While students at the CCs are not currently automatically admitted to the university (e.g., through pathway agreements such as those in the U.S.), they are prepared to enter the admissions process for universities in or outside Pakistan.
Impact and Effectiveness
To explore the impact and effectiveness of Pakistan’s CC model, our research team conducted an in-depth case study analysis focused on CC contributions to address quality and access issues in the rural context of Sindh. Among the five community colleges, one was randomly selected for in-depth exploration, as all share the same vision, mission, resources, and partnerships. The selected case was analyzed by considering trends in access (enrollment, attendance, and retention) and quality (teacher credentials, teaching practices, and graduate success stories). Data were collected from the school principal through a semistructured interview. The results illustrate both successes and challenges and highlight effective policies and practices that may be applicable both for other CCs in Pakistan and for similar institutions throughout the world.
Do CCs expand access for marginalized students?
The selected CC was established in 2011, with an initial enrollment of 100 students (80% boys). Over the past decade, overall enrollment has increased by 88%. Interestingly, girls’ enrollment has increased from 20% in 2011 to 36%, indicating a positive shift toward greater gender inclusion in rural areas. The CC has set an ambitious target for 2030, aiming to increase total enrollment to 2,000, with girls making up approximately 60% of the student body. This goal suggests a strategic focus on further improving gender parity and expanding educational access.
Moreover, approximately 20% of CC students are from very low socioeconomic backgrounds, with most remaining students belonging to middle-income families. The Sindh government plays a critical role in supporting students from disadvantaged backgrounds by offering 10 fully funded merit-based scholarships each year, which cover recipients’ fees through the intermediate level.
One of the pressing issues in rural areas is the excessive absence of students from schools. The CC follows a strict attendance policy, which requires students to maintain a 95% attendance rate throughout the academic year. This policy has contributed to a high retention rate of 96%, indicating strong student commitment and institutional support.
Do CCs provide quality education for marginalized children?
In terms of the teaching force, the CC has been consistently increasing the number of teaching staff needed to meet students’ needs. The current teacher-student ratio is 1:20, far better than the country’s overall ratio in K-12 schools. The relatively low teacher-student ratio enables personalized attention, stronger teacher-student relationships, and effective classroom management, fostering higher academic performance and better engagement.
Furthermore, the criteria for teacher recruitment have evolved since the establishment of the CC. Initially, the CC required teachers to hold only an undergraduate-level degree; however, the recruitment policy has since been upgraded to require master’s degrees. In addition, the CC seeks teachers with at least five years of experience prior to joining.
To ensure continuous professional growth, teachers participate in biannual training, which is centrally organized at the university and facilitated by teacher educators. In-house sessions are also conducted to address specific school-related needs, and the examination board (a third-party organization charged with conducting centralized exams for high school students) organizes pedagogy-focused sessions for faculty. This comprehensive approach to teacher development reflects the CC’s commitment to maintaining high educational standards. As a result of continuous professional development, the teaching methodologies employed in the CC vary and include interactive lectures, demonstrations, inquiry-based learning, and activitybased teaching. These methods are complemented by both formative and summative assessments, which ensure a holistic evaluation of student progress.
Beyond academic learning, students in the CC are encouraged to participate in a range of extracurricular activities. These include inter-campus competitions such as spelling bees, quizzes, speeches, and debates, as well as co-curricular activities such as STEM fairs, entrepreneurial projects, summer camps, and sports. These opportunities provide students with a well-rounded educational experience, fostering personal growth and skill development.
The impact of this comprehensive academic experience is evident in the success stories of CC graduates. Many have gone on to pursue higher education at prestigious institutions both in Pakistan and abroad. For example, two graduates are studying in Germany, one in Italy, and another in Australia. Many graduates continue their studies at reputed institutions in Pakistan. These success stories illustrate the effectiveness of the CC model in providing quality education and creating pathways for students to prosper.
What are the key challenges faced by CCs?
The CC faces several challenges that impact its operational effectiveness. Job security for teaching and non-teaching staff, coupled with limited benefits beyond take-home salaries, is the key challenge; whereas government officials, for example, serve in permanent positions, CC staff positions are contractual and do not provide a pension. Additionally, the extreme heat in rural Sindh creates a challenging work and learning environment, further exacerbated by the absence of family residence facilities for staff. These conditions hinder attracting and retaining qualified personnel in remote areas.
A more pressing challenge is the local community’s need for greater collaboration and investment. A lowerthan-desired level of engagement is primarily attributed to a lack of education and awareness regarding the CC’s role in fostering community development. Without active community involvement, the sustainability and effectiveness of the CC model are somewhat compromised. The public sector university has taken on the critical role of guiding policy and practice to address this gap. Expert academicians from universities are heavily involved in decision-making, ensuring that CCs maintain their focus on delivering quality education.
The Power of Partnerships
In conclusion, the CC initiative in Sindh represents a promising model for addressing educational disparities in rural and marginalized communities. By providing accessible, high-quality education through strategic partnerships, modern facilities, and robust teacher development, these colleges have successfully expanded enrollment, improved retention, and contributed to gender parity. While challenges such as staff retention, extreme environmental conditions, and limited community engagement persist, the initiative’s achievements in fostering academic excellence and creating pathways to higher education and employment are commendable. Insights from this model offer valuable lessons for policymakers and educators aiming to bridge educational gaps in similar contexts globally.
The success of this initiative highlights the power of collaboration among the government, universities, and local communities. This partnership model can be replicated in other regions facing similar educational challenges, demonstrating how multisector involvement is crucial for addressing access and quality issues. Furthermore, the CC model proves that access to education can be significantly expanded in rural and marginalized communities through affordable, flexible, and locally relevant educational offerings. This can guide other countries in similar socioeconomic contexts, emphasizing the importance of inclusive education for socio-economic development.
About the Authors
Aisha Naz Ansari is a research specialist at Aga Khan University Institute for Educational Development (AKUIED), Pakistan. She has published more than thirty (30) research articles and research blogs in international and national journals and forums. Her research areas include systematic reviews, educational technology, educational psychology, holistic student development, teacher education, public-private partnerships, and classroom teaching and learning. E-mail: aisha.naz22@alumni.aku.edu
Sohail Ahmad is a doctoral candidate (Education) at the University of Cambridge and the Aga Khan University Institute for Educational Development, Pakistan. Currently, he is working as Research Specialist at AKUIED. He has experience in large-scale research through working on various nation-wide studies on science and mathematics education in Pakistan. He has published on pedagogical quality, student learning, higher education, quality assurance, and use of technology in higher education.
Dr. Sadia Bhutta is an Associate Professor at Aga Khan University Institute for Educational Development, Pakistan. Her research interests include classroom practice, learning outcomes, and quantitative research methods.
Photo credit: https://stratheia.com/higher-education-in-pakistan/
