- The two-day DARE-RC International Education Summit stressed that data, research, and classroom realities must guide education policy in Pakistan.
- Federal Minister Ahsan Iqbal highlighted evidence-based planning and stable leadership as essential for sustainable education reform.
- British High Commissioner Jane Marriott warned that without quality teaching and strong schools, Pakistan’s children may reach only 41% of their potential.
- International experts and development partners emphasised equity, inclusion, and climate resilience as core education priorities.
- The summit concluded with a commitment to stronger collaboration between government, universities, and partners to translate research into real classroom impact.
ISLAMABAD: The two-day “International Education Summit 2025” held under the Data and Research in Education, Research Consortium (DARE-RC), concluded with one strong and shared message: Pakistan’s education system can only improve if decisions are guided by facts, research, and real classroom realities.
Held at Allama Iqbal Open University (AIOU), Islamabad, the summit (December 17-18, 2025) brought together policymakers, researchers, and development partners from Pakistan and abroad to talk about how education can become more inclusive, stronger, and fair for every child.
Federal Minister for Planning and Development Ahsan Iqbal stressed that Pakistan cannot reach its development goals without using data and research in education planning. He said policies must be based on evidence so schools can better respond to the needs of children and young people across the country.
Referring to a well-known book The Knowing–Doing Gap: How Smart Companies Turn Knowledge into Action by Stanford University professors Jeffrey Pfeffer and Robert Sutton, published in 2000, Ahsan Iqbal, said, Pakistan must move beyond ideas and focus on action.
He noted that political instability in the country has caused serious setbacks, as frequent changes in governments disrupt continuity and make it difficult for policymakers to carry forward reforms.
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Federal minister concluded that when these elements are in place, institutions can progress and succeed far more rapidly.
British High Commissioner Jane Marriott CMG OBE also pointed to the learning crisis facing many children in Pakistan. She said strong teaching, reliable institutions, and evidence-based decisions are essential, especially to help the most disadvantaged children succeed.
“Many children in Pakistan face the serious risk of achieving only 41 percent of their potential over a full lifetime,” she said.
Abdur Rauf Khan, Country Director, Oxford Policy Management, Pakistan, said, "DARE-RC is a unique initiative that brings together researchers, policymakers, and practitioners to share knowledge and experiences. We are proud to be part of this consortium and look forward to continuing our work together to improve education outcomes in Pakistan."
DARE-RC Team Lead Dr Ehtasham Anwar said the summit created an important space for key stakeholders to come together and discuss the major challenges facing education in Pakistan. He added that DARE-RC remains committed to working closely with the government and partners to ensure that evidence is used to shape both policy and practice.
Equity and Inclusion Take Priority
The summit opened with a keynote by Professor Kamal Munir from the University of Cambridge, who highlighted the need to put fairness and equity at the centre of education reform. Discussions on the first day focused on issues such as gender gaps, disability inclusion, poverty, and the growing impact of climate change on education.
Experts from the World Bank, UNICEF, Sightsavers, and global universities agreed that Pakistan’s education system must include every learner and be prepared for future challenges.
Turning Research into Real Change
On the second day, attention shifted from ideas to action. Sessions focused on how research can improve teaching, support teachers, and strengthen accountability and governance.
Speakers emphasised the need to move “from evidence to action.” Policymakers from all provinces joined international experts to discuss teacher recruitment, performance monitoring, and system-level reforms that can make a real difference in classrooms.
A major takeaway from the closing session was the important role of universities in shaping education reform. Academic leaders shared their commitment to producing research that helps policymakers and to training future leaders who understand both research and practice.
More than 30 research studies supported by DARE-RC were shared, covering inclusion, social justice, teaching quality, education governance, and system resilience.
Working Together for Lasting Impact
In closing remarks, Sam Waldock from the British High Commission highlighted that lasting education reform depends on strong partnerships. Governments, universities, and development partners must work together to turn research into real change.
A Shared Vision for the Future
The summit ended with a shared commitment to build an education system that is fair, inclusive, and guided by evidence.
Participants agreed that continued cooperation, investment in research, and close links between policy and practice are key to improving learning outcomes for all children.
Funded by the UK Foreign, Commonwealth and Development Office (FCDO), the DARE-RC programme will continue to support research-led education reform and help shape a better future for education in Pakistan.
