Improving distance learning in Pakistan
More than 25 million children aged 5 to 16 in Pakistan are out of school. This represents 35% of children in this age group.
Cambridge worked with the Ministry of Federal Education and Professional Training (MoFEPT) to design national standards, an assessment framework, and a clear delivery plan to improve the quality and reach of distance learning.
Together, we created a practical route to give more learners a reliable way to continue their education outside school.
Quick read
Cambridge partnered with MoFEPT to design national learning standards and an assessment framework for distance learning.
The work drew on global practice and consultations with officials, providers, teachers, parents and children across Pakistan.
The new framework will help make distance learning more consistent and easier to trust across the country. It supports distance learners, especially marginalised students, and those who can’t attend school.
A clear plan shows how to use the standards in practice.
The challenge
More than 25 million children aged 5 to 16 in Pakistan are out of school. This represents 35% of children in this age group.
Leaders wanted flexible ways to help learners continue their education. Distance learning offered new opportunities, but quality and consistency varied.
Pakistan needed a new national approach. This would help recognise learning wherever it takes place and would build trust in the system. It would also help to ensure that location or circumstance does not limit opportunity.
A practical, national approach
In 2022, Cambridge worked with MoFEPT to design a practical way to strengthen distance learning. This work was part of a wider programme funded by the World Bank called ASPIRE (Actions to Strengthen Performance for Inclusive and Responsive Education). The programme supports Pakistan in strengthening its education system and expanding learning opportunities for out-of-school and marginalised children.
Together, we developed the National Distance Learning Framework. The framework establishes best-practice standards for distance learning, including how teaching, assessment and learner support should work online and through other remote channels. It helps education providers measure quality, identify improvements and make better use of technology. By prioritising inclusive learning approaches, it aims to expand access to education and improve learning outcomes for disadvantaged and marginalised learners.
This supports the goals of MoFEPT’s Digital and Innovative Learning Wing and provides a clear structure for improving quality. We developed recommendations that put equity and inclusion first to support all learners, especially those most at risk of being left behind.
To make sure the framework reflected real experiences, we carried out research and consultations. We focused on practical solutions that work in Pakistan’s context. These draw on international practice and new approaches in digital and blended learning.
Reviewing global and local best practice
We reviewed distance learning models worldwide, focusing on countries with similar access to technology. We also analysed existing programmes in Pakistan to identify strengths and gaps.
Engaging key stakeholders
We spoke with government officials, providers, teachers, school leaders and parents. Their insights helped shape a framework that works in practice, not just on paper.
We also ran a focus group with children to explore how they use distance and digital learning. Their views helped us design standards that reflect real needs and expectations.
Clear standards across key areas
Using this evidence, we defined key areas for quality and developed standards for each one.
A strong area of focus was assessment in distance learning. We designed approaches that are fair, accessible, and suitable for learning outside traditional classrooms.
We also consulted widely across the education sector to refine the framework. This made sure it reflects different needs and priorities across the system.
Impact
The new national framework for distance learning is designed to:
expand access,
improve learning continuity during disruptions,
support disadvantaged learners,
and allow provinces to adapt delivery methods to local conditions.
Cambridge also developed a practical implementation plan showing how to embed the standards across the system.
This partnership work gives Pakistan a strong foundation to expand access to education and support more learners in the years ahead.
“Working with Cambridge on the development of Pakistan's Distance Learning Domains and Standards was a valuable partnership at a critical moment for education. As COVID-19 kept millions of children out of classrooms, these standards provided MoFEPT with a practical framework to institutionalise, evaluate and continuously improve distance learning initiatives. Cambridge's technical expertise helped shape a robust quality assurance framework that went on to inform the national evaluation of TeleSchool, laying the foundation for stronger, more resilient digital/distance learning systems in Pakistan. We are grateful for their professionalism, collaborative approach and commitment to supporting evidence-based education reform.”
Sana Isa, Technical Lead, ASPIRE, Project Coordination Unit (PCU), Ministry of Federal Education and Professional Training (MoFEPT).
Contact us
If you're working to improve the quality of your country's education system, contact us to find out how our expertise in curriculum, assessment, teacher development and education reform can help you achieve lasting impact.
