Over the decades, educational systems around the
globe evolved from simple to complex, with increase in its scope, spread,
access and dynamic nature. This complex phenomenon needs simplified methods and
models to explain/understand the systemic nature of cause and effect. This
article pertains to exploring the dynamic educational context of Pakistan with
focus on operationalizing SDG 4 and preparing children for a challenging
future. System Thinking and System Analysis are used to map the main driving
forces of the education system in Pakistan. Tools such as CLDs (Causal Loop Diagrams)illustrate the qualitative structure of
the model. Variables such as educational access (number of enrolment at
national level in primary to secondary level of education), inclusiveness
budget (investment in education sector), GDP (ratio of GDP utilized on
education), and equity (rate of gender per class), are analysed through loops
to achieve SDG 4 targets. Both historically and currently, achieving Pakistan’s
educational objectives has been challenging. It requires a holistic approach
for achieving objectives for example access to primary education.
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