From Policy to Practice: A Critical Monitoring of Punjab’s Progress toward SDG-4 Implementation in School Education

The aim of Sustainable Development Goal 4 (SDG-4) is to ensure inclusive, equitable, quality education and promote lifelong learning opportunities for all by 2030. Efforts have been made to align educational policies regarding SDG-4 through initiatives like the Punjab Human Capital Investment Project (PHCIP), ASPIRE, and TALEEM in Pakistan, specifically in Punjab. However, translating policy into practice remains a major challenge. This study critically inspects the implementation of SDG-4 in Punjab’s School Education Department (SED), focusing on access, equity, quality of learning, and teacher development at the secondary school level. The study collected quantitative data from 300 Head Teachers (HTs) and Subject Specialist Teachers (SSTs) by using a convergent parallel mixed-methods design and for qualitative insights from District Education Officers (DEO-SEs) and Chief Executive Officers (CEOs) of District Education Authorities interviews and focus group discussions were used to collect data. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined using thematic content analysis. Findings revealed that only 38.7% of respondents had received SDG-related training, and 55% stated that the curriculum lacked components of global citizenship and inclusivity. Qualitative themes included low policy awareness, insufficient teacher development, infrastructural gaps, and systemic inequities. A significant difference in perception between HTs and SSTs indicated a communication divide in policy implementation. The study highlights the need for targeted training, curriculum reform, real-time monitoring, and inclusive planning. These findings provide a framework for policymakers to strengthen SDG-4 implementation across Punjab’s educational landscape