Government Girls Lower Secondary School Tando Mir Ghulam Hussain

The Pakistani school keeping 90% of girls in school through its livelihood-linked education model

Government Girls Lower Secondary School Tando Mir Ghulam Hussain, a public secondary school in Latifabad, Hyderabad, Pakistan, is spearheading a revolutionised learning model that empowers vulnerable and working girls who are unable to attend full school hours to continue learning without stepping away from the social realities that shape their lives. Located in an underprivileged area of Latifabad, where the majority of the population belongs to the labour class and has limited access to education, the community is largely uneducated and characterised by a conservative mindset. With many families prioritising economic survival over education, students, primarily girls, are often expected to contribute to household income or take on domestic responsibilities from an early age, which leaves them persistently absent or dropping out of school to work in informal sectors to supplement household income.

Recognising that fixed schedules, rigid policies and a standardised curriculum of conventional approaches only deepen exclusion, the school has redesigned its structure to fit the lived reality of its students through a flexible, context-responsive model that prioritises continuity of learning over compliance.

A dual-shift system allows students to attend school either in the morning or the afternoon, depending on their responsibilities outside the classroom. Girls who work or support their families during the day are able to attend in the afternoon, while others attend in the morning, ensuring that learning works in parallel to their earning responsibilities. Remedial support has been introduced to help students bridge learning gaps from prolonged absences, and an activity-based pedagogy has replaced rote memorisation to engage learners in real-life contexts, which build practical understanding and problem-solving, while building self-awareness and confidence.

In a community where education for girls has historically been undervalued, the school has invested heavily in building trust with families. Teachers regularly conduct home visits that include counselling sessions to help parents understand the long-term value of keeping their daughters in school. By involving families, the deeply rooted beliefs of early marriage and placing work over learning are being consistently challenged, and there has been a noticeable shift in the perception of gender value across the community.

With the majority of staff members living in the same community, the approach has also helped them understand firsthand the challenges students face. Coupled with a focus on communication with families, early risks of dropout, domestic pressure, and financial strain can be identified and rectified before learners disengage completely.

As the only accessible public school in the community, the shift in learning has had a tangible impact. Within one year, enrolment has increased by 90%, and attendance has improved by 80%. Literacy and numeracy levels have shown measurable improvement, with more than 75% of students showing grade-level improvement in numeracy and literacy. Girls who once struggled to attend regularly are now actively participating in class, speaking confidently, and engaging with learning, and parents who were initially reluctant are now increasingly supportive, with over 80% prioritising education over child labour.

Students have also gained international exposure through ISA and UNESCO IITE competitions, with many winning global recognition and medals.