Education is vital for a nation’s development to ensure socioeconomic progress. Pakistan, however, faces educational crises, including limited access to quality education and rural–urban disparities. Rural areas often lack facilities, perpetuating poverty and underdevelopment (Diemer et al., 2020). Sindh, Pakistan’s second most populous province, exemplifies this with high dropout rates, numerous out-of-school children, and gender disparities in both urban and rural areas, but worse in rural (Naviwala, 2016). Key challenges include inadequate infrastructure, teacher shortages and sociocultural barriers (STEDA, 2019).

To address these issues, a public sector university in Sindh introduced the ‘community college’ model in collaboration with the government and schools which only cater for rural populations. This initiative aims to bridge the rural–urban divide by improving access and quality. This blog post explores the impact of community colleges in rural areas of Sindh to guide policies and practices.

The community college model: A concept adapted from the United States

Community colleges, originating in the United States as ‘junior colleges,’ offer two-year programmes focused on accessibility, affordability and inclusivity. They prepare students for higher education and vocational paths, serving diverse populations, including underrepresented groups (Grubbs, 2020). Emphasising community services and affordability, they enhance employability and education opportunities (Casey & Larsen, 2023).

‘Community colleges offer two-year programmes focused on accessibility, affordability and inclusivity.’

In Pakistan, the community college model was introduced in 2010 by the founding vice chancellor of a public sector university. Adapted to local needs, it addresses the urban–rural divide by preparing rural students for education and employment. Supported by Sindh’s Community Development Board, five colleges were established to provide accessible and affordable quality education. These institutions are equipped with modern facilities, libraries, and strategic partnerships with local governments and educational bodies, ensuring sustainability and credibility. This initiative reduces educational inequities and unemployment in rural Sindh (Crookston & Hooks, 2012).

Methodology

An exploratory case study examined the role of community colleges (CCs) in addressing quality and access issues in rural Sindh. One of five randomly selected CCs was analysed for trends in enrolment, attendance, retention, teacher credentials, teaching practices and graduate success.

Results

Impact of community colleges in Sindh

The selected community college established in 2011 offers insights into the model’s contributions. Initially, the college enrolled 100 students, 80 per cent of whom were boys. Over 13 years, enrolment increased by 87.5 per cent, with girls’ participation rising from 20 per cent to 36 per cent. Most students come from lower-middle-income (80 per cent) or very low socioeconomic backgrounds. The provincial government supported this initiative by awarding 10 fully funded scholarships annually to public school students who pass a merit test. These scholarships cover education costs until the higher secondary school certificate level. By 2030, the college aims to enrol 2,000 students, with 60 per cent being girls.

Analysis of CC’s records revealed that a strict attendance policy requiring 95 per cent attendance has contributed to a retention rate of 96 per cent, reflecting commitment and institutional support. Additionally, the teacher–student ratio of 1:20 fosters effective learning. Teachers, who are required to hold master’s degrees and professional teaching experience, undergo induction training and biannual professional development sessions. These measures ensure continuous improvement in teaching quality (Ansari et al., 2025).

In community colleges, students participate in extracurricular activities such as debates, STEM fairs, entrepreneurial projects and sports. These initiatives provide a well-rounded educational experience, fostering personal growth and skills development (Ansari, 2024). The success of these efforts is evident in the achievements of graduates. Many have pursued higher education at prestigious institutions in Pakistan and abroad, including Germany, Italy and Australia.

Bridging the urban–rural divide

Community colleges in Sindh have improved access to education for marginalised children in rural areas. By addressing both access and quality, these institutions have become a beacon of hope for underserved populations. The model’s success lies in its contextualised approach, combining affordability, inclusivity, and quality. As rural students increasingly compete with their urban counterparts in higher education and the job market, the initiative demonstrates its potential to bridge the rural-urban divide.

‘With continued support and strategic partnerships, community colleges can play a transformative role in reducing educational inequities and fostering inclusive development.’

Conclusion

The rural community college model offers a promising framework for addressing educational challenges in marginalised communities. By providing accessible, high-quality education and vocational training, it empowers underserved populations, fostering socioeconomic mobility. The model’s success in Sindh underscores its potential as a scalable solution for other regions facing similar challenges. With continued support and strategic partnerships, community colleges can play a transformative role in reducing educational inequities and fostering inclusive development.

References

Ansari, A. N. (2024). Student development of social capabilities and life skills: A mixed-methods study from Pakistan. Cambridge Journal of Education, 54(6), 741–760. https://doi.org/10.1080/0305764X.2024.2406426

Ansari, A. N., Ahmad, S., & Bhutta, S. M. (2025). Community colleges in Pakistan: A viable model to promote equitable access and quality education for marginalised children. In Mapping community colleges around the world: Comparative perspectives and collaborative pathways (Volume I, pp. 26–29). https://ecommons.aku.edu/book_chapters/625

Casey, D., & Larsen, D. (2023). Serving diverse and populations in the community college. In Handbook for student affairs in community colleges (pp. 251–277). Routledge.

Crookston, A., & Hooks, G. (2012). Community colleges, budget cuts, and jobs: The impact of community colleges on employment growth in rural US counties, 1976-2004. Sociology of Education, 85(4), 350–372. https://doi.org/10.1177/0038040712441376

Diemer, A., Khushik, F., & Ndiaye, A. (2020). SDG 4 ‘quality education’, the cornerstone of the SDGs: Case studies of Pakistan and Senegal. Journal of Economics and Development Studies, 8(1), 9–32. https://www.researchgate.net/publication/342262200_SDG_4_Quality_Education_the_Cornerstone_of_the_SDGs_Case_Studies_of_Pakistan_and_Senegal

Grubbs, S. J. (2020). The American community college: History, policies and issues. Journal of Educational Administration and History, 52(2), 193–210. https://doi.org/10.1080/00220620.2019.1681385

Naviwala, N. (2016). Pakistan’s education crisis: The real story. Woodrow Wilson International Center for Scholars. https://www.wilsoncenter.org/publication/pakistans-education-crisis-the-real-story-report

Sindh Teacher Education Department Authority [STEDA]. (2019). Situational analysis of the education sector in Sindh. https://www.globalpartnership.org/node/document/download?file=document/file/2019-04-Pakistan-Sindh-education-sector-analysis.pdf#page=14.09