Using the iSDG Model as a Policy-Making Guiding Tool to Achieve SDG 4 in Developing Countries: A Case Study on Pakistan

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.