Pakistan’s foundational learning (FL) reforms have entered a critical implementation phase following the notification of national and provincial policies in 2024. While these policies formally recognise literacy and numeracy as co-equal pillars, the operational reality reflects a persistent imbalance. Literacy, particularly English, continues to dominate planning, financing and delivery mechanisms driven by historical programmatic focus and donor priorities.
Drawing on district-level learning data and supported by global evidence, the analysis finds that Grade 1 students’ performance in maths is consistently associated with better learning outcomes in later grades, not only in maths but also in English and Urdu/Sindhi. The predictive relationship is particularly strong for students’ achievement in English, suggesting that early numeracy may contribute to broader cognitive development that supports learning across domains.