Some Pakistani women have, indeed, made great strides in securing what should have been a basic right in an ideal world: an access to a better life. However, a large number of females still await an opportunity to avail an equal chance to succeed at life. The crucial importance of education in making this miracle happen was recently elaborated by the US Ambassador to Pakistan David Hale who said, “Educated girls… will become women who can ultimately strengthen their families, communities, and countries.” Ambassador Hale’s recipe for success is often quoted by those who rightly believe, “You educate a man; you educate a man. You educate a woman; you educate a generation.” Nevertheless, Pakistan has yet to implement reforms that empower its women, who can then raise an empowered nation. Despite their much-lamented untapped human capital as well as dismal economic growth, Pakistani authorities have failed to invest in the female portion of the population, which could help strengthen the country’s prosperity. It should, thus, come as no surprise that a 2012 report by UNESCO slated Pakistan amongst countries with the largest gender gaps in education. More than 62 percent girls between the ages of seven and 15 were found to have never spent time in a classroom. While an overall literacy rate of 46 percent paints a very desperate picture of education in general, a significantly smaller number (26 percent) of literate girls spells an even greater doom. A country can never expect to advance towards prosperity with a large proportion of over 49 percent of its population suffering from lack of education as well as work opportunities. It is high time that Pakistan acted against its gender divide in the education sector. Despite its much-touted claims to achieve a literacy rate of 88 percent in accordance with the collective development targets set by the Millennium Development Goals, not much has yet been achieved. Low net enrollment rate at primary level (64 percent as compared to 72 percent boys) on top of a high dropout percentage (52) clearly show the loopholes in the present framework. Greater investments in female education are, hence, needed to overcome Pakistan’s largely skewed education sector. The authorities need to open additional primary, secondary and high schools, especially in rural areas, so that Pakistani girls can be facilitated in their pursuit of knowledge. By bringing schools closer to their homes on top of the provision of a secure environment can help undermine parental fears about their daughters being outside their homes. The present population explosion often noted as a key obstacle hindering all developmental programmes could also be greatly weakened by increasing educational opportunities for girls. In addition to delaying their marriages, years spent in school also yield a significant impact on the choices that educated girls make with regards to the quality of their future lives. Since the subsequent administrations have not taken the abysmal conditions of higher education seriously, the ridiculously small number of facilities, as well as societal pressures, allow less than 1.5 million and 0.5 million females to attend colleges and universities. It is, however, even more, disheartening to see many educated females invest in their families at the expense of their professions. If the government had implemented reforms that guaranteed a safe, embracing environment at workplaces, thousands of Pakistani doctors, engineers and other specialised female personnel would not have been found either sitting at home or opting for ‘softer’ careers. Unless and until Pakistan does not strive for the success of its women, it can only wishfully think about its own prosperity. It is hoped that the government soon grants them their rightly deserved right to a better and a freer life. *