WE often observe during recruitment tests of various government and private entities that the candidates are unable to attempt very simple questions presented to them. Sometimes it can be ascribed to panic and confusion. However, that is not always true. Many students after 12 to 14 years of education, still lack profici-ency in languages and general knowledge. ‘Learning poverty’ is a term coined by the World Bank to gauge the quality of education being imparted at foundational level in a country. According to a World Bank report, in low- and middle-income countries (LMICs), 53 per cent children cannot read and understand a simple story by the end of primary school. This crisis threatens countries’ efforts to build human capital and achieve the target set under Sustainable Development Goals (SDGs). In Pakistan, this ratio is 75pc, much higher than the regional average. There are thousands of schools in Punjab alone where a single teacher is posted and has to conduct all the classes. This is alarming. The Punjab government should take effe-ctive measures to appoint full complement of primary school teachers in every school. One effective way of reducing ‘learning poverty’ can be the education of mothers, especially in rural areas. Education classes for home-staying mothers can be organised at the community level, enabling them to read and write, and subsequently help in the progress of their children. We need to move quickly to make up for the lost time since better as well as universal education is the main solution to Pakistan’s lingering problems.