This paper assesses the current state of education accountability in Pakistan, focusing on the quality, scope, and usability of existing national datasets. It asks whether these data systems can meaningfully support a robust accountability framework that advances inclusion, transparency, and improved learning outcomes. To achieve this, available national data sources in Pakistan were reviewed and an overview of recent scholarship on school accountability and student learning was presented. Using published government documents and drawing on interviews conducted with government officials and key education practitioners, the paper outlines the existing mechanisms for accountability in Pakistan. In cases where datasets were not available for direct review, the paper relies on official descriptions provided by government websites, reports, and publications to understand the methodology of data collection and the nature of the information recorded. The paper adopts a scoping approach to understand the feasibility of using the datasets available in Pakistan and the extent to which they measure the metrics related to accountability and inclusivity.
