The focus of this study has been principally to examine the educational practices in public school setups in 5 districts of Sindh with specific attention as to how these models incorporate EFA. The public schooling system has not succeeded in delivering the 5 dimensions of EFA; this has resulted in reinforcing the trend of weak schooling histories particularly for marginalized children for reasons ranging from lack of grassroots reach; funding limitations, lack of policy innovation and political will to an inability to maintain a monitoring role and failure to improve the quality and relevance of education.