Volume III of Twenty Five Years for Children in Pakistan examines education, learning and equity between 2000 and 2025. It sets the scale of the challenge, with millions of children out of school and most ten year olds unable to read a simple text, and assesses where UNICEF's contribution is most defensible. Alternative Learning Pathways emerge as the clearest catalytic contribution, while evidence on girls' education, early childhood education, foundational learning, data systems and community governance is weaker. Humanitarian and COVID continuity roles are documented as service contributions rather than learning gains. Part of the CSADS Public Evidence Series. Principal Investigator: Ahmad Nadeem. October 2026. Independent study; not commissioned, requested, reviewed or endorsed by UNICEF.