Exploring the Impact of Socioeconomic Inequality on Access to Education: A Case Study of Pakistan
Keywords:
Socioeconomic, Inequality, Access to Education, Social DisparityAbstract
This study explores the intricate relationship between socioeconomic inequality and access to education in Pakistan, focusing on how family background—particularly parental education, income, and occupation—shapes educational opportunities. Drawing from international literature, comparative assessment data (e.g., TIMSS), and local case studies, the research critically examines how disparities in socioeconomic status (SES) affect students' academic performance, school attendance, and long-term attainment. The study identifies that educational outcomes in Pakistan are strongly tied to SES, perpetuating a cycle of inequality where children from disadvantaged backgrounds face systemic barriers such as underfunded schools, limited teacher capacity, and minimal parental support. While Pakistan has adopted policy commitments aligned with international frameworks like Article 26 of the Universal Declaration of Human Rights, equitable education remains largely unrealized for lower-income groups. The findings align with global trends showing that although SES-related disparities remain persistent, their impact can be reduced through inclusive reforms, strategic investments, and data-informed policymaking. The study concludes by recommending targeted resource allocation, early childhood interventions, and improved monitoring systems as essential steps toward ensuring educational equity and social mobility in Pakistan
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