DESIGNING ACCESS, NOT JUST SCHOOLS (OUT OF SCHOOL CHILDREN):EQUITY-DRIVEN LESSONS FOR PAKISTAN FROM THE U.S. IN ADDRESSING EDUCATIONAL EXCLUSION

Abstract

The persistent crisis of out-of-school-children (OOSC) reveals deep-rooted structural, social and policy-level barriers that continue to obstruct equitable access to schooling. The challenge extends far beyond the mere availability of schools or financial constraints alone. Instead, it reflects a threefold imbalance: centralized education system that creates a disconnect between policy decisions and their implementation, socio-economic pressures that push children toward labor rather than schools and a public–private education conundrum links quality to private schools, yet high fees make them inaccessible for low-income families. Public schools are free but often lack quality, leaving parents with no viable option. This quality-affordability gap drives children out of school and fuels Pakistan’s OOSC crisis. This integrative research examines these interconnected contributors to Pakistan’s out-of-school children problem. By drawing a comparative lens to the United States, a system with near-universal enrollment and stronger public-school performance, this study seeks to identify structural lessons that may support more inclusive, sustainable and effective education planning in Pakistan.