Educational Reforms in Khyber Pakhtunkhwa: Impact on Out-of-School Children in Kolai Pallas, Hazara Division, Pakistan

Abstract

This is a study of the effects of government education reforms in District Kolai

Pallas, Hazara Division of Khyber Pakhtunkhwa, on the dimensions of social and

cultural, and institutional factors on educational access. Quantitative data was

collected through surveys, then qualitative data was gathered through interviews

using a mixed methods approach. The sample consisted of 40 Ministry of Education

officials, 40 Tehsil school administrators, 40 parents, and 40 students, a total sample

of 40 in each Tehsil. For qualitative data, it was analyzed using thematic analysis and

for the quantitative data descriptive statistics (mean scores, standard deviation) were

used. The findings show that even after the introduction of reforms a large

proportion of children of District Kolai Pallas remain excluded from the school. The

study identifies culturally specific barriers to educational access such as cultural

practices and inefficiencies of institutional and economic systems. The significance

of these findings is greatly enhanced by the reality that local factors play a critical

role in shaping the educational sphere in the Hazara region. Finally, the research

makes a valuable contribution in an additional way by showing the need for

community engagement, better school facilities, and gender sensitive policy making.

The study, therefore, suggests that educational reforms in Khyber Pakhtunkhwa be

shaped to tackle such challenges on a regional basis ensuring effective and inclusive

education to all children.