Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017)

Abstract This article analysed gender disparities in Pakistan focusing on access to primary education and women's education in light of National Education policies from 1947 to 2017 to achieve universal primary education. This study aimed to trace the evolution of National Education policies (1947–2017) in the attainment of universal primary education and gender disparities in Primary education in Pakistan. A qualitative document analysis technique was employed to extract relevant data related to policy objectives, strategies, and targets of primary education, gender disparities, and women's education. The quantitative data was extracted from the Pakistan Economic Survey 2022–2023, Pakistan Education Statistics 2020–2021, and all National Census 1951, 1961, 1972, 1981, 1998, and 2017. The study found that education policies highlighted the importance of primary education but did not dedicate larger sections to women's education in the first 40 years. The recent education policies addressed the importance of women's education for achieving gender parity. These findings, which stem from a review of national education policies' documents, are in line with the findings drawn from the quantitative data extracted from authoritative reports which stated that significant gender disparities existed in the numbers of primary schools, access to primary education, and students' enrolments throughout the history of Pakistan. The study also found significant gender disparities in the number of primary schools per 100,000 children, with male students comparatively attending schools more than female students. The study found consistent gender disparities in primary education enrolment in Pakistan with notable progress in recent years but have not been able to eliminate these disparities. Gender disparity is evident in literacy rate, gross enrolment rate (GER), and net enrolment rate (NER). The study recommended that the revision of existing policies and formulation of new education policies should be based on comprehensive documentation on women's education and its impact on the economy, literacy rate, and universal primary education.