Education is widely recognized as a fundamental driver of social mobility and economic development, yet persistent inequalities in access and quality remain a major challenge, particularly in developing countries. This paper examines the role of public policy in addressing educational inequities, with a focus on both access to schooling and learning outcomes. Using a literature review method, the study synthesizes findings from international research on the effectiveness of policy interventions such as conditional cash transfers, universal primary education programs, and digital learning initiatives. The paper finds that while many policies have succeeded in expanding enrollment, significant disparities continue to exist in terms of gender, socioeconomic background, and ruralurban divides. Moreover, policies that focus only on access without addressing quality often fail to produce long-term improvements in equity. The author concludes that comprehensive and context-specific policy measures are needed, combining financial support, curriculum reform, and teacher training. Overall, the study highlights the importance of targeted interventions and sustained investment in order to achieve more equitable educational opportunities.
Bingxuan Zhou (2025) studied this question.