Gender-Based Disparities in Access to Quality Education: Evidence from Peshawar, Khyber Pakhtunkhwa

Abstract

Gender disparities in access to quality education remain a persistent challenge in many low- and middle-income settings, despite global commitments to educational equity. This study examines gender-based inequalities in access to quality education in Peshawar, Khyber Pakhtunkhwa, Pakistan, with particular attention to the socio-cultural, familial, and institutional factors shaping these disparities. Employing a qualitative research design, the study draws on in-depth interviews with 24 purposively selected participants, including school teachers and college lecturers from government educational institutions. Data were analysed using thematic analysis to identify recurring patterns influencing educational access and quality for girls.

The findings reveal that entrenched patriarchal norms, restrictive gender roles, early marriage, and culturally embedded practices, such as misinterpretations of purdah, continue to limit girls’ educational participation. Family decision-making processes, which prioritise boys’ education due to perceived economic returns, further exacerbate gender inequities. In addition, inadequate educational infrastructure, including poor sanitation facilities, limited transportation, and gender-insensitive institutional environments, disproportionately affects female students’ retention and learning outcomes. The study also highlights how curricula and educational resources may unintentionally reinforce gender stereotypes, thereby sustaining inequalities in educational quality.

The study concludes that improving girls’ access to quality education requires multidimensional interventions that address socio-cultural norms, strengthen family and community support, and invest in gender-responsive educational infrastructure. The findings contribute context-specific evidence to the broader global discourse on gender and education and offer practical implications for policymakers, educators, and development stakeholders seeking to promote equitable and inclusive education systems