Abstract

This study work seeks to explore the prevalent gender-based discrepancies in access to basic education within the rural areas of Khyber Pakhtunkhwa (KPK) and Baluchistan, Pakistan. The study aims to explore the various challenges faced by rural children in receiving essential education, particularly with a focus on the gender-specific hurdles inhibiting girls’ progress in school. Employing a qualitative research design, the study engages in an in-depth analysis of the numerous issues under consideration. The data collection approach involves comprehensive qualitative data collection, including interviews(n=25), second data review, and document analysis. The study gathers insights from parents, teachers, and community leaders through purposive sampling, striving for a deeper knowledge of the challenges. Thematic analysis is performed to develop meaningful patterns and themes from the acquired data, ensuring the reliability and validity of the findings. The outcomes of the study highlighted the  gender based discrepancies present in rural educational settings, highlighting the intricate web of problems preventing children’s access to basic education. Cultural norms, economic restrictions, and infrastructural deficits appear as important hurdles, disproportionately influencing the educational progression of girls.

Keywords: Gender-based, Disparities, Basic Education