PAKISTAN: Analyzing the Impact of Economic Factors on Literacy Rate

Pakistan: Analyzing the Impact of Economic Factors on Literacy Rate: Promoting Accessible and Inclusive Education for Marginalized Communities

By Rehab Najeeb & Dr. Maheen Amjad

The global education landscape highlights glaring disparities, particularly in marginalized communities in Pakistan. Despite efforts such as the Sustainable Development Goals (SDGs) aimed at equitable education, deeply rooted inequities persist.

Many marginalized groups are hindered from accessing quality education due to factors such as socio-economic status, gender, ethnicity, or disability, perpetuating poverty cycles and social injustice.

To address these challenges, education must be inclusive, making it a tool for transformative change.

This study focuses on understanding the accessibility and inclusivity of education for marginalized Pakistani communities in alignment with sustainable development. Despite progressive policies, obstacles such as inadequate infrastructure, limited resources, and discrimination continue to hinder access to quality education for these groups.

This research identifies key barriers and proposes strategies to create an inclusive educational system aligned with SDG 16’s vision of peaceful, inclusive societies.

The primary objective of this study is to assess factors influencing educational accessibility and inclusivity among marginalized communities in Pakistan, examining data from 2000 to 2023. Variables like GDP per capita, government spending on education, financial literacy, and employment rates are analyzed, hypothesizing their impact on literacy rates.

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By employing quantitative data from sources such as the World Bank and Global Findex, the study validates these hypotheses through statistical analysis, aiming to reveal correlations between economic factors and educational inequalities.

The study’s scope is limited to Pakistan, focusing on data between 2000 and 2023 to track long-term trends and assess how various policies and economic factors have impacted marginalized groups’ access to education. Key terms used in the study include Literacy Rate, GDP per capita, Government Expenditure on Education, Financial Literacy, and Employment Rate, serving as indicators of educational access.

Inclusive education initiatives have a historical evolution, emphasizing universal education as a human right. The theoretical framework for this research is rooted in Amartya Sen’s Capability Approach, which views educational equity through the lens of individuals’ abilities to achieve meaningful outcomes.

This approach, supported by Martha Nussbaum’s quantitative work on social justice, emphasizes educational practices that expand individual capabilities and support inclusivity, especially relevant for marginalized communities facing social and economic barriers to education in Pakistan.

Empirical research offers further insight into the effectiveness of inclusive education initiatives. For example, Pauline Rose’s work on educational inequality emphasizes systemic barriers for marginalized groups, while Rukmini Banerji’s research highlights gaps in schooling and learning outcomes.

These findings underscore the need for interventions that specifically improve educational outcomes for marginalized communities. Research by Zhang and Li, and Khatun and Rahman, reveal positive relationships between government spending on education, financial literacy, and literacy rates in low-income groups, suggesting the potential impact of targeted financial investment.

The broader policy environment also impacts inclusive education. For instance, Karen Mundy’s research explores how international organizations influence educational reform, while Joel Samoff’s work on donor impact in African education systems highlights the challenges and benefits of external support. These studies emphasize the complexities of implementing inclusive policies, underscoring the importance of contextualized strategies.

The literature indicates a multi-dimensional approach to promoting inclusive education, incorporating theoretical frameworks, empirical data, and secondary research. While the Capability Approach provides a solid foundation, empirical research offers quantitative evidence to evaluate the effectiveness of interventions.

Secondary research offers a global perspective, highlighting the significance of cooperation and localized approaches. However, a gap remains in understanding the long-term effects of inclusive policies on marginalized communities in Pakistan. This study seeks to fill this gap by evaluating current initiatives and proposing strategies for sustainable development.

This research employs a secondary quantitative methodology, drawing on World Bank data from 2000 to 2023 to explore factors influencing literacy rates in Pakistan. Using pre-existing datasets enables an analysis of trends over time, focusing on the relationship between literacy rate (dependent variable) and four independent variables: GDP per capita, government expenditure on education, financial literacy, and employment rate. Multiple regression analysis is used to identify correlations and potential predictive relationships.

The research tests hypotheses related to the economic factors affecting literacy. For GDP per capita, the study examines whether economic growth correlates with higher literacy rates. It also assesses government education spending as both a percentage of GDP and total government expenditure, exploring its impact on literacy. Employment rates are examined for their potential influence on literacy. These hypotheses are tested using regression analysis to determine how economic and policy factors impact education.

The quantitative design of the study relies on statistical tools to assess the relationships between the selected variables and literacy rates in Pakistan. Multiple regression serves as the primary method, offering a statistical approach to test hypotheses and measure the influence of each independent variable on literacy over time. The regression model is expressed as:

Y=β0+β1X1+β2X2+β3X3+β4X4+ϵY = \beta_0 + \beta_1X_1 + \beta_2X_2 + \beta_3X_3 + \beta_4X_4 + \epsilonY=β0+β1X1+β2X2+β3X3+β4X4+ϵ

where YYY represents literacy rate, X1X_1X1 to X4X_4X4 denote the independent variables (GDP per capita, education expenditure as a percentage of GDP, education expenditure as a percentage of total government expenditure, and employment rate), ϵ\epsilonϵ is the error term, and β0\beta_0β0 to β4\beta_4β4 are coefficients indicating the impact of each variable.

Using secondary data from the World Bank, the study does not involve individual participants but relies on datasets from 2000 to 2023, covering Pakistan’s economic indicators and literacy rates. By focusing on Pakistan, the research aims to provide insights specific to the country’s educational and economic context.

The World Bank datasets provide youth literacy, GDP per capita, government education spending (as a percentage of GDP and of total expenditure), and employment rates for Pakistan. This data allows a comprehensive view of the country’s socioeconomic conditions and their impact on literacy. Data is analyzed using SPSS, with missing values managed through mean imputation to maintain completeness and accuracy.

The data collection process involved obtaining relevant datasets, cleaning and aligning time periods, and running multiple regression analysis. This included testing for multicollinearity to ensure predictors were not highly correlated, fulfilling the conditions required for accurate regression.

Regression analysis findings show varied impacts among the variables. GDP per capita exhibited a minor, statistically insignificant relationship with literacy rates. Although economic growth is typically associated with better educational outcomes, this study suggests that GDP alone may not improve literacy, possibly due to regional disparities. This aligns with previous studies indicating that without addressing structural issues, economic growth may not directly enhance literacy.

Government spending on education as a percentage of GDP also showed a positive but statistically insignificant relationship with literacy rates, suggesting that increasing education funding alone does not necessarily improve literacy. This indicates that targeted policies and effective implementation may be essential alongside funding.

Interestingly, government education expenditure as a percentage of total government spending showed a significant negative relationship with literacy rates. This suggests that higher relative spending in education may not translate to improved literacy, possibly due to inefficiencies in fund allocation and spending. A more strategic approach to educational investment may be needed.

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Employment rate also showed a weak, statistically insignificant relationship with literacy, implying that higher employment rates do not necessarily correlate with improved literacy. This could be due to the nature of available jobs or misalignment between educational quality and job market needs. Employment alone may not improve literacy unless education quality is aligned with workforce demands.

Only one hypothesis—the relationship between education spending as a share of total government expenditure and literacy—showed statistical significance, suggesting the importance of how funds are allocated rather than the amount. The findings reveal that economic indicators like GDP per capita, employment, and even education spending do not straightforwardly improve literacy, highlighting the complexities surrounding educational outcomes.

In conclusion, the study reveals the complex interplay between economic indicators and literacy rates in Pakistan. While economic growth and government spending are important, they alone do not ensure educational improvement. This study highlights the need for effective resource allocation and policies targeting barriers beyond funding. Future research could expand by including qualitative factors or examining interactions between educational policies and societal influences on literacy.

The study’s limitations include the reliance on secondary data, restricting control over variables and potentially omitting qualitative factors. Additionally, focusing on quantitative analysis excludes sociocultural factors impacting literacy. Future research should incorporate broader variables, including qualitative data, to provide a comprehensive understanding of factors affecting literacy outcomes in Pakistan’s marginalized communities.

Author:

Rehab Najeeb (Women Ascension Peace and Justice Fellow) ; Dr. Maheen Amjad (Supervisor Women Ascension Peace and Justice)

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