KEY WORD: CHILDREN EDUCATION

Child who opened his eye in a sophisticated environment where his parent can barely manage food of
one time. He cannot even manage to celebrate Eid and saw many child of wealthy people playing in the
garden, wore new dresses, bought ice cream and chips having no tension of money and other basic
necessities. A child who with his parent come to each home to collect garbage at the same time saw
child with clean and ironed shirt, hold a lunch box and go for school to get better life in future.

He feels regret in his heart and questions God; Why I am born in poor house, it was better if I did not
born! A child who faces much challenges at an early life who want to shatter the glass but society urged
him to deprive from clothes, food, shelter and education.

Similarly a girl who does not even aware of male dominant society wishes for bangles, dolls, sweets. Her
parents cannot afford that “luxuries”. Sahab of house where she works see her with lusty eyes and when
she steps in her teenage, he gives him some new clothes, bangles and she recognize it as a gratification
of his duties but he abused her and transformed her from girl to lady in her teenage. She do not even of
her rights and do not know what to do!

Children who should be at school, work as a labor force and abused!

Education is the basic right of every child without being discriminated rich child education vs poor child
education.

Currently, Pakistan has the world’s second-highest number of out-of-school children (OOSC)
with an estimated 22.8 million children aged 5-16 not attending school, representing 44 per
cent of the total population in this age group. In the 5-9 age group, 5 million children are not
enrolled in schools and after primary-school age, the number of OOSC doubles, with 11.4
million adolescents between the ages of 10-14 not receiving formal education. Disparities
based on gender, socio-economic status, and geography are significant; in Sindh, 52 percent of
the poorest children (58 percent girls) are out of school, and in Balochistan, 78 percent of girls
are out of school.

Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops
to 3.6 million boys and 2.8 million girls at the lower secondary level.

Gaps in service provision at all education levels is a major constraint to education access. Socio-
cultural demand-side barriers combined with economic factors and supply-related issues (such
as availability of school facility), together hamper access and retention of certain marginalized
groups, in particular adolescent girls. Putting in place a credible data system and monitoring
measures to track retention and prevent drop-out of out-of-school children is still a challenge.

At systems level, inadequate financing, limited enforcement of policy commitments and

challenges in equitable implementation impede reaching the most disadvantaged. An
encouraging increase in education budgets has been observed though at 2.8 percent of the
total GDP, it is still well short of the 4 percent target.

In Pakistan there is a urgent need of making policies to monitor dropout in order to prevent
it. Also, to confront socio cultural blockage regarding girl’s education awareness about early
childhood is needed. Moreover, there should be equity in education so that a child of poor
also got the same opportunities at national and international level as well.