THE PARADOXES: POLITICS OF INEQUITY-POLICIES FOR HIGHER EDUCATION IN PAKISTAN

Abstract

This reflective paper aims to explore in what ways equity-based empowering educational policies can reduce disparities of marginalized people’ access to opportunities for quality higher education in Pakistan; and how the ‘topocracy’ in Pakistan clutches education policies for their own interest. Using the critical reflective lens, the authors engage with reflections on secondary data on education policies (1947-2009) and policy analysis papers to make meaning. Making meaning is a critical reflective engagement and an approach to data analysis that enables the researchers to draw meanings of complex socio-political and educational phenomena. It enables researchers to present the key findings on ground practices based on current higher education policies of Pakistan. The findings show that policies developed on equality basis could not help the marginalized segments in Pakistan with regard to access to quality higher education. It appears that the inequity-policies and practices created a huge gap between haves and have-nots fostering disparities, sense of isolation and deprivation among the marginalized people who have no access to quality higher education such as Gilgit-Baltistan, Chitral, Baluchistan, South Punjab, interior Sindh and other border areas of Pakistan. This study recommends policymakers to reflect on what ways bringing reforms to the existing policies to introduce opportunities for equity -friendly-polices for the marginalized areas to reduce their sense of deprivation. Keywords: Inequity-Policies, Support Provisions, Higher Education, Marginalized Areas Quality-life- basics, Topocracy