Gender disparity in Pakistan’s education system is a complex issue deeply rooted in a combination of socio-economic, cultural, and structural factors. Although some progress has been made, a significant gap remains, particularly in rural areas. Here’s a breakdown of the key reasons.
Poverty is a significant barrier. Families living in poverty often prioritize necessities over education. When resources are scarce, boys are often favoured for schooling as they are seen as future breadwinners, and their families will support them. Girls, on the other hand, might be kept home to assist with household chores, care for younger siblings, or contribute to family income through labor.

The second major barrier is the cost of education; there are “hidden costs” like uniforms, books, stationery, and transportation, which can be prohibitive for low-income families.

Third is the low perceived economic returns for girls’ education. Parents may believe that investing in a girl’s education won’t yield significant economic returns, especially if she is expected to marry early and primarily focus on household duties. Deep-rooted patriarchal values and traditional gender roles heavily influence societal structure. Boys’ education is favoured over girls, as girls are often seen as temporary members of the family who will eventually marry and move to another household.

In addition, there is a prevailing misconception that a woman’s primary role is managing a household and raising children, making formal education seem less necessary. Some traditional mindsets also fear that educated females might challenge traditional cultural, social, and family norms. There’s a shortage of schools, particularly at the middle and secondary levels, in many rural and remote areas. Therefore, girls have to travel longer distances, which raises safety concerns for their parents.

In conclusion, gender disparity in Pakistan’s education system remains a deeply entrenched issue influenced by a combination of economic hardship, cultural norms, and structural limitations. Despite some progress, many girls—especially in rural areas—continue to face significant barriers to education. Poverty, the high cost of schooling, and the perception that girls’ education has limited economic value contribute to families prioritizing boys’ education. Additionally, patriarchal beliefs and traditional gender roles reinforce the idea that girls belong in domestic spaces rather than classrooms. The lack of accessible schools, particularly at higher levels, further compounds the problem by raising safety and logistical concerns.