Educational Reforms in Khyber Pakhtunkhwa: Impact on Out-of-School Childrenin Kolai Pallas, Hazara Division, Pakistan

This is a study of the effects of government education reforms in District Kolai Pallas, Hazara Division of Khyber Pakhtunkhwa, on the dimensions of social andcultural, and institutional factors on educational access. Quantitative data was collected through surveys, then qualitative data was gathered through interviews using a mixed methods approach. The sample consisted of 40 Ministry of Educationofficials, 40 Tehsil school administrators, 40 parents, and 40 students, a total sampleof 40 in each Tehsil. For qualitative data, it was analyzed using thematic analysis andfor the quantitative data descriptive statistics (mean scores, standard deviation) wereused. The findings show that even after the introduction of reforms a largeproportion of children of District Kolai Pallas remain excluded fromthe school. Thestudy identifies culturally specific barriers to educational access such as cultural practices and inefficiencies of institutional and economic systems. The significanceof these findings is greatly enhanced by the reality that local factors play a critical role in shaping the educational sphere in the Hazara region. Finally, the researchmakes a valuable contribution in an additional way by showing the need for community engagement, better school facilities, and gender sensitive policy making. The study, therefore, suggests that educational reforms in Khyber Pakhtunkhwa beshaped to tackle such challenges on a regional basis ensuring effective and inclusiveeducation to all children