Educational classism: a barrier to equality

Pakistan’s educational classism widens socioeconomic gaps as private schools thrive while government schools suffer

In Sheikhupura, lives Aliza—the valedictorian. From her early days at a modest local school to her outstanding performance in college, Aliza has consistently topped her classes and was lucky enough to gain admission into medical school. After graduating and beginning her job search, Aliza encounters a significant barrier as she steps into her professional life.

Despite her qualifications, Aliza finds herself edged out of employment opportunities, not for lack of skill or passion, but because she didn't attend an elite institution. These institutions offer not only superior academic instruction but also extensive character-building opportunities, such as leadership training, extracurricular activities, and networking, which are highly valued by employers. Lacking these, Aliza's resume does not stand out in a competitive job market dominated by graduates of prestigious schools.

The educational landscape in Pakistan presents a clear dichotomy. Some private schools in urban centers are introducing coding languages like Python to students as early as class 7, preparing them for a tech-driven future. Meanwhile, many government schools are struggling to provide basic computer education, leaving their students at a significant disadvantage in an increasingly digital world. Such contrast not only highlights but also reinforces classism, as access to advanced educational resources becomes a privilege tied to economic status rather than a universal right.

Educational classism in our society is a widespread issue that further influences socioeconomic disparities and hinders social mobility. It creates a gap where students from underprivileged backgrounds, like Aliza, often attend under-resourced government schools. In contrast, their wealthier counterparts benefit from well-funded private education. This divide is not just about the quality of education received but also influences future opportunities in higher education and employment. A study by the Pakistan Institute of Development Economics highlights that students from government schools are significantly less likely to pursue higher education compared to those from private schools. This discrepancy stems from various factors, including the quality of education, preparation for university entrance exams, and the perception of employers regarding the educational background of candidates.

Quality education has become a luxury, with fees that are escalating at an alarming rate, making it inaccessible to the majority. This unchecked capitalism benefits educational businesses and creates an elite class that monopolizes professional opportunities. Studies have highlighted this economic divide, showing how lower income groups are set in their own echelons, unable to compete in their professional lives due to the vast differences in their foundational education.

According to UNESCO, educational classism not only affects individual outcomes but also perpetuates income inequality on a global scale. In Pakistan, for example, children in the top income quintile are four times more likely to complete secondary education than those in the bottom quintile. This disparity extends into the job market, where candidates from prestigious schools are often preferred, perpetuating a cycle of poverty.

The intertwining of education and capitalism, as discussed in book 'Education and Capitalism: Struggles for Learning and Liberation', suggests that the prevailing system serves the economic elites or 'shot-callers' predominantly. Schools cater to the needs of these elites, often neglecting the educational necessities of the lower classes.

Regulatory frameworks in Pakistan often enable monopolies and oligopolies, stifling fair competition and promoting an economic environment that benefits only a small elite. This is evident in the education sector, where a few private institutions dominate, offering superior educational opportunities while government schools lag, underfunded and underequipped. This situation fosters a system where education is not just a privilege but also a central instrument for maintaining class distinctions.

To address these deep-rooted issues, policy interventions are critical. One fundamental change that could significantly impact the educational landscape is the implementation of a uniform syllabus across the country. The government can also increase funding for public schools, ensure access to technology, and revise curricula to meet current and future demands. Initiatives like teacher training programs can improve the quality of education in government schools.

This policy would ensure that every student, regardless of their school's location or funding level, receives the same quality of education, thereby leveling the playing field and fostering a more equitable society. Every day that passes without action is a missed opportunity to build a more equal society. How long can we afford to ignore the potential of our youth who are sidelined by educational disparities?