DefinePK

Research Objective

To explore the impact of caste-based discrimination on the educational opportunities of youth in rural areas of Jhelum District, Pakistan, by investigating the extent of caste-based differences, examining the education status and opportunities of marginalized castes, exploring how caste influences access to educational opportunities, and examining the influence of caste-based discrimination on educational aspirations and choices.

Methodology

Qualitative research approach using in-depth interviews. The study focused on four lower castes (barber, shoemaker, sanitation worker, and potter) in six villages within Domeli Union Council, Jhelum District, Pakistan. A multi-stage sampling technique was employed, starting with Jhelum city, then Tehsil Sohawa, Domeli Union Council, and finally selecting six villages. Purposive sampling was used to select interviewees based on specific criteria. Data was analyzed using thematic analysis.

Methodology Flowchart

                        graph TD;
    A["Identify Research Problem: Caste-Based Discrimination in Rural Education"] --> B["Define Research Objectives"];
    B --> C["Select Qualitative Research Method"];
    C --> D["Determine Target Population: Lower Castes in Jhelum District"];
    D --> E["Employ Multi-Stage and Purposive Sampling"];
    E --> F["Conduct In-depth Interviews"];
    F --> G["Process and Analyze Data using Thematic Analysis"];
    G --> H["Identify Key Findings and Themes"];
    H --> I["Formulate Discussion and Conclusion"];
    I --> J["Propose Recommendations"];                    

Discussion

Caste-based differences in rural Pakistan create significant educational disparities, perpetuating cycles of inequality and limiting social mobility. Social exclusion, financial constraints, and lack of access to quality education are primary barriers for marginalized castes. Addressing these disparities requires a multi-dimensional approach involving policy interventions, community engagement, capacity building, and monitoring and evaluation to foster inclusive educational environments and promote social inclusion and equity.

Key Findings

Caste-based discrimination significantly hinders educational opportunities for youth in rural Pakistan. Marginalized castes face multiple barriers including social exclusion, financial constraints, and limited access to quality educational facilities. Traditional gender roles also impact educational access, with boys' education often prioritized over girls'. Many respondents were unaware of government policies aimed at improving educational opportunities for marginalized castes, and the implementation of existing policies was perceived as limited.

Conclusion

Caste-based differences in rural areas of Jhelum district present significant barriers to educational opportunities for youth, including social exclusion and financial constraints. Policy interventions, community engagement, capacity building, and monitoring are recommended to promote social inclusion and equity in education. Training teachers to be caste-sensitive and making educational institutions more inclusive are crucial for creating a just and equitable education system.

Fact Check

- The study was published in the Journal of Asian Development Studies, Vol. 13, Issue 3 in September 2024. (Confirmed by text)
- A total of 24 in-depth interviews were conducted with participants from four lower castes (barber, shoemaker, sanitation worker, and potter) across six villages. (Confirmed by text)
- Approximately 25% of the population in the study area consists of low-caste households, based on a World Bank report from 2011. (Mentioned in text, but the study itself does not provide this statistic from its own data).

Mind Map