Abstract

ABSTRACTChildren are the builders of the future, and their education is crucial for societal development. This study aims to identify and analyse the barriers that prevent marginalised communities from participating in educational activities and explore strategies for overcoming these obstacles. Focused on Pakistan, which has the second highest number of out‐of‐school (OOS) children globally according to UNICEF, this research utilises data from the Multiple Indicator Cluster Survey (MICS) Wave 6. Employing logistic regression and generalised structural equation modelling (GSEM), we investigate the impact of foundational skills, child disabilities, socioeconomic factors and regional differences on school attendance. The study particularly examines the role of financial assistance, including tuition fees and social transfers, in addressing the issue of out‐of‐school (OOS) children. The findings highlight the need for inclusive policies, adequate funding and enhanced foundational skills to improve school attendance and academic outcomes.

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