Özet:

The school culture of developing countries is less welcoming to fulfil the basic rights to equal and equitable educational opportunities. The attitude of school authorities is not academically catchy. It is totally commercial and for money-making objective. Their focus is similar with the intentions of the shopkeepers, who usually meditate that the buyers will inevitably come, and avail the paid services without any “shout aloud” or marketing strategy. Behind the compilation of this research-based concept paper the major interest and objective of the researchers was to highlight the gaps in achieving the global agenda of quality, equality and compulsory educational facilities for all children without discrimination. The Pakistani government has initiated many historical steps towards Education for All. Including; identification and admittance of all children aged 5yrs-16yrs without discrimination to their ultimate right to free and obligatory education. To accomplish the goal of quality education teacher should develop intellectual competency among their pupils, without any biases, equal and participatory approach in schools. Stakeholders must recognize that the education system followed by the inclusive approach is inevitable that benefits children from all groups by instilling lenience, recognition and gratitude for diversity. This would definitely work as a strong agent for school improvement. We need to disrupt the resistant factors by facilitating the education system in developing infrastructure, resource rooms and teachers’ training programs. There is a much-needed paradigm shift in policy and for educational administration is required, to execute reforms accordingly.

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