A COMPARATIVE ANALYSIS OF INCLUSIVE EDUCATION POLICIES AND CLASSROOM IMPLEMENTATION IN PAKISTAN AND MALAYSIA

Abstract

The study adopts a comparative qualitative design, drawing on policy analysis and classroom-level observations. The Data for this study will be collected through national policy and strategy documents, peer-reviewed journal articles and systematic reviews, technical reports and country profiles from international agencies, and, credible working papers and doctoral theses that offer contextual or implementation details of both countries. This comparative approach will help us to understand how policies are integrated and adapted in our classrooms. As this is an ongoing study, the anticipated results of this research are expected to highlight their common problems and promising approaches that can shape future reforms and strengthen inclusive education frameworks in Pakistan and Malaysia.Inclusive education, which seeks to provide equitable learning opportunities to all students regardless of their diverse needs, (Roy, 2023; United Nations,2006). International frameworks such as the Sustainable Development Goal 4 (SDG-4) and UNESCO’s Global Education Monitoring Report (2020) emphasize equity, accessibility, and quality learning opportunities for all (UNESCO, 2020). The Sustainable Development Goal 4 (SDG-4) and the UNESCO Global Education Monitoring (GEM) Report (2020) were adopted as guiding frameworks in this study because both provide internationally recognized standards and indicators for evaluating inclusive and equitable education systems. These frameworks ensure that the comparative analysis of Pakistan and Malaysia is grounded in globally comparable criteria rather than context-specific definitions.Both Malaysia and Pakistan, two Asian developing countries, have acknowledged the value of inclusive education as a means of promoting educational justice and social inclusion. However, both these countries have a very different approach of inculcating inclusive education. As a result, there is a vast difference in their outcome as well.  (Ensimau, et al, 2022). Although inclusive education policies have been adopted in Pakistan (Khan, 2025), their successful implementation is still hindered by a lack of funding, inadequate training for teachers, and uneven governance (Khan & Ahmed, 2021; Rashid & Siddiqui, 2024). Community involvement and policy advocacy are emerging as key drivers for advancing inclusive practices (Noor, 2023; Hassan & Ali, 2020). While, the Malaysian government has made systematic changes in their educational policies like the Inclusive Education Program (IEP) and different frameworks that highlight including students with diverse needs into mainstream schools (Lim, 2021; Tan & Ling, 2021).  According to the Open Educational Resources of Malaysia’s Blueprint (2013-2025), Malaysian schools aims to enroll 75% of students that have diverse needs into mainstream schools. The government has initiated policies that would train teachers to implement inclusive education in the classrooms (Ministry of Education Malaysia, 2013, as cited in Latiff, 2025; UNESCO, 2023).Both countries, Malaysia and Pakistan are trying to overcome several barriers to achieve an all-inclusive education system. They are trying to improve teacher preparation, policy implementation and monitoring systems to overcome these challenges (Wong, 2024; Ahmad & Omar, 2022). This study will take a comparative approach towards the challenges, implementation and outcome of the both countries.