Inclusive Education: Examining the Role of Vocational Institutions in Supporting Trans and Gender-Diverse Communities in Pakistan

Abstract

This paper investigates the potential role of vocational institutions specifically designed for trans and gender-diverse individuals in making education more accessible to them, given that these individuals are often socially excluded in Pakistan. The study is based on interviews with alumni from Pakistan's pioneering transgender school, referred to here as the "School of Hope for the Marginalized." Through these interviews, the research aims to understand how vocational education can support the vocational wellbeing of its students. This paper's core objective is to evaluate this school's impact on its students by examining the lived experiences of trans and gender-diverse students who attended the institution in Pakistan. By focusing on these personal accounts, the study seeks to uncover the ways in which the school has influenced their lives, both positively and negatively. This includes assessing changes in their vocational skills, self-esteem, social integration, and overall quality of life. The findings are intended to provide insights into the effectiveness of vocational education in improving the socio-economic status and personal development of trans and gender-diverse individuals, who are often marginalized in society.