The research under this priority area is motivated by the need to foster inclusive educational access and meaningful learning for all. Whilst there have been efforts made to achieve equity goals in education, there is ample evidence that certain individuals remain disadvantaged in terms of access to quality education globally. Globally, as well as in Pakistan, there is evidence to suggest that specific marginalised groups – e.g. girls, children with disabilities, children belonging to minority backgrounds and those living in specific geographical locations or from lower socio-economic backgrounds – continue to be less likely to access quality education and are more likely to face disruptions in their education. The coincidence of these disadvantages exacerbates inequalities and exclusion. A critical policy concern, therefore, is ensuring that these most marginalised children can access and remain in quality schooling to achieve meaningful learning.