By implementing compulsory education system, the government plays the role as a benevolent granter for the people from all the classes where the disparities in people from different social stratum, have no impact over the establishment of equality among students. The implementation provides two advantageous outcomes for the government. First, by implementing such policy that gives an equal educational opportunity to all the people, the government will be labelled with ‘equality’ which consequently implants a positive image in the people. Social inequality occurs when resources in a given society are distributed unevenly, typically through norms of allocation, that engender specific patterns along lines of socially defined categories of persons (Wade 2014). The implementation of compulsory education policy has the effect of dismissing negative perception of low-income group in the government who has caused social inequality. Through compulsory education, the government will be attributed for one’s success while for those who failed, instead of blaming the government, the insufficient output of their own efforts will be associated. They will then come to realization that the reason for them being stuck in their current strata is due to the uncompetitiveness in themselves. Also, the allocation of resources in the society will not be deemed as unfair and controversies among social classes will then be mitigated.
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