FEMALE EDUCATION IN PAKISTAN RATE OF FEMALE EDUCATION IN PAKISTAN GIRLS EDUCATION AND EQUALITY FEMALE EDUCATION LEVELS

2. presentedBY:
Rooha SHAHID(13155153)

4. “FEMALE’S EDUCATION IN PAKISTAN”
Female’s education in Pakistan is a fundamental right of every
citizen, according to the article thirty seven of the constitution
of Pakistan but gender discrepancies still exist in the
education sector.
Literacy is among of the indicators of human development.
All girls of today are mother of tomorrow. The role played by
mothers in building up a nation is beyond dispute.
George Herbert says:-
“A mother is worth a hundred school masters.”

6. CURRENT FEMALE EDUCATION SCENARIO
IN PAKISTAN:-
Literacy ratio:-
 The overall literacy ratio in Pakistan is 46%.
Female literacy ratio:-
 Female literacy ratio in Pakistan is 26%.
NUMBER OF GIRLS SCHOOL:-
There are 163,000 public schools in Pakistan, of which
40,000 caters to girls.
 Punjab 15,000
 Sindh 13,000
 NWFP 8,000
 Balochistan 4,000

7. LEVEL OF GIRLS INSTITUTIONS:-
 Out of total 14,000 lower secondary schools and 10,000 higher
secondary schools, 5000 and 3000 respectively for girls.
 There are around 250 girls colleges and two medical colleges for
women in public sector of 125 districts.
 FEMALE EDUCATION LEVELS:-
 7 million girls under 10 go to primary schools.
 5.4 million between 10-14 attend secondary schools.
 3 million go to higher secondary.
 0.5 million go to universities.

8. REASON BEHIND THE LOWER RATE OF WOMEN EDUCATION IN
PAKISTAN:-
 Parents distinction
 Expensive education
 Early age marriages
 Lack of girls schools in remote areas
 Limited career fields for women
 Male dominance in society
SUGGESTIONS:-
 Government shall make education free for all.
 Government, NGO’s and social services organization shall work to educate
and aware mothers of today about the better bringing up their children.
 Different communities shall work for female education like Kutians Memon
community is working.
 Media shall project by its advertisement, talk shows and dramas the
importance of female education for a progressive nation.
 Religious icons, scholars and theologians shall take a stand to diminish the
negative notions prevailed in the society about girls education

9. CONCEPT OF GENDER EQUALITY
 Gender equality, also known as sexual equality, is the state of
equal ease of access to resources and opportunities regardless
of gender, including economic participation and decision-
making; and the state of valuing different behaviors,
aspirations and needs equally, regardless of gender.
According to UNICEF
 Gender equality "means that women and men, and girls and
boys, enjoy the same rights, resources, opportunities and
protections. It does not require that girls and boys, or women
and men, be the same, or that they be treated exactly alike.’’

10. Gender equality is the goal, while gender neutrality and gender
equity are practices and ways of thinking that help in
achieving the goal. Gender parity, which is used to measure
gender balance in a given situation, can aid in achieving
gender equality but is not the goal in and of itself. Gender
equality is more than equal representation; it is strongly tied to
women's rights, and often requires policy changes.
‘’Gender Equality is essential for ensuring that men and
women can contribute fully at work, at home and in public
life for the betterment of societies and economies at large.’’
JOSE ANDEL GURRIA

11. GIRLS’ EDUCATION AND GENDER
EQUALITY
Girls' education and gender equality are central to
GPE's vision of improved learning and equity for all,
through stronger education systems by 2020.
Since 2000, good progress has been achieved to boost girls'
enrollment in school. However, an estimated 131 million
girls worldwide remain out of school and face multiple
barriers to education. These include distance to school,
cultural norms and practices, school-related gender-based
violence and early or forced marriage. Boys and girls
face barriers to getting a good education in conflict-
affected areas where safety and security can be
compromised and in households that depend on their
labor or income.

12. Keeping girls in school and ensuring they can learn in a safe and
supportive environment leads to many benefits for girls
themselves, their families, their communities and societies.
Increasing gender equality is one of eight guiding principles of GPE
2020, the partnership’s strategic plan for 2016-2020. Achieving
increased equity, gender equality, and inclusion is one of three
strategic goals under this plan.

14. “Definition of Gender, Gender equity, Gender
discrimination and Gender parity”
Definition of Gender:
"Gender" comes from the Latin word genus which meant
"kind" or "type". “Gender is defined as the socially
constructed roles and behaviors that a society typically
associates with males and females”.
An example of gender is referring to someone who wears a
dress as a female.

15. An example of gender is referring to someone who
wears a dress as a female.

16. Definition of Gender equity:
The concept of gender equity refers to “fairness of
treatment for women and men, according to their respective
needs. This may include equal treatment or treatment that is
different but which is considered equivalent in terms of rights,
benefits, obligations and opportunities”

17. Definition of Gender discrimination:
Gender discrimination, also known as sexual discrimination,
is the practice of letting a person’s sex unfairly become a
factor when deciding who receives a job, promotion, or other
employment benefit.
Gender discrimination is the discrimination against a person or
group on the grounds of sex or gender identity.

18. Definition of Gender parity:
“Gender parity is a statistical measure that compares a
particular indicator among women, like average income, to
the same indicator among men”.

19. Educational Policies and National Commitments
Pakistan’s education policy held much hope in terms of building
the nation and the founding father of Pakistan, Mohamed Ali
Jinnah made poignant statements at independence which echoed
the words of the Prophet Mohammed (PBUH) such as ‘without
education it is complete darkness and with education it is light’.
Such words set the scene for an education policy that would have
an Islamic ethos to encompass a sense of national unity, pride
and patriotism as the values underpinning its education policy.
The world is progressing so rapidly that without the requisite
advance in education, not only shall we be left behind, but that
we shall be wiped out altogether’ (24th Sept 1947)..

20. The discourse thereby stressing the importance of education in
playing a vital role in the sustaining and developing of this
new country Pakistan, with genuine intent, duly signed the
United Nations Declaration of Human rights (UNDHR) in
1948 within which education was a right for all, one of
Pakistan’s first international commitments as a nation.
As part of the international interest and drive for education,
Pakistan was also one of the 155 countries which attended and
signed the Jomtien agreement in Thailand in 1990 at the
World Declaration on Education for All (EFA) and then again
in 2000 ratified Millennium Development Goal 2 (MDG2)
and the Dakar Framework of Action for Education for All,
thereby committing itself to providing universal primary
education by 2015.

21. This reflects the consequent pressure on Pakistan
internationally to make education a greater focus and to
produce tangible results within a said timeline, with
little recognition of the nation’s own domestic
challenge. Nevertheless, Pakistan did proceed to
construct a National Plan of Action 2001-2015. In the
National Education Plan (NEP) in 2008 in order to
achieve the goals signed up to achieve national
commitments. This is also including in constitution of
Pakistan Article-25-A-2010.

22. Fundamental Right to Education –
“The State shall provide free and compulsory education to
all children of the age five to sixteen years in such manner
may be determined by law”
Despite its efforts, Pakistan is still falling short on its
commitment to achieve Universal Primary Education (UPE)
and desired literacy rates (87% by 2015 EFA- NPA) .The
federal government has proposed a set of general guidelines.
A recommended layout of the policy framework is as follows:

24. Levin makes the point that when countries in the name of
‘mutual learning’ pick up or borrow popular policy ideas from
other nations; it results in what Levin called an epidemic of
policy making. However, he argues that this has implications
for individual nations because the local circumstances of each
country then come into play. He gives the example of how
what works in a country like Canada may not work in the UK
because the countries have different social, geographic,
political and cultural circumstances which mean that policy
implementation is not always successful in all contexts.
Nevertheless, whilst the past has been rather bleak, the
challenges overwhelming and the pressure from global
commitments all encompassing, it is not impossible to work
towards achieving the objectives.

25. Other countries such as Chile have taken a concerted national
drive in their education policies and have achieved
considerably in just two years in terms of provision and
quality of education (Brandt, 2010). The optimists believe the
same can be achieved by Pakistan if effective leadership is at
the helm (Mourshad et al, 2010) and education is made a
national priority at all levels: starting with education research,
policy making, implementation and effective dissemination,
which should all feed into provision as well as quality of
provision. No doubt this all requires a redistribution of
resources towards this national priority, but the very nature of
‘national priority’ has to mean priority of budget and other
resources directed towards it to achieve the aims – otherwise
it is not priority, and which has been the case thus far.

26. THANK YOU