It is universally accepted that unless people at large are liberated through education, there is little hope of any social or economic breakthrough. A number of policy measures have been taken by the Government of Pakistan to redress the problem of illiteracy, particularly of girls, but the situation is alarming in most part of the country. Family pressures, socio-cultural obstacles coupled with a defunct schooling system restrict access even to basic education.
Reviews of various studies reveal that both demand and supply factors act as barriers to the girl’s education. On the demand side, poverty, parent’s education, gender discrimination and distance from school are the major barriers for enrolment, attendance and retention in schools. On the supply side, shortage of girls’ schools, shortage or absence of female teachers, and poor quality of teaching are major obstacles to girl’s education.
According to the Pakistan Integrated Household Survey, a positive relationship exists between household income and school attendance of children. The higher the household income, the more the parents prioritise expenditure on education. Tuition fee, howsoever minimal, uniforms, textbooks and other school supplies serve as constraints. In poor and lower middle class families, opportunity costs increase when children become a helping hand in earning family income or in household chores.
Illiteracy amongst the poor is common. Nationwide statistics indicate that the most marginalised group is the poor rural girl of illiterate parents. Traditionally women are not active in work involving financial transactions and usually men negotiate all outside business. In various parts of rural Pakistan, there is resistance to women visibly undertaking remunerative work. Though women contribute towards economic activities as working in agricultural fields, taking care of livestock and farming but this is nowhere reflected in the national statistics.
Gender disparity in education is also more pronounced amongst girls living in poverty. Thus, these girls are in double jeopardy, affected by both gender discrimination and poverty. Man’s principal role as “earner” for the family makes parents to invest more on son’s education then daughters. Boys are also expected to take care of their parents once they are old. Education is regarded as means to improve earning prospects and thereby the ability of the male members of the family to take care of more dependents.
Although with increased income earning opportunities for girls, the urban areas in Pakistan are seeing more girls attending school than before, yet for the vast majority of girls, the old tradition of leaving school that girls cannot take up career lines or remunerative work is still a reality. The societal setup in Pakistan ascribes to woman traditional role that of a housewife and motherhood and thereby aspirations, achievements and performance of girls are usually responsive to those stereotyped expectations.
Millions of girls who drop out each year, a large proportion of them leave the school as they serve as a second hand in the household work. Little girls take care of their siblings, fetch water and help mothers in the kitchen. Female dropout rate is high and widening when compared to boys in Pakistan. Social benefits associated with education for women though intangible but certainly increase the economic, social and political opportunities available to them. Education empowers women to take control of their lives. It provides them with greater opportunity and choices to improve the life of also their families. Educated mind is the key to overcome prejudiced customs that neglect need of girls and women and leads to their improved status in society. Educating women is giving them their basic human right.
— The writer is freelance columnist based in Lahore.
Reviews of various studies reveal that both demand and supply factors act as barriers to the girl’s education. On the demand side, poverty, parent’s education, gender discrimination and distance from school are the major barriers for enrolment, attendance and retention in schools. On the supply side, shortage of girls’ schools, shortage or absence of female teachers, and poor quality of teaching are major obstacles to girl’s education.
According to the Pakistan Integrated Household Survey, a positive relationship exists between household income and school attendance of children. The higher the household income, the more the parents prioritise expenditure on education. Tuition fee, howsoever minimal, uniforms, textbooks and other school supplies serve as constraints. In poor and lower middle class families, opportunity costs increase when children become a helping hand in earning family income or in household chores.
Illiteracy amongst the poor is common. Nationwide statistics indicate that the most marginalised group is the poor rural girl of illiterate parents. Traditionally women are not active in work involving financial transactions and usually men negotiate all outside business. In various parts of rural Pakistan, there is resistance to women visibly undertaking remunerative work. Though women contribute towards economic activities as working in agricultural fields, taking care of livestock and farming but this is nowhere reflected in the national statistics.
Gender disparity in education is also more pronounced amongst girls living in poverty. Thus, these girls are in double jeopardy, affected by both gender discrimination and poverty. Man’s principal role as “earner” for the family makes parents to invest more on son’s education then daughters. Boys are also expected to take care of their parents once they are old. Education is regarded as means to improve earning prospects and thereby the ability of the male members of the family to take care of more dependents.
Although with increased income earning opportunities for girls, the urban areas in Pakistan are seeing more girls attending school than before, yet for the vast majority of girls, the old tradition of leaving school that girls cannot take up career lines or remunerative work is still a reality. The societal setup in Pakistan ascribes to woman traditional role that of a housewife and motherhood and thereby aspirations, achievements and performance of girls are usually responsive to those stereotyped expectations.
Millions of girls who drop out each year, a large proportion of them leave the school as they serve as a second hand in the household work. Little girls take care of their siblings, fetch water and help mothers in the kitchen. Female dropout rate is high and widening when compared to boys in Pakistan. Social benefits associated with education for women though intangible but certainly increase the economic, social and political opportunities available to them. Education empowers women to take control of their lives. It provides them with greater opportunity and choices to improve the life of also their families. Educated mind is the key to overcome prejudiced customs that neglect need of girls and women and leads to their improved status in society. Educating women is giving them their basic human right.
— The writer is freelance columnist based in Lahore.
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