1. InPakistan, UNICEF-supportedtemporary learning centers createopportunities for girlshttp://www.youtube.com/watch?v=9Q7DzaDtRRw

2. http://www.mapsofworld.com/pakistan/pakistan-political-map.html 3. Education is managed by thegovernment Ministry ofEducation and the provincialgovernments Federal government mostlyassists in curriculumdevelopment, certification andsome financing of research. 4. Education is Divided into five levels: Primary (grades one through five) Middle (grades six through eight) High (grades nine and ten) Intermediate (grades eleven and twelve) University programs (Peter, 1994). 5. Heavily influenced by the religion of Islam 98% of populations in Pakistan is Muslim therefore, its culture is heavilyinfluenced by Islam (a religion which emphasizes education) Since Islamic tradition values knowledge and respects those who possessknowledge, teachers are highly respected by their students and are held inhigh esteem by parents and honoured by the society (depending on thegeographical location). For example, when a teacher enters the classroom even at the college anduniversity level, students stand up to show respect and do not sit down untilthey are told to do so. Social recognition 6. GENDERDISPARITY IN PAKISTAN 7. According to 2010 UNESCO figures Primary school enrolment for girls stands at60 % as compared to 84 % for boys. Secondary school enrolment rate stands at alower rate of 32 % for girls and 46 % forboys. Regular school attendance for girls is41 % while that for boys is 50 per cent There are 72,915 male teachers and only43,653 female teachers 8. Gender Role - the degree to which a person adopts thegender-specific behaviors ascribed by his or her culture.Gender refers to the cultural expectations attached tofeminine and masculine roles. Gender Stereotypes: the psychological or behavioralcharacteristics typically associated with men and women.They are judgments about what males and females oughtto be like or ought to do. Gender Stratification: A division in society where allmembers are hierarchically ranked according to gender. Gender roles are reinforced by biological, social, culturaland religious factors 9. Literacyis a process of reading, writing, thinking,and articulating meanings from within a socio-cultural context (Latif, 2009). Pakistans Ministry of Education defines a literateperson as one who can read a newspaper andwrite a simple letter Literacy in Pakistan is demonstrated by fluencyin Urdu and English 10. TheState shall remove illiteracy and provide free and compulsory secondary education within minimum possible period (Government of Sindh). 11. 1. Poverty2. Illiteracy of parents3. Social norms and taboos4. Non-availability of adequate education facilities.5. The ability to recite and read the Quran in the Arabic language is not considered literacy6. Government ignores the forms of literacy practices that take place at home 12. Over-crowdedclassrooms andlack of trained teaching staff. Eg. in Sindh, the average high schoolclass size: 80-100 students per class. Teachers cannot pay attention to all of thestudents. Teachers act as active partners andstudents as passive partners. Students are not allowed to ask questions,unless they are bright questions. 13. Teachers are poorly paid and over-worked. Teachers work is not recognized, so theyare not motivated to improve their skillsand knowledge. Teachers have a lack of knowledge ofscience and technology. Governments education curriculumemphasizes non-scientific fields 14. The ideology of Pakistan lays down two importantobligations for the Government. Firstly Education willbecome accessible to all citizens. Secondly it will enablestudents to become enlightened and civilized individualscommitted to the cause of Islam. These obligations are inaccordance with the teaching of the Quran, whichrecognizes provision of education as a right of theindividual (Government of Sindh). 15. The quality of education in the state-owned institutionshas deteriorated considerably. Standards are onlyslightly better in the countrys private sector schools,but these are too expensive for most people. Poorer parents have tended to send their children toreligious seminaries (madrassas) which offer free foodand boarding to their students. 16. Family organization is strongly patriarchal and hierarchical Most people live with large extended families in the same house The patriarchal structure of Pakistani society designates a manprincipal role of provider to familys economic needs and asprotector of the family People are respected because of their age and position. The eldest male, whether he is the father, grandfather, or paternaluncle, is the family leader and makes all significant decisionsregarding the family and its members Traditionally, a womans place in society has been secondary to thatof men, and she has been restricted to the performance of domesticchores and to fulfilling the role of a dutiful wife and mother 17. In rural area, parents like to put theirchildren to work at early age and do notlike to educate them, especially for girls. The academic carrier is mostly decided bythe parents: the parents usually prefercertain educational fields for girls, but girlscannot decide what they are going tobecome. Girls are not allowed to go to co-educational institutes. 18. Some parents have a misconceptionwhere they think education meansfreedom for girls which may make girlspromiscuous. Some parents are not educated enough torealize the responsibilities of children toschool work, so they require girls to do allhousehold chores as they come home. 19. Many traditional families donot like that their femalechildren to go to school, theyprefer female teachers to goto their houses to educatetheir female children.. Socio-religious institutions(Maderessa) have theirdistinct forms of education. 20. Girls vs. Brothers: Brothers were mobile in the public sphere. Many girlsspent their time afterschool performing care giving roles at home andcontribute to domestic income. Mobility beyond the home was seen as prohibited by the parents of girls. Girls indicated a gender divide in families in relation to available resources:the male members of the family (including siblings) get preference in termsof the best food, clothing and education (Page 224). Parents like their daughters to demonstrate utmost obedience. Girls from rural schools reported their parents approval for their conformingof the traditional dress code and fulfillment of religious rituals as part of theirdaily routines. While girls took pride in their ability of performing multiple tasks, they alsoshowed their dislike for household chores such as cooking, washing dishesand laundry, which they reported interfered with their studies (Page 224). 21. Usually parents living in poverty lack educationalopportunities. If they can afford to send theirchildren to school, they would give first priority totheir male children. Female education is discouraged to a greatextent as compared to that for males by culturaland religious dictates. Eg. The Pakistan lawintroduced in mid 1980s considers two womenequal to one man. 22. When resources are limited, decisions are based on what the investment willbring to the family. Do parents have an incentive to invest more in boys education? In many Pakistani families it is the role of sons to take care of the parentswhen they are old. Parents believe that better economic position of their sonsbrings better old age living for them. If this is so, both parents may prefer toensure that their sons have higher human capital as compared to theirdaughters whose human capital returns may soon be shifted to another familythrough marriage. Girls will marry out of the family and devote their future timeand earnings to their husbands family. 23. The question of whether parents give boys preferenceover girls in schooling in Pakistan, changes dependingon the ethnic groups or provinces within Pakistan Myth or Fact: The belief that parents living in a traditionalMuslim society will prefer to educate boys rather thangirls Misconceived notions of culture andmisinterpretation of religion: http://www.youtube.com/watch?v=0mR3w-2VXhI&feature=related (0:47- 1:19) http://www.youtube.com/watch?v=F5bq48eD0PY (0.00- 2:55 ..... 4:04-4:30) 24. There are many factors besides cultural and religious reasons for low femaleenrollment rates in schools. Consider gender not being a factor when quality and affordable education isprovided to boys and girls..what other factors are there contribute to genderdisparities in schools? Issues of equity, access and quality; Practically this refers to family attitudesallowing girls to study equally with boys, having schools close enough to homesor safe enough for the girls to walk to, schools having a reasonably decentinfrastructure (boundary wall, basic toilet and drinking water facilities andelectricity),and enough well trained female teachers Unsafe standard of government funded schools:http://www.youtube.com/watch?v=IV5S2iGHz68&feature=related(1:09-1:50 http://www.youtube.com/watch?v=7nFq_Dmx5Ts&feature=related (0.00-1:05) 25. Limited parental resources Parents Income/Socio-economic status (i.e. Cannot afford costlytextbooks, etc.) Poverty Parents level of education Helping the family with household labour and domestic choreshttp://www.youtube.com/watch?v=DCMLfxYkL04&feature=related(time: 2:44- 3:05) Size of family/number of siblings Particularly important in Pakistan are cultural mores that enforce theprotection of young women from exposure to the opposite sex Distance away from the schools 26. If a girl does not have a male family member who can accompany her to school, she may not be permitted to go to school Shortage of female teachers (According to cultural norms, girls should be taught by female teachers, so when there are insufficient female teachers, many parents do not enrol their girls in school.) Conflict/safety concerns of the school (e.g. Taliban, armed conflict) The destruction of girls schools by the Taliban:http://www.youtube.com/watch?v=-ZGXzr6psB4 27. Teachers disciplinary measures further explained thegendered nature of teachers interaction with theirstudents Teachers reported that they might beat boys when theymisbehaved in class; however, they could only reprimandgirls, but not punish them physically.We cannot touch (physically punish) girls as they aremature and grown up. (Page 229) According to the teachers, the sight of boys being beatenwas warning enough for the girls to make them realizethat they could also be penalized for not listening to theteacher 28. Do you believe that it is the cultural norms that prevent many girls from going to school in Pakistan, or do you believe that the notion that boys are given preference over girls in education is not true? 29. What is the role of todays Pakistan women? How does this changing role contribute to the changing of education in Pakistan? Do you think that school system can facilitate social progress in Pakistan or socio-cultural norms dictate education system to prevent positive changing in education system? Why or why not? 30. Classroom teaching in Pakistan is usually teacherdirected with teachers using lecture or a read-explainquestion format to transmit textbook knowledge andregularly testing students to ensure memorization of thisknowledge. Teaching in Pakistan is based on rote learning. (288 ofarticle, 143 of course kit)Discussion Question Do you think that rote learning is the most efficient way ofteaching? Why or why not? 31. In 2010, Rana Hussain and Sajid Ali from the University of Pakistanindicated that there is a low availability of teachers as well as the quality ofteachers is questions in Pakistan. They recognize that in order to be appointed at the public level, a teachermust have completed a PTC (Primary Teaching Certificate) or a CT(Certificate of Teaching). Pakistan needs to improve teachers pedagogical skills in such a way thatboth men and women are trained with the highest abilities. This cansignificantly be done by licensing and certifying teachers to improve thestandard of education in Pakistan. 32. Respectthe society Salary is not enough to lead a decent lifeand support a healthy family Frequent transfers between Transportation Training and education qualification Over crowded classrooms 33. Implemented to increase access to qualityeducation throughout Pakistan, with anemphasis on the Sindh province (a five year$100 million bilateral agreement) Provided school teachers to develop mentoringcapacities in 2004-2006. Through this program they learned aboutdeveloping new and innovative teachingmethods, issues of classroom management,curriculum designs and practices as well aslearning to teach math, language, socialstudies and science. Workshops helped them build their knowledge,pedagogy and use of learning aids whichmade lessons more attractive and enjoyablefor the students. 34. Pakistan spends 2.6% of its GNP on education (2006) 50% of the adult population (15 and older) could readand write. The world bank suggests that it needs to think carefullyabout how to engage the government about sensitivetopics related to curriculum reform and textbook provisionin an attempt to move beyond rote learning. 35. McClureargues that the western media needs to act with cultural sensitivity and direct its attention to promoting overall reforms of Pakistans education system Hesuggests that the western media needs to build bridges of understanding so to communicate its aims and values and listen to the aspirations and sensitivities of the Pakistan citizens. 36. No quick fix for gender gapin education Read the article Is there anything you foundthat was interesting? Is there anything that can linkto the situation in Pakistan? How do you think we canimprove this situation? 37. Education of girls and women is the bestinvestment that a country can make in the future. Improving training, planning, and management andpromotion of innovations. Education system should change in according todemand of the society. The curriculum should change according toscientific needs of society(doing research,analyzing problems, and acquiring appropriatesolutions). Encouraging privatization of education. Reducing the numbers of students in class. 38. Change the existing customs and socialpressures. Use Education as an instrument for bringingsocial change. Strengthen the institutional structure and refiningtheir roles. Improve status of women. Initiate job oriented educational programs. Improve the working conditions for women. Use mass and media to improve the status ofwomen. 39. Halai, A. (2011). Equallity or Equity: Gender Awareness Issues in Secondary Schools in Pakinstan. InternationalJournal of Education Development, 31. 1: 44-49. Latif, A. (2009). A Critical Analysis of School Enrollment and Literacy Rates of Girls and Women in Pakistan.Educational Studies, 45: 424-439. Leach, F. & Little, A. (1999). Educating Girls in Pakistan: Tensions Between Economics and Culture. Education,cultures and economics: Dilemmas for development (pp. 230). New York: Garland. Page, E. (2009). Gendered Education: A Case Study of Schools in Pakistan. Exploring the Bias: Gender andStereotyping in Secondary Schools (pp. 224). London: Commonwealth Secretariat. Panhwar, F. (1996). Communication Gap in Education in Sindh Pakistan. Sindh Rural Womens Uplift Group.P1-24. Peter Blood, ed. (1994). "Pakistan - EDUCATION". Pakistan: A Country Study. GPO for the Library of Congress.Retrieved 6 Feb 2012. UNESCO Institute for Statistics. "Adjusted net enrolment ratio in primary education". UNESCO. Retrieved 06 Feb.2012. United Nations Educational, Scientific and Cultural Organization. (2010). Why Gender Equality in Basic Educationin Pakistan? Islamabad, Pakistan: UNESCO. http://unesco.org.pk/education/documents/publications/Why%20Gender%20Equality%20in%20Basic%20Education%20in%20Pakistan.pdf Why gender equality in basic education in pakistan?. (2010).http://unesco.org.pk/education/documents/publications/Why Gender Equality in Basic Education in Pakistan.pdf 40. Dollar, David, and Roberta Gatti. 1999. Gender Inequality, Income, and Growth: Are Good Times Good for Women?World Bank Policy Research Report on Gender and Development, Working Paper Series No.1, World Bank, Washington,DC. Filmer, Deon. 2000. The Structure of Social Disparities in Education: Gender and Wealth. Policy Research Working Paper2268, World Bank, Washington, DC. Loreto Day School documentary. 2007. Submitted to the World Bank Global Symposium on Gender, Education, andDevelopment, October. Education Reform in Pakistan: Building for the Future. Edited by Robert M. Hathaway. 2005. Woodrow Wilson InternationalCenter for Scholars, Washington, DC http://www.eric.ed.gov.ezproxy.library.yorku.ca/PDFS/ED521529.pdf Rana Hussain and Sajid Ali. (2010). Improving Public School Teachers in Pakistan: Challenges and Opportunities. Volume13, number 1, p. 70-80, DOI: 10.1177/1365480209352404http://journals1.scholarsportal.info.ezproxy.library.yorku.ca/tmp/6618249838162237085.pdf Safdar Rehman Ghazi, Riasat Ali, Muhammad Saeed Khan, Shaukat Hussain, Zakia Tanzeela Fatima. (2010). Causes of theDecline of Education in Pakistan and Its Remedies. Journal of College Teaching and Learning, 7(8), p. 9-http://search.proquest.com.ezproxy.library.yorku.ca/eric/docview/748818890/fulltextPDF?accountid=15182# McClure, K. R. (2009). Madrasas and Pakistans Education Agenda: Western Media Misrepresentation and PolicyRecommendations. International Journal of Educational Development, 334-341, United Stateshttp://journals2.scholarsportal.info.ezproxy.library.yorku.ca/tmp/17868043144142963210.pdf Sultana, Qaisar. (1998). The Value of Education in Pakistani Culture. New Orleans, LA: Mid-South Educational ResearchAssociation. http://www.eric.ed.gov.ezproxy.library.yorku.ca/PDFS/ED427137.pdf 41. THE END!!!