Factors causing low participation of girls in Pakistani Schools

Factors causing low participation of girls in
Pakistani Schools’
Hi, good morning everyone, today I will be discussing various factors for low
participation of girls in Pakistani Schools’.
Slide one Factors causing low participation of girls in Pakistani Schools’
Slide two Let us now study the several factors which affect the girls’
participation in Pakistani schools (hrw.org, 2018. The research says that there is
a lack of investment by Pakistani government in promoting and building schools
in the country (Hanmer, Parsons, & Klugman, 2015). There a general tendency
around education that men should be given all facilities and women are only
meant for household work. In this world where today women are doing wonders
in every field, traditional thinking around girls’ education is destroying the
society (Rodriguez, 2018).
Slide three Investigation question: What factors contribute to the low enrolment
of girls in schools in Pakistan? Significance of your investigation: This
investigation focuses on various socio-cultural and political impediments to
female education in Pakistan. Furthermore, it will help community at large i.e.
Government bodies, Parents, Institutes,NGOs working in the country to overcome
the problem and make strategic plans accordingly
Slide four key concepts: Right to Girl Education says that every girl has a right
to get reasonable level of education. Socio-cultural barriers talk about the
barriers of traditional practices that deny education to girls. Poverty is defined as
family experienced lack of funds to have basic needs. Insecurity is the fear of
getting affected by rogue elements of the society while opting for girl education
Slide five: 1) there is not enough accessibility to government schools for all
children staying in rural area. Either girls have to travel long distances or
eventually quit the schools. There are less number of girls government schools
as compared to boys government school, and hence parents do not send their
girls in overcrowded schools due to insecurity and unstable cultural environment
(Sultana & Haque, 2018). It does not promote any compulsion or accessibility
within the state to enroll more number of kids in school (Syed, 2019).

2) One of the most essential and noticeable factor which affects the education
ratio of Pakistani girls’ is high cost of education. More than 40% of the families
are sending their children to work in factories (child labour) and get money for
food and other household essentials. They struggle to meet the basic
requirements of the family; education is a dream for them. They try to reach
government schools in cases where it is nearby; else they keep themselves away
of education system. The second aspect is they cannot afford to pay tuition fees
or nominal amount for books in government schools(Alam, 2017). There is poor
quality of education noticed in Pakistani schools with scarcity of skilled teachers;
hence children who are going to school do not show exemplary growth when
compared to kids in other developed nations. The teachers are not qualified
enough to teach the children. Teachers do not promote education in the society
rather they demotivate them by demanding extra money as tuition fees.
Furthermore, children have experienced severe punishments and abusive
behavior from teachers which in turn de-motivatesthe parent of girls and
eventually the parents refrain from sending girls to schools(Suleman, Akhtar,
Jalalian, & Yasmeen, 2015).
Slide six: 3) How can we forget social norms when it comes to girls, all the
social and cultural traditions or norms keep girls away from normal life, they
keep girls at home with the fear of society’s abusive behaviour. Society gives
priority to boys’ education over girls’ education. Few of the families feel insecure
for sending kids to school, they fear that girls may get in to relationship or may
change her attitude towards family if given extra knowledge. Child marriage is a
part of social norm, when parents force girls to marry at early age and take care
of her family. They do not send girls schools after primary education because
they feel that it might delay the process of their wedding. Society has a
perception that educated girls have their own individual views and they may
oppose the traditional social norms of the society that may harm the position of
men in the society (Ali & Rehman, 2019).
4) Many families have insecurity for their girls while sending out for education.
Hence, they only send them if government schools are nearby. The kind of
insecurity they feel relates to sexual harassment, kidnapping, crime, conflict, and
terrorism attacks on schools (recent one which killed innocent students), etc.
Furthermore, girls are kept at home and are subjected to domestic violence.The
primary decision lies with the parents and they should be motivated to send their