Education for Girls: Pakistani Students' and Parents' Perspectives

This report delves into the factors that shape the perceptions of Pakistani, international student girls and their parents regarding education for girls. It explores the differences between the education systems of Pakistan and the UK, highlighting the varied experiences of students. The report examines parental attitudes towards female education, including their expectations and beliefs about the importance of girls' education. Through interviews, the study reveals the students' views on gender inequality in education within Pakistan and their future aspirations, including plans for further education and career development. The discussion section provides a comparative analysis of the two education systems and emphasizes the need for Pakistan to improve its education system by making it more practical. The report concludes by underscoring the importance of investing in girls' education for the overall development of the nation. The report also discusses the role of parental expectations and cultural factors in shaping attitudes towards female education.

FACTORS THAT INFLUENCE PAKISTANI,
INTERNATIONAL STUDENT GIRLS' AND THEIR
PARENTS PERCEPTION ABOUT EDUCATION
FOR GIRLS
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TABLE OF CONTENTS
Results..............................................................................................................................................3
Gender Inequality in Education in Pakistan.....................................................................................3
How has your experience of education been in Pakistan and now as an international student in
London?......................................................................................................................................3
Can you draw out any similarities and differences between the two systems?..........................3
How do you feel about education for girls and what do you plan for your own future?............4
Parental Attitudes towards Female Education.................................................................................5
What do you think your parents currently feel about importance of girls’ education in general
and what do they expect of you?.................................................................................................5
Discussion........................................................................................................................................6
REFERERNCES............................................................................................................................10
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Results
Gender Inequality in Education in Pakistan
How has your experience of education been in Pakistan and now as an international student in
London?
Education delivery mechanism vary across the nations in the world. Pakistan and UK
education delivery approaches are quite different. It is well known fact that students are teach
in systematic and professional manner in UK then Pakistan. I asked question to participants
about their education experience in Pakistan and UK. Respondents believed that “training
and development is the one of the factor where both education system are different from each
other”. It can be seen that in UK students received different assignments in respect to their
project which they have to performed after passing through few months training which is
practical in nature (Farah, Fauzee and Daud, 2016). This thing is not observed in Pakistan
where students directly receive assignment which are not so tough and less practical. Hence,
due to this reason their experience in UK in terms of education is better than Pakistan.
Respondents said that “certification options are also available to students in UK where they
along with master degree can also enter in to varied course that develop their skills and broad
knowledge of subject”. Such kind of facility is also available in Pakistan but there are less
options in the mentioned nation then Pakistan.
Can you draw out any similarities and differences between the two systems?
UK and Pakistan are developed and underdeveloped nations. Education play pivotal role in
economic growth of any nation. It is well known fact that there are lots of differences and less
similarity in both nations education system. In UK there are multiple nations and each of them
have their own education system, policies and procedures. As there is no centralized system. In
Pakistan there is centralized system and where central government prepare policies for entire
nation and state education departments frame their policy accordingly (Manan, David and
Dumanig, 2016). Question in respect to similarity and difference between two systems was asked
to respondents during interview. Few respondents state that “one of the basic difference between
both education systems in that in UK there is mandatory for every children to have education and
enrol in school”. Whereas, in the Pakistan it is not mandatory for children to take admission in
school. This is the reason behind high illiteracy rate in the Pakistan. After completion of 12th
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students have to enrol in college which comes under specific university. In UK also, same thing
applied. “However, duration of completion of master degree is different in both nations. For
example, in case of UK master degree can be completed in one year but in Pakistan it may take
2-year time period”. Respondents also point out difference between both education systems in
terms of training and development. In terms of training and education of teacher’s, education
system in both nations is quite different (Cyan, Koumpias. and Martinez-Vazquez, 2016). As it
can be observed that in Pakistan pre-service training and in-service training is given to the
teachers but in UK there are education programs like B. ED for one year where individuals are
teaching professionally so that they can deliver quality of education to the students in the school.
Thus, on this front both education systems are different from each other. Respondents also stated
that Universities of Pakistan and UK are different from each other in terms of ways in which
education they impart to their students. In UK Universities there are state of art libraries in which
there are latest books, magazines and journals from where student can receive up to date
information about research area. On other hand, in Pakistan things are different where students
can find old books and few number of Journals. Due to all these reasons students in Pakistan
does not experience which they want to gain. In UK time to time varied seminars are organized
where lectures are given by the experts. Apart from this, training sessions are organized where
students can learn new things practically like Excel and power point presentation etc. Such kind
of facilities are not available at wide level in the Pakistan. Such kind of training sessions and
seminars are organized in less number. Due to all these reasons students does not get information
about things that are going in reality in the industry.
In UK there are portals where student can ask any query and same is resolved by the
tutor. In mentioned nation both teacher and student both seat collectively and discuss research
topic. Due to this reason student get wide knowledge about reality that is going on in the market.
In Pakistan one prepares report and submit it to the tutor and if receive feedback then do minor
work on it and report get approved. Due to all these reasons UK education system seem much
better then same of Pakistan.
How do you feel about education for girls and what do you plan for your own future?
In different nations of the world there is different opinion of people in respect to education of
girls. People those live in tribal areas of Pakistan are strictly prohibiting girl’s education as they
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believed that girls must only do work at home. Respondents state that they “personally feel that
there is absence of equal right of girls in the education like boys”. In Pakistan there is huge gap
in terms of education between male and female. Out of total educated population of Pakistan
male have very high proportion relative to female. Thus, on this front government need to take
strict action. In future all these respondents intend to do MBA from reputed University of UK
and intend to do job in same nation so that skill development can be ensured. Respondent state
that “education condition for girls is very poor in the Pakistan. However, situation get changed in
past few years but still there is need to take strict action so that literacy rate of girls can be
increased”. Respondent state that if it in future it will return back to Pakistan and plan to start
own start up so that more and more employment opportunity can be provided in the nation.
Education in tribal areas of Pakistan is almost prohibited as people thing that women must work
at home (Ball, 2017). “Many people have old thought and they think that women must not
receive education”. Thus, in tribal areas of Pakistan condition is very poor. In future time period
I will like to do job in UK so that can take advantage of opportunities available in the nation.
Education condition in tribal areas is really very poor for the girls and they are not getting
sufficient opportunity to start their study or continue. People of tribal areas think wrongly and
they place lots of sanctions on girls in respect to education. Thus, I really feel sad about that
condition that prevail in Pakistan. In respect to future I am planning to go back to my country
and do job.
Parental Attitudes towards Female Education
What do you think your parents currently feel about importance of girls’ education in general
and what do they expect of you?
Parents thinking on girl’s education is different across developed and underdeveloped
nations. In case of latter type of nations parents lay down huge emphasis on boy’s education over
girl’s education. This is because they have common notion that after marriage girl will go to
another home but boy will live with them and its higher education can shape family economic
status. “Some respondents think that their parents have common belief that there is very high
importance of girl’s education. This is because if girls are educated then they can make nation
educated. Means that if girls will be educated then in that case they can teach their children in
proper manner. This will lead to building of strong nation”. Parents also have lots of expectations
for their child. As they expect that their children work in prestigious companies in Pakistan.
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They also expect that because respondents are taking education from UK and in the mentioned
nation skill development will happened in proper manner (Abbasi and et.al., 2015). Respondent
state that their “parents think that difference must not be made between boys and girls”. This is
because as human being both have equal right on resources of the nation and family. “In Pakistan
there is common thinking among people that certain thing must be done only by boys and certain
thing must only be done by girls. Such kind of things are wrong and cannot be welcome in the
society. This is because it is making nation weak and also hamper progress of youngsters in the
nation”. Culture is the main reason behind such kind of situation. This is because there are some
of the religious heads who says that such kind of things are written in their holy books that girls
must work in home and from childhood they must take interest in domestic work. Such kind of
thinking is really not good for the nation (Asrar-ul-Haq, 2015). Government must take steps and
should run awareness programs on media so that thinking of people can be changed about girls
and their education. Hence, parents must not only promote boys for higher education, they must
also encourage girls to take higher education from universities. Respondent parents expect a lot
from him since they make higher investment on child education, they expect that he will be do
job in reputed company or will do something unique for people of Pakistan.
Discussion
In above section results are analysed that are obtained through interview. In this section
detail discussion carry out on the obtained results. Pakistan and UK education systems are
different from each other in terms of education delivery. Basically, in Pakistan in school and
colleges teachers impart theoretical knowledge to the student’s. In other words, students are not
exposed to real life situation where they can do practical in respect to whatever concepts they
learn in schools and colleges (Ron Balsera. and et.al., 2016). Opposite to this, UK education
system is ahead relative to analysed country relevant system because in mentioned nation
students do practical assignments and need to demonstrate knowledge they possess on specific
topic. On this point, both education systems are different from each other. On comparison it can
be clearly assumed that students are getting much better learning opportunity and experience
during education tenure in UK then in Pakistan. Facts clearly indicate that such kind of education
system lead to generation of large number of professional’s in UK then in Pakistan. Pakistan
need to make abundant changes in its education system. In past few years Government of
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Pakistan took steps to improve education system. However, much more need to be done to make
sure that children in Pakistan are receiving good quality of education.
Pakistan is investing only 2% of its GDP on children education which is quite low. It is
human resource development which lead to strong economic growth of the nation. If children
will not receive quality of education then in that case economic growth of the nation cannot be
increased (Ron Balsera. and et.al., 2016). Thus, it is very important for the Pakistan to make
education more practical then theoretical so that skill development can be promoted. In this
regard, separate committee can be prepared in the country which will look after way in which
education is given to the children by their teachers. If quality of education will be high then in
that case people will not flee outside for education and job purpose. Consequently, the Pakistan
will have large professional workforce.
Results reflects that girls and their parents prefer UK education system because apart
from college there are ample other platforms from where one can learn lot of things from
professional’s. Certification course refers to the platform where student specialized in specific
skill and domain knowledge. In UK number of institutes provide certification programs on varied
subjects (Ron Balsera and et.al., 2016). College students and professional’s join these programs
to upgrade or acquire new skill. In Pakistan there are less number of institutes that provide
quality education through these certifications. Ultimately, student learn less number of things
from its college. Thus, less opportunity for skill development and practical experience is one of
the factor that motivate parents of Pakistani girls to allow them to study abroad in nations like
UK. Overall, it is clear that Pakistan legged much behind UK in terms of education delivery
specially in colleges and institute’s which deliver specialized courses.
Pakistan government like Indian government can open multiple centre’s in order to
promote skill development of the people in the nation (Hongdao and et.al., 2018). This will
ensure that even students are not receiving proper education in college, there are some of
government institutes which will make workforce skilled.
Parents of Pakistani girls believe that problem lie on fundamental root of the Pakistan
education system. For example, teachers in relevant country just receive training and after
qualification of exam they become part of education system. In UK candidates need to take B.
ED degree under which it learns ways in which any concept must be presented before students so
that they can learn any topic in better way and comprehend completely. This, system ensure that
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students will receive better quality of education in institutes from professional teachers. Overall,
it can be said that Pakistan education system had many loopholes namely no practical knowledge
imparts to students, old curriculum and less knowledge of ways in which concepts must be
taught to the students (Khan and Khan, 2015). All these things are making Pakistan education
system weaker relative to UK and motivate parents to send their girls for higher studies in UK.
The Pakistan Government need to evaluate multiple countries education system and accordingly
must bring change in same in the nation. By doing so loopholes can be removed and education
system can be made better which will ultimately lead to increase literacy rate and skill
development of general public.
Not only Pakistan education system is working poorly people thinking and belief is also
doing value addition to the present condition. In Pakistan it is observed that people specially
those live in tribal areas prohibit girls for education. They believed that girls main responsibility
is to take care of home and family (Iqbal and Soroya, 2016). Such kind of people believe in old
thoughts and promote only boys for education. Not only in tribal areas this situation had
prevailed in major cities of Pakistan which to some extent in current time period is matter of
concern. Pakistan government needs to take strong actions to bring change in person’s mindset
so that in Government schools enrolment number can be increased at a fast pace. In a nation like
India there is right of education given to every children under which child labour is banned and
free as well as compulsory education up to fifth class is made mandatory (Hussain, 2016). Such
kind of changes if the Pakistan government brings in its nation then in that case current situation
can be changed.
However, above picture related to tribal area that is discuss is one sided, there is other
side also. In Pakistan many parents believed that girls must receive equal right of education. This
is because they have potential to contribute a lot on nation economy. Educate girl can provide
economic support to its family and can also teach its children’s in better way (Saxena and
Muhammad, 2018). This will lead to development of future generation that will be highly
educated and will contribute in better way towards nation growth. Thus, such kind of parents are
playing crucial role in changing thoughts or mindset of the people who believe that girls must not
be allowed for higher studies. Government need to go in general public and to make people
aware about education like done in India. In India some of TV serials were prepared that make
understand people about importance of education for girls. Some advertisements were presented
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that make people aware about quality of education. Such kind of programs prove very effective
in India. Thus, Government of Pakistan can also do such kind of things to improve situation.
It is observed that last 30 years Governments that come and go were not too much serious
about nation in terms of its economic growth and people welfare. Government officers normally
engaged in bribe and illegal activities. Government prepare lots of plans but same were not
implemented effectively on ground level due to which it was difficult to obtain desired results.
Hence, situation now get worse and out of control (Shaikh, Shah and Wijekuruppu, 2016).
One of the main reason behind low illiteracy rate in Pakistan is Madrasa or religious
schools where students learn religious things along with other subjects. It is observed that in such
kind of institutes teacher’s main emphasis is on religious knowledge then other subjects that are
also teach on schools. Due to all these reasons students become orthodox in nature. Hence,
students focus dismantle from the education. It can be observed that large portion of student’s
population studies in madrasa because people cannot pay fee of school or believe in orthodox
thoughts (Ron Balsera, Klees and Archer, 2018). Such kind of people when have family prevent
girls from reaching schools. Thus, it can be said that these madrasas are playing crucial role in
forming mindset of the people and such kind of things are creating lots of problem for Pakistan.
Mentioned nation need to take strong action against madrasa so that environment can be
prepared where people follow liberal not conservative thoughts.
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REFERERNCES
Books and journals
Abbasi, M.S. and et.al., 2015. Impact of individualism and collectivism over the individual’s
technology acceptance behaviour: A multi-group analysis between Pakistan and
Turkey. Journal of Enterprise Information Management. 28(6). pp.747-768.
Asrar-ul-Haq, M., 2015. Human resource development in Pakistan: evolution, trends and
challenges. Human Resource Development International. 18(1). pp.97-104.
Ball, S.J., 2017. The education debate. Policy Press.
Cyan, M.R., Koumpias, A.M. and Martinez-Vazquez, J., 2016. The determinants of tax morale in
Pakistan. Journal of Asian Economics. 47. pp.23-34.
Draxler, A., 2016. Public-private partnerships and international education policies. Routledge
handbook of international education and development. pp.469-488.
Farah, A.M.S., Fauzee, O. and Daud, Y., 2016. A cursory review of the importance of teacher
training: A case study of Pakistan. Middle Eastern Journal of Scientific Research. 21(6).
pp.912-917.
Hongdao, Q. and et.al., 2018. Honor Killing Phenomena in Pakistan. JL Pol'y &
Globalization. 73. p.169.
Hussain, M.S., 2016. Starting compulsory English early in Pakistan: A study of newly emerged
scenario in the light of TEYL principles. Studies in English Language Teaching. 4(1),
pp.123-143.
Iqbal, S. and Soroya, M.S., 2016. Implementation of Legal deposit in Pakistan. Pakistan Library
& Information Science Journal. 47(2).
Khan, M.A. and Khan, S., 2015. Quranic approach about sexuality education. Journal of Animal
and Plant Sciences. 25(5). pp.1210-1215.
Manan, S.A., David, M.K. and Dumanig, F.P., 2016. English language teaching in Pakistan:
Language policies, delusions and solutions. In English language education policy in
Asia(pp. 219-244). Springer, Cham.
Ron Balsera, M. and et.al., 2016. Private actors and the right to education. Compare: A Journal
of Comparative and International Education. 46(6). pp.976-1000.
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Ron Balsera, M., Klees, S.J. and Archer, D., 2018. Financing education: why should tax justice
be part of the solution?. Compare: A Journal of Comparative and International
Education. 48(1). pp.147-162.
Saxena, S. and Muhammad, I., 2018. Barriers to use open government data in private sector and
NGOs in Pakistan. Information Discovery and Delivery. 46(1). pp.67-75.
Shaikh, A.Z., Shah, U.L. and Wijekuruppu, C., 2016. Public service delivery and e-governance:
The case of Pakistan. International Journal for Infonomics. 9(2), pp.1161-1170.
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