Hazards of female education in Pakistan

ByElsa Sc S

Doing her graduation from LUMS & a keen researcher


July 30, 2022

Hazards of female education

Elsa Sc S mentions the difficulties experienced by Hazards of female education

There is certainly no exaggeration in emphasizing that without a Hazards of female education population, a country cannot prosper. It is widely acknowledged that the Hazards of female education is a critical factor in the development of a nation and its lack may keep a large chunk of the national productive force away from attaining productive results. This aspect of education is now considered fundamental as it pertains to the fact that an individual is best taught by an educated other and to deprive her of education implies basic weakness in the social structure. It is now widely believed that such a flaw in the social milieu is difficult to rectify unless the female segment of the population is adequately educated.

Education creates new opportunities for socially and economically deprived sections of the population and Pakistani women are one of them. It is not possible anymore to deprive a vibrant section of population from acquiring education. It goes without saying that without educating the female population, achievement of better and higher standards of living is not possible. The lack of female education will not produce the competent and educated mothers a nation needs to excel.

It is now believed that female education is usually instrumental in achieving higher returns to its investment and provides definite means of social and economic empowerment. Educating its female population is an essential task of the government as Pakistan is committed to United Nations’ Millennium Development Goals (MDGs) and its Goal 2 pertains to the achievement of Universal Primary Education. Its Goal 3 emphasises promotion of Gender Equality and Women Empowerment.

It is an acknowledged fact that universal primary education cannot be achieved without female education. Due to the slow progress of social development in Pakistan it has not been found possible to achieve MDG targets as the country is full of inequalities in access to education between boys and girls. There are social, cultural, and economic factors that are responsible for placing girls at a disadvantage with regard to access to education and socio-economic empowerment. Pakistan is a state in which there are various layers of society and the mentality of the people makes it cumbersome to increase status of female education in Pakistan.

Keeping in view the untenable situation of female education in Pakistan, one point of view favours public spending to overcome this shortcoming. Supporters of this approach argue that more expenditure on primary education can alter the situation for females with regard to their access to education and their economic empowerment. Others opine that socio-cultural barriers will ensure lack of female mobility even if they are educated. In addition a steady decline has been witnessed in girl’s enrolment in schools.

The issue is made complicated by government policies, resource allocation, political and social support, capacity of the implementing agencies, and management style. Like any other developing country Pakistan always suffers from a resource gap. Many foreign donor agencies have provided substantial amount of monetary assistance and they include Asian Development Bank, World Bank, IMF, Canadian International Development Agency, UK’s Department for International Development, AusAID, and European Commission but most of the money does not reach the deserving aspects of the female education process.

The lack of operational capacity is one difficulty Pakistan has not been able to counter in respect of female education. It is often mentioned that without sufficient capacity, public managers are not able to produce public value. Education sector in Pakistan is rampant with capacity issues that range from availability of qualified female teachers to competent administrative set up.

Another issue is lack of girl-friendly schools that encourage parents to send their girls to schools. It is very obvious that parents are more likely to send their girls to schools which provide boundary walls, toilets, and safety within the school building. Added to this difficulty is accountability and transparency in the management of education sector. Since education in Pakistan is now considered exclusive area of operation of the provinces, therefore, the lack of expertise available with the provinces is primarily responsible for hampering provision of education to the female sector. It is important therefore that education, and particularly female education, becomes a centralised subject under an independent agency that is regulated by strict rules and regulations. The federal government should undertake to supervise the educational network and it should also be held accountable to other government agencies and the parliament.

Female education in Pakistan is practically non-existent in rural and tribal areas where the social scenario is radically different from the urban localities. The current educational set-up finds itself unable to educate male segment of the population let alone the female part. The growing incapability of educational apparatus is making it increasingly difficult to meet the demands of the growing population.

Keeping in view the massive monetary support coming to ensure female education it is necessary to devise a fool-proof strategy to effectively take advantage of this financial largesse. It is only possible when professional capacity building becomes an essential part of education policies. It is essential that educationists take it upon themselves to ensure that there exists parity between both male and female sections of the population. TW


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