Community Attitude Towards Female Education

Society in Pakistan is one that is by tradition male-dominated. Men are the breadwinners for their family, they are the ones with jobs, and they have say in the government. Women, meanwhile, are limited to a domestic lifestyle in which they are the caretakers for children and rarely are seen alone in public. Because of these roles, the education of girls is much less of a concern, leading to many women going to school for little, if any, time.

Proud parents happily celebrating as their children are able to move onto a university level education, and continue into the job world well-equipped and ready to bring in a substantial income. Families escaping poverty after generations of impoverished relatives. If only life in Pakistan reflected this utopia. The reality is that thousands of tired, hungry children still struggle to get to school and receive a proper education. Families cannot send their kids, and the cycle of poverty proves inescapable. Until the government intervenes, there is no way for the country to pull itself out of an impoverished state and bring prosperity for future generations. With minimal federal intervention, Pakistan could swiftly increase the standard of living and level of education for its citizens. Every day, more and more young girls and boys could be trekking to newly constructed school buildings with a lunch in hand and the realization that they will learn substantial and relevant information with their newly appointed teacher. Literacy rates will spiral upwards, and the poverty strain will ease slightly. Although it will take time, this improved world can be achieved through the assistance of the federal government to already existing groups working to alleviate

Many families only allow their daughters to attend all-girls schools close to their home and not many of these schools exist. Other families believe it is unnecessary for girls to be educated because the woman’s place is at home, not in the economy. “Life as an Afghan Woman” explains, “Schools for girls have been burned down, hundreds of teachers educating girls have been threatened or killed,...[and] physically harmed…. Only forty percent of Afghan girls attend elementary school, and only one out of twenty girls attend school beyond sixth grade.” Education has been presented to girls, but because of the lack of girls attending, this advancement of women’s education has not made as large of an impact as anticipated. Central Statistical Organization states “Based on the data of Statistical Yearbook 2014, the total numbers of civil servants of the government are 398,195 persons of which, 77.8 percent male and 22.2 percent are females.” Women have much less involvement in government and it is rooted from the lack of education received by the women as a young girl. A 2014 data analysis from the Central Statistical Organization shows in the “Zabul province in terms of girls’ enrolment in school is at the lowest level as girlboy ratio is 22/78.” Education equality has long suffered throughout Afghanistan due to the results of a patriarchal society, but that doesn’t mean it isn’t looking up in the

In the United States, a child needs there education and they’re required to go to school by law. Getting a education for a girl in the middle east is very rare, it all depends on the family. BBC News published a article Muslim Women Struggle for an education, and they asked parents why they did not allow their girls to go to school and they said “because it’s wrong, it’s irreligious, it’s improper- they should stay at home to prepare for their real life, their married life”. The girls have no option and have to obey their parents. A lack of education means that these girls are not going to have the knowledge in order to read, write, and solve mathematic problems . Women in the Middle East are not considered equal with males because the society they live in doesn't accept the idea of them having equal opportunity as male

Consequently, this mindset, which is heavily based on tradition, prevented little girls from exploring their talents and capabilities because their fathers, brothers and sometimes even mothers decide 12 years is old enough to be women, force them to quit school and possibly even marry them off. Additionally, this form of discrimination, which is not practiced only by men but women as well, denied women certain academic opportunities. Therefore, a large number of women in those communities are hurdled from reaching their full potential and partaking in the improvement and development of our society and country.

Negative economic expectations placed on oppressed women in the Middle East are holding them back from education. Parents of children admit that if there is money for only one child to be sent to school, they would send the son. In the Middle East it is not uncommon for men to be chosen over women for any given opportunity, and money is often an issue for many families and schools everywhere. A report by the Population Reference Beruea shows challenges women in the

“When a boy is born in Pakistan, it’s a cause for celebration. Guns are fired in the air. Gifts are placed in the baby’s cot. And the boy’s name is inscribed on the family tree. But when a girl is born, no one visits the parents, and women have only sympathy for the mother” (Yousafzai, 18). A power yet true statement from Malala Yousafzai in her memoir, I am Malala, shows the gap between males and females in Pakistan. That gap has led to many issues in that region, one being girl’s educational rights. The historical significance of this issue is shown through the past of Pakistan and the shocking statistics that go along with it, as well as the long term effects and what is being done today.

Firstly, every female in Pakistan desire for more education, unfortunately not all of them achieve their dreams of becoming a doctor, lawyer etc. This oppression is similar to the Book of Negroes where education is not permissible, reading and writing is forbidden, and if proper English is discovered from a slave they can face consequences. In the Book of Negroes Amanita spoke proper English by mistake, realizing

According to Limoncelli in his article entitled International Women’s Issues: Girls’ Education in Pakistan “Out of 163,000 primary schools, only 40,000 cater to girls. At the secondary level, there are 14,000 lower secondary schools, with 5,000 for girls, and 10,000 upper secondary schools, with only 3,000 for girls” If there are so little amount of schools that girls are allowed to attend then they can not learn about the dangers of life or how to defend their rights or opinions because they simply do not know how. According to Robert Cross in his article entitled Improving education for women in the middle east he said “The statistics were shocking with 39 percent in favor of the son going on to higher education and only 8 percent in favor of the daughters.” There are certain jobs and responsibilities that should be held by women but since they can’t get a proper education then they can not hold the jobs instead they are given to men because of higher education

In the field of comparative education, analysing the ways in which teaching and learning can be gendered is an important topic of discussion. Recent studies surrounding girl’s schooling in the developing world, specifically in sub-Saharan Africa, raise questions about the relevant of gender parity as a means to obtain educational equality. The number of out-of-school children consisted of disproportionately of girls in many countries in sub-Saharan Africa. Thus, comparativists often use quantitative data to analyse the female-to-male ratios on enrollment, access, and educational achievement. The Millennium Development Goals (2000) also focused on increasing access to primary school (Goal 2), and eliminating gender disparities in primary and secondary schooling (Goal 3). Yet, such quantitative data does not reveal whether gains in enrollment translate into gains to the social status of women’s livelihood in developing countries.

Women’s education is the most strategic investment as it yields remarkable developmental benefits for every economy across the world. The word female is developed from the word male and every male is born out of a female. But, it is ironic that these same males discourage females to exercise their rights, especially the rights to education and freedom. For example, many South-East and Middle-East Asian countries like Pakistan, Bangladesh, Afghanistan, Nepal, Saudi Arabia, India and many more do not encourage women to step out of their houses and seek education. The same situation prevails in various Sub-Saharan African countries as well. The societies of these countries are extremely orthodox,

Education can be a rare commodity for the women in developing countries, such as in the MENA region, which is also known as Middle Eastern and Northern Africa countries. Developing countries, especially those in the MENA region, should allow education for the women of their country due to the opportunities education would provide. An overall more educated society aids the government by keeping them reliable and honest, as well as boosting the economy. Women’s education can positively influence one’s choices about family, both size and resources. Education for women can have a significant impact on

The second difference between males and females in Afghanistan is education. For women, there is a lack of education, but men are required to attend school so they can fulfill their duties as a man and become the breadwinners of the household. In fact, “only 40% of Afghan girls attend school, and only one in 20 girls attend school beyond the sixth grade” (Life as an Afghan Woman). The main reasons girls are not able to attend school, or complete school is because they marry young, and once they are married they must take on the responsibilities as a wife and mother (Lindholm). If girls are allowed to attend school, they can only attend all girls’ schools, which are rare. However, if they do attend these all girls’ schools then they run the risk of being harassed while walking to and from school. Also, teacher have been killed for teaching at these all girls’ schools, as well as schools have been burned down and destroyed (Life as an Afghan Woman). There is a fight for women’s rights in Afghanistan that has been going on for some time, and one of the topics of this fight is women’s education rights. As of “2002, the number of girls attending school increased by over 30 percent; however, an estimated 1.5 million school-age girls are still not enrolled in classes (Life as an Afghan Woman). Women’s education is clearly improving, and more girls are receiving education now, more than ever.

Despite massive improvements it is evident that women's rights remain a critical issue throughout the world; particularly in the middle east. To understand these issues we must look at statics. In the middle east many families can only afford to send some of their kids to school; therefore, the males are usually sent because they are thought to be a better investment. They are also most likely to get a job and give back to the household. Unfortunately, as a result,girls make up more than sixty percent of

In the field of comparative education, studies surrounding girl’s schooling in the developing world, specifically in sub-Saharan Africa, raises questions about the relevant of gender parity as a means to obtain educational equality. The number of out-of-school children consisted of disproportionately of girls in many countries in sub-Saharan Africa. Thus, comparativists often use quantitative data to analyse the female-to-male ratios on enrollment, access, and educational achievement. The Millennium Development Goals (2000) also focused on increasing access to primary school (Goal 2), and eliminating gender disparities in primary and secondary schooling (Goal 3). Yet, such quantitative data does not reveal whether gains in enrollment translate into gains to the social status and livelihood of women in developing countries.