Cultural Study Project

2.  “InPakistan, UNICEF-supported
temporary learning centers create
opportunities for girls”
http://www.youtube.com/watch?v=9Q7DzaDtRRw

3. http://www.mapsofworld.com/pakistan/pakistan-political-map.html

4.  Education is managed by the
government Ministry of
Education and the provincial
governments
 Federal government mostly
assists in curriculum
development, certification and
some financing of research.

5. 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).

6.  Heavily influenced by the religion of Islam
 98% of populations in Pakistan is Muslim therefore, its culture is heavily
influenced by Islam (a religion which emphasizes education)
 Since Islamic tradition values knowledge and respects those who possess
knowledge, teachers are highly respected by their students and are held in
high esteem by parents and honoured by the society (depending on the
geographical location).
 For example, when a teacher enters the classroom even at the college and
university level, students stand up to show respect and do not sit down until
they are told to do so.
 Social recognition

7. GENDER
DISPARITY IN
PAKISTAN

8.  According to 2010 UNESCO figures
• Primary school enrolment for girls stands at
60 % as compared to 84 % for boys.
• Secondary school enrolment rate stands at a
lower rate of 32 % for girls and 46 % for
boys. Regular school attendance for girls is
41 % while that for boys is 50 per cent
• There are 72,915 male teachers and only
43,653 female teachers

9.  Gender Role - the degree to which a person adopts the
gender-specific behaviors ascribed by his or her culture.
Gender refers to the cultural expectations attached to
feminine and masculine roles.
 Gender Stereotypes: the psychological or behavioral
characteristics typically associated with men and women.
They are judgments about what males and females ought
to be like or ought to do.
 Gender Stratification: A division in society where all
members are hierarchically ranked according to gender.
 Gender roles are reinforced by biological, social, cultural
and religious factors

10.  Literacy is a process of reading, writing, thinking,
and articulating meanings from within a socio-
cultural context (Latif, 2009).
 Pakistan‟s Ministry of Education defines a literate
person as one who can read a newspaper and
write a simple letter
 Literacy in Pakistan is demonstrated by fluency
in Urdu and English

11.  “TheState shall remove illiteracy and
provide free and compulsory secondary
education within minimum possible
period” (Government of Sindh).

12. 1. Poverty
2. Illiteracy of parents
3. Social norms and taboos
4. Non-availability of adequate education
facilities.
5. The ability to recite and read the Quran in
the Arabic language is not considered
literacy
6. Government ignores the forms of literacy
practices that take place at home

13.  Over-crowded classrooms and
lack of trained teaching staff.
 Eg. in Sindh, the average high school
class size: 80-100 students per class.
 Teachers cannot pay attention to all of the
students.
 Teachers act as active partners and
students as passive partners.
 Students are not allowed to ask questions,
unless they are „bright questions‟.

14.  Teachers are poorly paid and over-worked.
 Teachers‟ work is not recognized, so they
are not motivated to improve their skills
and knowledge.
 Teachers have a lack of knowledge of
science and technology.
 Government‟s education curriculum
emphasizes non-scientific fields

15.  The ideology of Pakistan lays down two important
obligations for the Government. Firstly Education will
become accessible to all citizens. Secondly it will enable
students to become enlightened and civilized individuals
committed to the cause of Islam. These obligations are in
accordance with the teaching of the Qur'an, which
recognizes provision of education as a right of the
individual (Government of Sindh).

16.  The quality of education in the state-owned institutions
has deteriorated considerably. Standards are only
slightly better in the country's private sector schools,
but these are too expensive for most people.
 Poorer parents have tended to send their children to
religious seminaries (madrassas) which offer free food
and boarding to their students.

17.  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 man
principal role of „provider‟ to family‟s economic needs and as
„protector‟ of the family
 People are respected because of their age and position.
 The eldest male, whether he is the father, grandfather, or paternal
uncle, is the family leader and makes all significant decisions
regarding the family and its members
 Traditionally, a woman‟s place in society has been secondary to that
of men, and she has been restricted to the performance of domestic
chores and to fulfilling the role of a dutiful wife and mother

18.  In rural area, parents like to put their
children to work at early age and do not
like to educate them, especially for girls.
 The academic carrier is mostly decided by
the parents: the parents usually prefer
certain educational fields for girls, but girls
cannot decide what they are going to
become.
 Girls are not allowed to go to co-
educational institutes.

19.  Some parents have a misconception
where they think education means
freedom for girls which may make girls
promiscuous.
 Some parents are not educated enough to
realize the responsibilities of children to
school work, so they require girls to do all
household chores as they come home.

20.  Many traditional families do
not like that their female
children to go to school, they
prefer female teachers to go
to their houses to educate
their female children..
 Socio-religious institutions
(Maderessa) have their
distinct forms of education.

21.  Girls vs. Brothers: Brothers were mobile in the public sphere. Many girls
spent their time afterschool performing care giving roles at home and
contribute 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 terms
of 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 conforming
of the traditional dress code and fulfillment of religious rituals as part of their
daily routines.
 While girls took pride in their ability of performing multiple tasks, they also
showed their dislike for household chores such as cooking, washing dishes
and laundry, which they reported interfered with their studies (Page 224).

22.  Usually parents living in poverty lack educational
opportunities. If they can afford to send their
children to school, they would give first priority to
their male children.
 Female education is discouraged to a great
extent as compared to that for males by cultural
and religious dictates. Eg. The Pakistan law
introduced in mid 1980s considers two women
equal to one man.

23.  When resources are limited, decisions are based on what the investment will
bring 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 parents
when they are old. Parents believe that better economic position of their sons
brings better old age living for them. If this is so, both parents may prefer to
ensure that their sons have higher human capital as compared to their
daughters whose human capital returns may soon be shifted to another family
through marriage. Girls will marry out of the family and devote their future time
and earnings to their husband's family.

24.  The question of whether parents give boys preference
over girls in schooling in Pakistan, changes depending
on the ethnic groups or provinces within Pakistan
 Myth or Fact: The belief that parents living in a traditional
Muslim society will prefer to educate boys rather than
girls
 Misconceived notions of culture and
misinterpretation 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)

25.  There are many factors besides cultural and religious reasons for low female
enrollment rates in schools.
 Consider gender not being a factor when quality and affordable education is
provided to boys and girls..what other factors are there contribute to gender
disparities in schools?
 Issues of equity, access and quality; Practically this refers to family attitudes
allowing girls to study equally with boys, having schools close enough to homes
or safe enough for the girls to walk to, schools having a reasonably decent
infrastructure (boundary wall, basic toilet and drinking water facilities and
electricity),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)

26.  Limited parental resources
 Parents Income/Socio-economic status (i.e. Cannot afford costly
textbooks, etc.)
 Poverty
 Parents level of education
 Helping the family with household labour and domestic chores
http://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 the
protection of young women from exposure to the opposite sex
 Distance away from the schools

27.  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

28.  Teachers‟ disciplinary measures further explained the
gendered nature of teachers‟ interaction with their
students
 Teachers reported that they might beat boys when they
misbehaved in class; however, they could only reprimand
girls, but not punish them physically.
 “We cannot touch (physically punish) girls as they are
mature and grown up”…. (Page 229)
 According to the teachers, the sight of boys being beaten
was warning enough for the girls to make them realize
that they could also be penalized for not listening to the
teacher

29.  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?

33.  What is the role of today‟s 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?

34.  Classroom teaching in Pakistan is usually teacher
directed with teachers using lecture or a read-explain
question format to transmit textbook knowledge and
regularly testing students to ensure memorization of this
knowledge.
 Teaching in Pakistan is based on rote learning. (288 of
article, 143 of course kit)
Discussion Question
 Do you think that rote learning is the most efficient way of
teaching? Why or why not?

35.  In 2010, Rana Hussain and Sajid Ali from the University of Pakistan
indicated that there is a low availability of teachers as well as the quality of
teachers is questions in Pakistan.
 They recognize that in order to be appointed at the public level, a teacher
must have completed a PTC (Primary Teaching Certificate) or a CT
(Certificate of Teaching).
 Pakistan needs to improve teacher‟s pedagogical skills in such a way that
both men and women are trained with the highest abilities. This can
significantly be done by licensing and certifying teachers to improve the
standard of education in Pakistan.

36.  Respect the society
 Salary is not enough to lead a decent life
and support a healthy family
 Frequent transfers between
 Transportation
 Training and education qualification
 Over crowded classrooms

37.  Implemented to increase access to quality
education throughout Pakistan, with an
emphasis on the Sindh province (a five year
$100 million bilateral agreement)
 Provided school teachers to develop mentoring
capacities in 2004-2006.
 Through this program they learned about
developing new and innovative teaching
methods, issues of classroom management,
curriculum designs and practices as well as
learning to teach math, language, social
studies and science.
 Workshops helped them build their knowledge,
pedagogy and use of learning aids which
made lessons more attractive and enjoyable
for the students.

38.  Pakistan spends 2.6% of its GNP on education (2006)
 50% of the adult population (15 and older) could read
and write.
 The world bank suggests that it needs to think carefully
about how to engage the government about sensitive
topics related to curriculum reform and textbook provision
in an attempt to move beyond rote learning.

39.  McClure argues that the western media needs to
act with cultural sensitivity and direct its attention
to promoting overall reforms of Pakistan‟s
education system
 He suggests 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.

40. No quick fix for gender gap
in education
 Read the article
 Is there anything you found
that was interesting?
 Is there anything that can link
to the situation in Pakistan?
 How do you think we can
improve this situation?

41.  Education of girls and women is the best
investment that a country can make in the future.
 Improving training, planning, and management and
promotion of innovations.
 Education system should change in according to
demand of the society.
 The curriculum should change according to
scientific needs of society(doing research,
analyzing problems, and acquiring appropriate
solutions).
 Encouraging privatization of education.
 Reducing the numbers of students in class.

42.  Change the existing customs and social
pressures.
 Use Education as an instrument for bringing
social change.
 Strengthen the institutional structure and refining
their roles.
 Improve status of women.
 Initiate job oriented educational programs.
 Improve the working conditions for women.
 Use mass and media to improve the status of
women.

43.  Halai, A. (2011). Equallity or Equity: Gender Awareness Issues in Secondary Schools in Pakinstan. International
Journal 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 and
Stereotyping in Secondary Schools (pp. 224). London: Commonwealth Secretariat.
 Panhwar, F. (1996). Communication Gap in Education in Sindh Pakistan. Sindh Rural Women’s 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 Education
in Pakistan? Islamabad, Pakistan: UNESCO.
 http://unesco.org.pk/education/documents/publications/Why%20Gender%20Equality%20in%20Basic%20Educatio
n%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

44.  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 Paper
2268, World Bank, Washington, DC.
 Loreto Day School documentary. 2007. Submitted to the World Bank Global Symposium on Gender, Education, and
Development, October.
 Education Reform in Pakistan: Building for the Future. Edited by Robert M. Hathaway. 2005. Woodrow Wilson International
Center 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. Volume
13, number 1, p. 70-80, DOI: 10.1177/1365480209352404
http://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 the
Decline 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 Pakistan’s Education Agenda: Western Media Misrepresentation and Policy
Recommendations. International Journal of Educational Development, 334-341, United States
http://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 Research
Association. http://www.eric.ed.gov.ezproxy.library.yorku.ca/PDFS/ED427137.pdf

45. THE END!!!