https://www.jstor.org/stable/pdf/26228741.

pdf

Indeed, the assumption that some form of empowerment is an inevitable outcome of sending girls to
school has become so commonplace that elim- inating gender disparities in primary and secondary
education is the official primary target associated with the broad Millennium Development 109 Goal
to “promote gender equality and empower women.” 8

Girls in Pakistan lag behind boys at all levels of educational enrolment, and these disparities are
exacerbated by poverty and rurality.26

The village was purposively selected with an interest in exploring distinct examples of the larger trend
discussed above; the site is home to a gender-targeted schooling intervention that began in 2005 and
has con- tinued until the time of writing. Girls’ school enrolments in the village have increased
dramatically over this time period. The intervention asso- ciated with this sudden uptake of schooling
was led by an ngo founded and directed by a local woman who is widely renowned for her women’s
advocacy work. The intervention entailed construction of a girls’ school, hiring teachers, the provision
of free transportation to and from school, and periodic outreach events during which teachers and
administrators encourage parents to send their daughters to schoo

Between 2005 and 2011, the number of girls enrolled in the school grew from 150 to 617.

While 115 some parents voiced an appreciation of “being educated” as a social asset
worth pursuing, regardless of its potential for direct monetary returns,
others reported a lack of interest in sending their daughters to school

unless employment was a guaranteed outcome. Still others worried that sending their daughters to
school was in fact a social liability not worth undertaking, especially in the absence of immediate
economic benefits. This divergence of perspectives about the non-economic benefits of girls’
schooling illuminates the dynamic web of contested social norms that constitute “demand,” and
invites further exploration of how these norms emerge and transform.

The point here is not to argue that employment aspirations played an insignificant role in parents’
enrolment decisions. Indeed, many parents contrasted the relatively high cost of schooling 32 and loss
of household labour with the low likelihood that school would generate economic benefits for their
daughters. This sort of analysis often became the rationale for non-enrolment.

https://www.jstor.org/stable/pdf/41259705.pdf?refreqid=excelsior
%3A6f5d3a8d3721ade0b4f16e0d62659a76  factors impeding girl’s education

55 per cent of Pakistan’s 22.5 million out-of-school children are girls

Collaborate with NGO’s or other organizations to bring this about – such as Malala Fund
also pushing the government to increase public spending on girls education which will
further facilitate their retainment in schools

How to retain girls in schools? Providing for their fee,

Firstly, historically, girls have not been encouraged to seek education in South Asia due to
cultural taboos and barriers. More recently, things have started to change and, to some extent,
people have started to think outside of the box.

Many parents have started to support education for their daughters. However, other issues
have arisen. Unfortunately, girls living in rural areas have to suffer further challenges to
access education and in many cases are victims of poverty.  

The Pakistan government has consistently invested far less in

education than is recommended by international standards. As of
2017, Pakistan was spending less than 2.8 percent of its gross
domestic product on education – far below the recommended 4 to 6
percent – leaving the government’s education system severely
under-funded. Government schools are in such short supply that
even in Pakistan’s major cities, many children cannot reach a school
on foot safely in a reasonable amount of time. The situation is far
worse in rural areas. And there are many more schools for boys than
for girls.

https://www.jstor.org/stable/pdf/24397949.pdf?refreqid=excelsior
%3Aaf4eea358165aebc0042863d7b304c8b

The prevalence of such huge gender gaps in educational has led to a contrasting debate that the inadequate demand either
because of inadequate supply of schools for females the demand side factors that are solely responsible for th outcomes for
the female [Sabot and Burney (2002); Irfan ( lies in the middle. Neither the supply side constraints can tot role of household decision-
making in determining the level of for a female child can be ignored altogether. In fact the su availability of an all female school
and a close-by school ma schooling for the daughters by ensurin

From the investment point of view, the relative return on a son's education in terms of how much the expected earning of the child could be
spent on parent's welfare in future may be compared to a daughter's in developing countries. One possible reason for the above
conjecture is that reliance on a son's earning in old age may serve as a credible post retirement insurance mechanism for parents especially
in absence of any other institutionalised safety net measure in case of developing economies. This dependence of parents on
their sons in old age becomes even more important in the traditional setup where dependence on daughters is considered to
be demeaning for parents. In such societies a daughter after marriage is responsible only for her duties towards her in-laws and if she
choses to remain single for some reason it is also considered as a sign of dishonour for the family culturally
y. Another reason why it is better to invest in a son than a daughter is because of much higher future earning potential for a
male than female in such societies. This is due to much better performance of males to perform certain tasks due to their greater
physical strength (especially in agricultural sector), presence of labour market discrimination in form of higher wages to males than
females for identical work or through occupational segregation as a result of men's preferences to keep distance from their
female colleagues whose mere presence in an all-male dominated profession is cause of discomfort to them, lack of employment
opportunities for females that fit their social preferences and finally due to cultural constraints on female labour force participation by
prevalence of purdah practices (female seclusion) and rigidity of gender roles confining women to their housekeeping resp

https://bioone.org/journals/mountain-research-and-development/volume-40/issue-4/MRD-
JOURNAL-D-20-00028.1/Female-Education-and-Social-Change--Changing-Perceptions-of-
Womens/10.1659/MRD-JOURNAL-D-20-00028.1.full

In addition to the limited decision-making power of women within the household, a

variety of other factors hinder female education in rural Pakistan. First, the financial
situation of a household: generally, less affluent parents in Pakistan are more willing
to invest in their sons' education because work opportunities are better for men, and
also because sons usually stay with the family, while daughters leave the household
when they get married and are often needed to work in their husbands' families
(Lloyd et al 2007; Shafa 2011). Other factors contributing to low enrollment rates of
women and girls, especially in remote areas, are the lack of qualified (female)
teachers, educational facilities, and basic sanitary infrastructure for schools (Khalid
and Mujahid-Mukhtar 2002; Shah and Shah 2012). Moreover, the distance to school
can be an important factor in the educational decisions of conservative households,
when girls are not supposed to leave the house and wander around the village by
themselves (Kabeer 2005; Malik and Courtney 2011). Gender relations are strongly
regulated and create separate worlds for women and men, which, in male-dominated
societies such as Pakistan, often leads to the social exclusion of women (Shafa
2011; Grünenfelder 2013).

Since the 1990s, local and external NGOs, in particular the Aga Khan Foundation
and the Uswa Education System, have played important roles in supporting female
education in Nagar, by providing funds for community-based schools, raising
awareness among parents, and even constructing their own schools. While the NGO
and community-based schools usually take a moderate fee from parents to pay for
teachers and infrastructure, they are known to be better quality than governmental
schools, even though teachers earn considerably less.

Both fathers and mothers have come to realize that there is nothing a boy can do that a girl cannot do
for parents. Indeed, there is a general consensus among both men and women that female children
are of greater benefits to parents, in many respects, than male children. This is in the sense that they
have been found to be more caring for aged parents; they visit parents more regularly and they give
more financial support to parents

than do adult male children.

https://www.unicef.org/sowc96/ngirls.htm

What would it take to improve girls' access to education? Experience in scores of countries
shows the importance, among other things, of:

 Parental and community involvement -- Families and communities must be important

partners with schools in developing curriculum and managing children's education.
 Low-cost and flexible timetables -- Basic education should be free or cost very little.
Where possible, there should be stipends and scholarships to compensate families for
the loss of girls' household labour. Also, school hours should be flexible so children
can help at home and still attend classes. 
 Schools close to home, with women teachers -- Many parents worry about girls
travelling long distances on their own. Many parents also prefer to have daughters
taught by women.

https://www.unicef.org/sowc04/sowc04_girls_positive_force.html

Enhanced economic development. Decades of research have found an important link between the expansion
of basic education and economic development. Girls’ education has an even more positive effect. 

Education for the next generation. Educated girls who become mothers are more likely to send their children
to school, passing on and multiplying benefits. 

The multiplier effect. Education has a positive influence in a child’s life from health to protection from HIV/AIDS,
exploitative labour and trafficking.

Healthier families. When mothers are educated their children are better nourished and get sick less often.  

Fewer maternal deaths. Women who have been educated are less likely to die during childbirth because they
tend to have fewer children, better knowledge of health services during pregnancy and birth, and improved
nutrition.

2. It will bring equality in the society Inequality and discrimination always start from root
level. When a boy goes to school and his sister stays back just because she’s a girl this sows a
seed of discrimination in the mind of the boy. He feels that he is superior just because he is a
boy and with no sensible logic to prove it. When women participate in education by going to
schools and colleges with boys, the boys realise the basic rights of education and don’t
develop a superiority complex. So, educating women along with men promotes the idea of
equality and democracy.
Read more at: https://yourstory.com/mystory/why-is-education-important-for-women-
fiqb8hi1ie
3. It makes them independent and builds their confidence It is absolutely true that education
makes a person independent. Education provides us with the skills to make ourselves capable
of offering services to others and earning a livelihood. If women become educated and earn
for themselves then they don’t have to depend on their family for anything. This builds their
confidence and makes them take their decision on their own. They realise their worth and
their uniqueness. Therefore, education for women is really important in making women
independent and confident. 

Read more at: https://yourstory.com/mystory/why-is-education-important-for-women-

fiqb8hi1ie

https://www.unicef.org/sowc06/pdfs/sge_English_Version_B.pdf

Taking special measures to reach the most disadvantaged girls. In some countries and regions where ethnic
minorities, people living in rural areas and the poor face dis- crimination and exclusion, girls often suffer
a multiple disadvantage because of their gender. The more disadvantaged the girl, the more essential it is that
the education system should reach out to her through special mea- sures, rather than just assuming she will be
drawn in as part of a general drive for edu- cation for all. In Bhutan, 80 per cent of the population live by
subsistence farming, scat- tered over mountain slopes rather than clustered in towns. Some 261 community
schools have been established in huts, tem- ples or farmhouses rather than in specialized school buildings, with
management and supervision vested in parents and the local community.15 Since the schools belong to

the community, they create a sense of own- ership, and so are better maintained, and parents show more interest
in education. The Department of Education has successfully narrowed the difference in

the proportion of primary school enrolment between boys and girls from 24 per cent in 1990 (girls 38 per cent,
boys 62 per cent) to 6 per cent in 2000 (girls 47 per cent, boys 53 per cent). The drop-out rate has decreased
from 8 per cent in 1995 to

4 per cent in 1999 for both girls and boys

􏰀Locating schools closer to children’s homes, if necessary by establishing small, multi- grade or multiage
schools in remote rural areas. Girls are less likely to be able to make a long journey from home to school, not
least because of concerns about their safety en route.17

The initiative seeks particularly to bridge social, regional and gender gaps by targeting children of socially
vulnerable and economically marginal groups – girls, scheduled caste and scheduled tribe children and children
belonging to minority groups – with the active participation of the community in the management of schools. It
has provision for the distribution of free text- books to all girls and children belonging to the scheduled caste
and scheduled tribes up to grade 8. It provides for interventions in early childhood care and education, indirectly
helping to ease the burden of sibling care on girls.

􏰀Decreasing the domestic workload. Many girls are kept at home to help with domestic tasks. Supplying
communities or women’s groups with equipment such as mills to grind cereals, huskers, carts and plastic barrels
for water conservation, can decrease the amount of work to be done so that girls can be freed to attend school.
Girls may also be prevented from going to school because they have to fetch water from a traditional well or
remote water pump. Creating water points can alleviate their workload, as well as provide safe water for the
whole community. Day-care community centres for children under six can relieve girls from looking after their
siblings, thereby allowing them to go to school.

􏰀Teaching in the local language. When the language of instruction is different from the children’s mother
tongue, it is often more disabling for girls, who tend to be less exposed to social environments beyond their
immediate families.1

􏰀Eliminating gender bias from textbooks and learning materials. Apart from the obvious value to girls, the
thoughtful revision of text- books, classroom materials and lesson plans is likely to increase their quality and
rele- vance to the lives of all children. In Viet Nam, the Government is developing new gender- sensitive
teacher-training modules, ensuring that future textbooks are gender neutral, and providing training in gender and
child rights to national education managers and mem- bers of local parent-teacher associations.9

In Somalia, a gender-based approach to curricula development and teacher training has increased enrolment by
28 per cent to more than 260,000 (although the percentage of girls remained stationary at 35 per cent). There is
now a higher demand for education by parents and communities, and increased numbers of women are
becoming active members of community education committees.10

https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-
girls-education-pakistan

One reason so many children in Pakistan do not go to school is that there is

no enforced government expectation that children should study. Pakistan’s
constitution states, “The State shall provide free and compulsory education
to all children of the age of five to sixteen years in such manner as may be
determined by law.” However, there is no organized effort by government
in any province to ensure that all children study. When children are not
sent to school, no government official reaches out to the family to
encourage or require that the child study. When a child drops out of school,
individual teachers sometimes encourage the child to continue studying,
but there is no systematic government effort to enroll or retain children in
school. This violates international standards Pakistan has signed up to
which require that education be free and compulsory at least through
primary school.

Pakistan was described as “among the world’s worst performing countries

in education,” at the 2015 Oslo Summit on Education and Development.
[1] The new government, elected in July 2018, stated in their manifesto that
nearly 22.5 million children are out of school.[2]Thirty-two percent of
primary school age girls are out of school in Pakistan, versus 21 percent of
boys in that age group.[3] This represents a total of almost 5 million
children of primary school age who are not in school, 62 percent of them
girls.[4]

Both boys and girls are missing out on education in unacceptable

numbers, but girls are worst affected, especially poor girls. Among
the poorest students, only 30 percent of boys finish primary school,
and only 16 percent of girls.[7] By lower secondary school, the
numbers of the poorest children completing their studies is even
more unequal: 18 percent of boys and 5 percent of girls.[8] Only one
percent of the poorest girls finish upper secondary school,
compared with 6 percent of the poorest boys.[9]

Across all provinces, generation after generation of children, especially

girls, are locked out of education—and into poverty.

Lack of access to education for girls is part of a broader landscape of gender

inequality in Pakistan. The country has one of Asia’s highest rates of
maternal mortality.[12] Violence against women and girls—including rape,
so-called “honor” killings and violence, acid attacks, domestic violence,
forced marriage and child marriage—is a serious problem, and government
responses are inadequate.[13] Pakistani activists estimate that there
are about 1,000 honor killings every year.

While girls face barriers to education outside the school system, many of
the most serious barriers to girls’ education are within the school system.
The government’s education system suffers from a chronic lack of
investment. This means that many children are too far from the nearest
school to travel there safely in a reasonable amount of time, if they do not
have access to transportation, a problem that becomes more acute as
children reach higher grades and schools are in ever-shorter supply.
Compulsory education exists on paper but there is no functioning
mechanism to require that children go to school. Corruption and nepotism
affect who gains employment in the school system, and rural areas are
particularly underserved. The Pakistan government has not established an
education system adequate to meet the needs of the country’s children.

The government does not adequately invest in schools. A 2015 paper

commissioned by the United Nations Education, Scientific and Cultural
Organization (UNESCO) found that to meet the 2030 Sustainable
Development Goals education targets, which include universal completion
of primary and secondary school, Pakistan would need to at least double
the percentage of GDP going to education.[37]

According to UNESCO guidance to governments, in order for the

government to fulfill its obligations on education, it should spend at least 15
to 20 percent of the total national budget, and 4 to 6 percent of GDP, on
education.[38] Pakistan is one of about 33 countries which meets neither of
these benchmarks, and the percentage increase in expenditure on
education has sometimes lagged behind the rate of economic growth,
reducing the percentage of GDP spent on education.[39]

As of 2016, 12.6 percent of Pakistan’s total expenditure went to education,

and as of 2017, 2.758 percent of Pakistan’s GDP was spent on education—
both figures well below recommended benchmarks.[40] This low
investment continues in spite of a government commitment in 2009 to
spend 7 percent of GDP on education, and makes Pakistan the only country
in Asia to spend more on its military than on education.[41]

Pakistan’s constitution states, “The State shall provide free and compulsory
education to all children of the age of five to sixteen years in such manner
as may be determined by law.”[47] Under Pakistan’s decentralized system
of service delivery, responsibility rests with provincial governments to pass
and enforce laws making education compulsory. In reality, however, there
is no organized effort by government to ensure that all children study.

When children are not enrolled in school, no government official reaches

out to the family to encourage or require that the child study. When a child
drops out of a government school, individual teachers may encourage the
child to continue studying, but there is no systematic government effort to
enroll or retain children in school. This is incompatible with the
constitution and international standards Pakistan has signed up to which
require that education be free and compulsory at least through primary
school.

Outreach by the government to encourage families to access education—

and explain that education is compulsory—could make an immediate
difference. Safina, 40, never went to school. She is a mother of 10 children,
ages six to 22. One of her children is studying, but she said her other
children refused to go and said they were not interested. “The government
should have meetings with the parents and explain that kids should go to
school,” she said. She suggested the government should send people house
to house to talk about education. “Nobody came,” she said. “I wish the same
things everyone wishes—that my kids go on to study.”[49]

There simply are not enough government schools for all children to have
access to one. Even in Pakistan’s major cities many children cannot reach a
government school on foot in a reasonable amount of time and a safe
manner. When families can access a government school, they often find
that it is overcrowded.

“The government needs to spend more money and open more schools,” said
the head of an NGO working with out of school children. He described an
area where his NGO worked: “In two union councils, there was one
[government] school. An area that size needs five to ten schools.”[54]

Pakistan has many more boys’ school than girls’ schools, despite the greater
safety concerns and restrictions on freedom of movement many girls face.
[57] On a national level, in 2016 the government reported equal numbers of
middle schools for boys and girls, but major disparities in the number of
girls’ primary schools (66,000 girls’ schools out of 165,900 total) and
secondary schools (13,400 girls’ schools out of 32,100 total).[58] The
disparities become even greater at the level of professional colleges and
universities.[59]
In some provinces and local areas, disparities can be higher. For example,
in Balochistan there are more than twice as many schools for boys as for
girls.[60] A similar disparity exists in Khyber Pakhtunkhwa: “If you have
ten schools for boys, you have five for girls,” an education expert from the
province explained.[61] Another expert described an area with 14 high
schools for boys and only one for girls.[62]

If a primary school is nearby, secondary school is often further, and high

school further yet, due to smaller numbers of girls’ schools at the higher
levels.

In rural areas, like cities, government schools are increasingly scarce as

children move from primary to secondary to high school. “In every village,
there is a government school, but no college, no higher school,” the
headmaster of a private school in a small town in Punjab told Human
Rights Watch. “There’s nothing past 10 th grade. It’s 13 or 14 kilometers to a
college [for children in villages].”[71]

Parents said sending a child to government school, even at the primary

level, cost as much as 5,000 rupees per year in associated costs ($0.48).
[90] “The school may be free, but there are always demands for money for
something or the other,” said Zarifah, a mother of five. “Copies, stationery,
every day there is a new expense. A school bag alone costs 500 rupees
[$4.76]…. Every day, every day, it’s something.” 

Government schools often provide some, but not all, of the textbooks
children need and families must also pay for school supplies. 

Many families and girls cited security problems as barriers to girls studying,
including sexual harassment, kidnapping, crime, conflict, and attacks on
education. Insecurity has a disproportionate impact on girls because girls
are often targeted and parents are often less willing to have girls leave the
home or make long journeys to school in insecure conditions than boys.
[258] Widespread impunity for violence against women and girls heightens
parents’ fears.

Many girls encountered sexual harassment on the way to school. “In this
place, it’s not the type of area [where you can go to school]. It’s not a good
area. When you walk out, the boys stare at you and tease you…. I can’t go to
school because of the environment outside,” said Azeeba, 11, who studied
for the first time when an NGO opened a school near her home. When it
closed due to lack of funds two years later, her education was over. She was
not allowed to go to the nearby government school as men are gambling in
that area. “If someone small goes out, no one looks at them. But if you’re a
little grown people stare, and boys tease you,” Azeeba said.[282]

Some girls said men and boys harass them outside their school. “Lots of
girls from this area go to the government school,” said Paveena, 13. “But
men hang around the there…. They speak crudely, curse, sometimes they
throw stones at you. I took my cousin to school once, and this man started
cursing me. This is just how it is in Quetta—it happens to all girls.” Paveena
said that dressing modestly, in a chaddar [concealing robe and head
covering], did nothing to help.[283]

“They walk you halfway home,” said Mumtaz, 20, about the boys at a
nearby school, complaining that they follow girls and harass them.[284]

When the distance to school is long, it intensifies fears of sexual

harassment. “It takes one hour to walk to the nearest school, and it’s not a
nice area,” said Samika, 12. “You know what boys can be like. They bother
you. It’s not nice for girls to be walking alone.”[

Girls face security risks on the way to school, but they also, too often, face
insecurity at school. Interviewees described this as primarily a problem at
government schools; private schools have a greater incentive to fix any
conditions that could lead to them losing students. Insecurity for girls often
takes the form of sexual harassment by male students.

Right to Education
Education is a basic right enshrined in various international treaties ratified
by Pakistan, including the Convention on the Rights of the Child (CRC),
and the International Covenant on Economic, Social and Cultural Rights
(ICESCR).[309]

The Constitution of Pakistan, when adopted in 1973, contained a section

under the non-enforceable “principles of state policy” that provided, “The
State shall … remove illiteracy and provide free and compulsory secondary
education within [the] minimum possible period.”[310]

In 2010 the 18th Amendment introduced article 25-A in the section

containing judicially enforceable “fundamental rights,” which states that
“The State shall provide free and compulsory education to all children of
the age of five to sixteen years in such manner as may be determined by
law.”[311]

Pakistan became a party to the Convention on the Elimination of All Forms

of Discrimination against Women (CEDAW), which includes an obligation
to ensure women equal rights with men, including in the field of education.
[312]

CEDAW addresses the right to non-discrimination in all spheres. Article 1

of CEDAW defines "discrimination against women" as any distinction,
exclusion or restriction made on the basis of sex which has the effect or
purpose of impairing or nullifying the recognition, enjoyment or exercise by
women, irrespective of their marital status, on a basis of equality of men
and women. [323]

Governments also have a positive obligation to remedy abuses that emanate

from social and cultural practices. CEDAW requires that states “take all
appropriate measures, including legislation, to modify or abolish existing
laws, regulations, customs, and practices which constitute discrimination
against women.”  It obligates states to “refrain from engaging in any act or
[324]

practice of discrimination against women and to ensure that public

authorities and institutions shall act in conformity with this obligation,”
and to “take all appropriate measures to eliminate discrimination against
women by any person, organization or enterprise.” CEDAW requires
governments: 

To the Federal Government of Pakistan

 Increase expenditure on and resources available for education to
bring the level of education funding up to standards recommended by
UNESCO to enable Pakistan to fulfill its obligations on education.
 Monitor expenditure of education funds at the provincial level and
ensure full use of funds.

 Ensure that the curriculum is gender-sensitive and includes

comprehensive sexuality education.

 Support efforts to develop sustainable solutions to increase girls’

participation in education, including by developing strategies to
 develop and expand innovative models such as community-based
classes in remote areas, schools targeting disadvantaged populations,
and schools designed for children who combine education and work.

Increase Girls’ Participation in Education

 Ensure universal access to free primary and secondary education, in

accordance with Sustainable Development Goal 4, including by:
 Abolishing all tuition, registration and exam fees at
government schools;
 Providing all needed school supplies to all students, including
notebooks, pens, pencils, and a book bag;
 Abolishing uniform requirements, or providing uniforms at no
cost to students;
 Reforming the system for providing textbooks, to ensure that
every student receives free use of a full set of textbooks in a timely
manner each school year.

Improve Retention of Girls in School

 Adopt mechanisms to ensure all schools regularly monitor students

who are out of school for prolonged periods of time or drop out of school
altogether and reach out to determine the reasons for non-attendance and
seek to re-engage the student in school.
 Instruct each principal of a school for girls to work with police in the
area to identify locations where girls walking to school face harassment or
threats and enlist police and community leaders in preventing such threats
to their safety and taking quick action when girls encounter them.
 Take steps to help ensure cases of harassment and threats are
reported to appropriate enforcement authorities, including police, and that
cases are duly investigated and appropriately prosecuted.

 Require each school to develop a security plan in consultation with

students and parents, with each plan for a mixed or girls’ school
giving special attention to security issues of concern to girls including
sexual harassment.

 Develop a phased plan to achieve Sustainable Development Goal

target 4.1, by 2030 ensuring that all girls and boys complete free,
 equitable and quality primary and secondary education. Gradually
roll out compulsory education across the country, including through
public awareness strategies, plans for engaging community leaders,
and systems for identifying and engaging out-of-school children and
their families.

 Develop, and ensure compliance with, guidelines that require

government schools to ensure that all children of compulsory school
age enrol and complete at least lower secondary school.

Enhancing Media Role

A combination of broadcasts and cassettes related to the teaching of science,

medicine, and technology at the tertiary level including (a) video cassettes of the best
tertiary teaching talents especially in science subjects for distribution among
universities and colleges, (b) late-night broadcast lectures of eminent professors in
identified and selected subject areas, and (c) special enrichment programmes
broadcast on new scientific disciplines not yet generally included in university
syllabuses such as genetic engineering, superconductivity, fibre-glass optics, ceramic
engineering, particularly catering for advanced students as well as educationists,
planners, decision makers, and the educated general public, will be made easily
accessible to learners. (Govt. of Pakistan, 1992, p.51)

1. Different programs on importance of education should be presented and a proper

place should be given to these programs in media with special focusing on that the
education must be got for the purpose of education not for getting jobs.

,v

Ullah, Hazir and Christine Skelton. “Gender representation in the public sector schools of
Pakistan.” Educational Studies, vol 39, no.2, 2013.
https://www.tandfonline.com/doi/abs/10.1080/03055698.2012.702892

Voigt, Katja and Michael Spies. “Female Education and Social Change: Changing
Perceptions of Women’s Roles in Society in the High Mountains of Northern Pakistan.”
Mountain Research and Development, vol. 40, no.4, 2020.
https://bioone.org/journals/mountain-research-and-development/volume-40/issue-4/MRD-
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