UNIVERSITY OF KOTLI

AZAD JAMMU AND KASHMIR

DEPARTMENT OF EDUCATION

ASSIGNMENT # 01

NAME: SIDRA ASHRAF

CLASS: BE.d(HONS)ELEMENTARY 7TH
ROLLNO: 05
SESSION: 22-24
SUBJECT:
SUBMITTED TO: MA’AM SAIMA KIYANI
DATE:
 IMPACT OF ACTIVITY BASED TEACHING ON THE
ACADEMIC ACHIEVEMENTS OF THE SCIENCE STUDENTS
AT SECONDARY LEVEL

FOZIA FAZAL

ROLL NO. 35
 B.ED (HONS) ELEMENTRY

DEPARTMENT OF EDUCATION

FACULTY OF SOCIAL SCIENCES AND HUMANITIES

UNIVERSITY OF KOTLI AZAD JAMMU AND KASHMIR

2020-24
SOCIAL BARRIERS IN GETTING EDUCATION FOR FEMALE
STUDENTS IN RURAL AREAS

1. INTRODUCTION
Education is base of social and economic development. Throughout history, philosophers
like Aristotle and Plato recognized the importance of education. It is only through education that
we can hope to eradicate social evils. Education is not preparation for life; education is life itself
(John, 2011). An educated person is one who has learned that information almost always turns
out to be at best incomplete and very often false, misleading, fictitious, mendacious. Give a girl
an education and introduce her properly into the world, and ten to one but she has the means of
settling well, without further expense to anybody (Hannum, 2013).
The foundation for social and economic progress is education through which we can
eliminate social ills. Education means the act of teaching knowledge to others and the act of
receiving knowledge from someone else.
Education is a process which draws out the producing a well-balanced personality
culturally refined, emotionally stable, ethically sound, logically correct, mentally alert,
intellectually competent, technically advanced, morally, physically strong efficient, spiritually
mature, vocationally self-sufficient and internationally liberal. These words show the relation of
education with life, character, ideas and ideals (Singh, 2016).
Education is a source of its obvious benefits for a fuller and better life. Education can
contribute to the betterment of society as a whole.
Female education is a catch all term for a complex set of issues and debates surrounding
education (primary education, secondary education, tertiary education, and health education in
particular) for girls and women. It includes areas of gender equality and access to education, and
its connection to the alleviation of poverty. Also involved are the issues of single-gender
education and religious education in that the division of education along gender lines as well as
religious teachings on education have been traditionally dominant and are still highly relevant in
contemporary discussions of educating females as a global consideration (Shaukat, 2020).
Female education is important discussion topic in areas of primary, secondary,
postsecondary, and health education. It covers topics including gender equality, access to
education, and its relationship to reducing poverty. As a result, the issues of single-gender
education and religious education are also involved.
The physical and intellectual growth of the child is the moral goal of education.
Education’s true objective is to provide students with full knowledge or greater information
(Hashmi, 2012). Giving kids more information or comprehensive understanding is education's
real goal.
There are some major barriers for girls’ education in Pakistan. A Socio-economic issue is
the main obstacle for women education. The parents are interested to teach their girls in higher
education but they cannot afford their evidence, as a result, they excluded their girls from school.
So, poverty is the exclusion of education the researcher suggests that the government should take
a serious interest in female education. National and international aid should be given to female
students and the parents should be properly guided for the importance of education (Jacob,
2014).
Education for women is troubled by socioeconomic difficulties because of their children's
involvement in child labor, poor parents in developing nations sometimes allow their kids to
drop out of school.
Poverty negatively affects girl’s secondary education because majority of the parents in
rural areas belongs to underprivileged and deprived that is why they do not afford the
expenditures of their children. Consequently, they do not admit their children in school
especially girls as compared to the boys. Majority of the girls perform their duties in home i.e.
cooking; washing; cleaning; caring the siblings; looking after the animals hauling waters; bring
firewood. Poor families cannot afford the expenditures of the books, uniforms, and transportation
to school (Glick, 2010).
There are some strategies to reduce the barriers to getting education for female students.
First of all, reduce the distance that girls travel to go to school will encourage their enrollment .
Qualified women should be given incentives to overcome certain cultural, social and economic
constraints that prevent them from taking up teaching positions. In large parts of the developing
world, little value is placed on girls education . In rural areas where primary and secondary
schooling are not free, scholarships covering tuition, textbook, and other facilities would
encourage enrolment and retention. Even when school education is provided free, there are costs
of textbooks and uniforms, which have to be funded by the parents (John, 2011).
School curricula must be made more relevant to the girls' lives. It should link education
with agriculture, animal raising, health and nutrition issues, and use the local language.
Advocacy and social mobilization are specially needed in cultures where girls are not allowed to
participate in activities outside the home, where attitude about female education is very
traditional, where poverty forces parents to make choices between sending boys and girls to
school and where parents are illiterate and unfamiliar with the benefits of educating girls
(Mawere, 2012).
1.1 Statement of the Problem
In Azad Jammu and Kashmir, female students of rural areas are facing lots of challenges
in getting education. For example, girls get married at the very young age by discontinuing their
education. The gender-based bias still exists in the rural area that the boys should be educated
than the girls. Females also face financial challenges for the education like the fee charged by the
institution is high felt difficult to the rural girls’ students. The problems of the public
transportation and the cost of the personal transportation are too high and not safe for the rural
girls’ students to take the personal transport. Therefore, the researcher will conduct this study to
find out the social barriers in getting education for female students in rural areas of Kotli Azad
Jammu and Kashmir.
1.2 Objectives of the Study
Following will be the objectives of the study:
1. To find out the social barriers in getting education for female students in rural areas of Kotli
Azad Jammu and Kashmir.
2. To find out the strategies in enhancing education for female students in rural areas of Kotli
Azad Jammu and Kashmir.
1.3 Research Questions
Following were the research questions of the study
1. What will be the social barriers in getting education for female students in rural areas of Kotli
Azad Jammu and Kashmir?
2. What will be the strategies in enhancing education for female students in rural areas of Kotli
Azad Jammu and Kashmir?
1.4 Significance of the Study
This study will be helpful for teachers to play their roles in enhancing education for
female students at rural areas. This study will also help to policy makers for the policy
implementation regarding strategies to enhance the female education in rural areas. Moreover, it
will be helpful for educational administration in facilitating education. This study will helpful for
the future researcher to get the idea about social barriers of female students in getting education.

1.5 Delimitations of Study

This study will be delimited to Female Secondary School Teachers working in
Government Girls Secondary Schools of Tehsil Kotli AJ&K

2. RESEARCH METHODOLOGY
Following methods and procedures will be follow during this research.

2.1 Research Design

The study will be quantitative in nature and descriptive method will used for this study. In

this study survey technique will be used for collection of data.

2.2 Population of the study

All the secondary school and higher secondary school teachers of Kotli city will be the

population of the study. The description of population is as under:

2.3 Sample of the study

Simple random sampling technique will used for the selection of sample from the population.

Sample will be selected by using Gay (2009) table.

2.4 Research Instrument

 The researcher developed self-formulated questionnaire for the teachers to collect data from

the sample of study. The questionnaire will be design on five point likert scale.

2.4.1 Validity of the Instrument

The questionnaire will be validated from two experts of the department of education,

University of Kotli Azad Jammu and Kashmir.

2.4.2 Pilot testing

For the purpose of pilot testing, the questionnaire will distributed among 25 secondary level

students who will not the part of the final survey. The purpose of pilot testing will to check the

readability and reliability of the instrument.

2.4.3 Reliability of the Instrument

The reliability of instrument will be measured through Cronbach’s alpha statistic

technique with the help of SPSS software.

2.5 Data Collection

The researcher will personally visited all the Secondary level schools in Kotli city and

collected the data for sample.

2.6 Data Analysis

Statistical package for social science software (SPSS) will be used for the analysis of data.

The researcher applied frequency, percentage, mean and standard deviation for the analysis of

data and interpretation of data. The results will be presented in the form of tables.

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