Q#01

Highlight the role and functions of Boards of Intermediate and Secondary

Education. How these boards are contributing towards development of
education?

Boards of Intermediate and Secondary Education

Boards of Intermediate and Secondary Education are responsible to administer school
and colleges offering primary and secondary education in Pakistan. Every BISE also administer
the exams for such classes. Every province has boards in major districts.

Roles and Functions of Boards of Intermediate and Secondary Education

The roles and functions of the Board are:-

 Hold and conduct all Examinations pertaining to Intermediate

Education, Secondary Education, Classical and Pakistani Languages
and such other Examinations as may be determined by Government.
 Lay down the conditions for admission to its Examinations to
determine the eligibility of candidates and to admit them to such
Examinations.
 Prescribe courses of study for its Examinations.
 Lay down conditions for recognition of institutions.
 Accord, refuse or withdraw recognition, wholly or partly.
 Inspection of institutions and arrange for inspection of recognized
institutions and call for inspection reports in respect of such
institutions.
 Institute and award scholarships, medals and prizes in the prescribed
manner.
 Grant certificates and diplomas to persons who have passed its
Examinations and to withdraw such certificates and diplomas.
 To make provision for buildings premises, furniture, apparatus, books
and other means required for carrying out the purposes of the Act.
 To create posts and appoint such staff as may be considered necessary
for the purpose of its functions; provided that a post in Bs-17 or above,
shall be created with a prior approval of the Controlling Authority.
 To organize and promote extra mural activities.
 To award scholarships, medals and prizes to position holders.

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  To fix, demand and receive fee as may be prescribed by.

In order to enable the Board to perform these multifarious functions efficiently and
effectively, these Boards were established as independent autonomous bodies with the Governor
of the province as the Controlling Authority. Professionally Board is the most competent body,
as it comprises the highest functionaries of the provincial Education setup as members etc.

Responsibilities of BISEs
Public education is universally available. School curricula, funding, teaching,
employment, and other policies are set through locally by school boards in compliance with over
all provincial and federal policies. Every provincial government takes care of standards at
Intermediate and secondary education level in the region by help of BISE at district level. Hence;
every board is responsible to offer a transparent examination system and evaluation
methodology. Each BISE in any province is controlled by a single provincial Board of
Education.
How these boards are contributing towards development of education?
Improving student learning is one of the key outcomes that all stakeholders of an
education system should focus on. A good understanding of student learning is important for
teachers, so they can focus their efforts on key areas that need to be improved and enhance
teaching-learning practices in the classroom. Examination and assessment data is also useful for
policymakers to understand what factors hinder effective learning, to inform future policies. In
addition, examinations are used to signal student performance for admission to higher studies
and for the job market. A sound assessment and examination system is thus integral to a good
education system.
Explanation
The education system in Pakistan is categorized as primary (grade 1-5), middle (grade 6-
8), secondary (grade 9-10) higher secondary (grade 11-12) tertiary education. Those entering
secondary and higher secondary education go through high-stake examinations conducted by a
Board of Intermediate and Secondary Education (BISE). The secondary school education
system, particularly exams, plays a major role in both teaching and learning attitudes that affect
the entire system. If assessment and examinations are not aligned with the curriculum and
continue to focus on textbook based examination (i.e. memorizing the content of the textbook),
then eventually assessment starts to drive learning and has a trickle-down effect on the entire
education system.

There are currently 29 government run BISE bodies in Pakistan (Sindh, Punjab,
Balochistan, KPK, and a Federal Board), along with one private, local board (Aga Khan
University Examination Board), and two foreign boards (Cambridge Assessment and the
International Baccalaureate system).Teachers follow the pattern set by various BISE bodies, and
as such most are preparing students to rote learn as they know that the students will be tested on

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their ability to memorize. This directly leads to student‟s own learning attitudes becoming a
lifelong behavior. It is worth noting that out of the total body of students set to take their
secondary or higher secondary examinations, over 90% are doing so in government schools that
follows various BISE curriculums.

In this regard, government BISE bodies are widely criticized for not aligning their
examinations with the National Curriculum of Pakistan although the National Curriculum of
2006 is based on learning outcomes, many BISE bodies are still following 2002 curriculum.

The reforms required in the education system of Pakistan cannot be done by the
government alone, public-private participation and a mix of formal as well as non-formal
education can pull out majority of country‟s population from illiteracy. Similarly, to make the
youth of the country an asset, attention should also be paid to vocational and technical training.

Q#02

What are the problems related to curriculum development and

implementation in Pakistan? Give some suggestions for betterment of the
situation.

Curriculum
While thinking about education, the most important idea that comes to mind is
curriculum. Curriculum is a channel that school administration needs for giving educational and
life skills to students.

However, unluckily, in Pakistani context, this idea is highly misunderstood due to which
students do not get enriched educational experience in schools.

Curriculum does not change in Pakistan

Curriculum is not a static process, but it is a dynamic exercise that must undergo changes
according to society‟s new demands.

In Pakistan, curriculum development is a static process. There are many reasons for the
failure in developing proper curriculum. Some of them are discussed below. Today major
activity in curriculum improvement is the screening of cultural heritage. Since the heritage is
growing ever greater, the task is becoming ever more important.

Problems related to curriculum development and implementation in Pakistan

Implementation of instructional programmes is not a single activity. It is a network of
varying activities involved in translating curriculum designs into classroom practice. The
implementation phase of curriculum development is defined by questions such as: what must

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teachers do to carry out this particular programme or effectively utilize these materials? How can
they be prepared? What supportive personnel are needed? What kind of instructional materials
and facilities are most helpful? What forms of school and class organizations are required?

Curriculum change is most effectively implemented when the community understands

and supports it, when facilities are available when appropriate materials are at hand but it is the
classroom teacher who is the key to curriculum implementation, for in simple terms the
curriculum is what the teacher makes of it.

As curriculum revision in Pakistan is attempted on adhoc basis and is never based on

adequate research, experimentation and formative evaluation, the discussion about the failure or
success of curriculum implementation will be based on theoretical framework already discussed.
As far as desirable outcomes are concerned we have not been successful to achieve, and thus the
implementation of curriculum design in Pakistan seems to be a failure. We are unable to achieve
the educational goals for the following reasons:

Teachers Reluctant to Accept Change

It is a universal phenomenon that teachers are considered to be conservative. They have
many reasons for being unwilling to change their approach, not least because they have an
investment in knowledge and skills which tend to be devalued by the passage of time, they face
the natural human temptation to resist any change which may render their knowledge and skills
useless. Secondary teachers, because they are subject centered tend to be more conservative.
They always oppose the- new curriculum as they are supposed, to pay more attention to new
concepts and ideas.

Lack of In-service Training

When new curriculum designs are brought into practice the teachers are not properly
introduced to new learning activities and teaching strategies. If teachers are to be mobilized in
support of curriculum change, both initial and in-service teacher education must convince them
for their crucial role in promoting innovation. This provision should take a variety of forms,
offering both on the job training and more general courses out-side schools. As a means of
consolidating on-the-job training, teachers‟ centres should be established; these centers provide a
place where teachers could find solutions to practical problems they have encountered in the
classroom.

Political Interference
Education is too important to be left entirely to the politicians Instability of the political
government affects the education adversely. Every person coming into power brings with him his
vested interests and few educational plans for the nation. In such an atmosphere an educationist

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is likely to suffer from frustration. He is unable to cope with the ever-changing demands from
the political leaders. Political interference creates many administrative problems.

Economic Problems
Whenever there is a change in curriculum it needs financial support. New teaching
materials are required. Teachers are needed to be provided with in-service training and equipped
with new teaching materials. Textbooks are to be revised to fulfill, the changing needs of the
society. Supportive personnel are required to assist the teachers for effective implementation of
new curriculum designs. In-spite of all these requirements inadequate funds are allocated for the
implementation of new curricula. Pakistan is spending about 2 percent of her G.N.P on
education. Under the circumstances the lack, of adequate funds causes the failure of
implementation of curriculum.

Inadequate Evaluation
If evaluation is to be of any education, worth, it cannot be regarded, as a postmortem that
takes place after the student has died. Evaluation must become an integral part of the total
learning process and not an appendage to it. True evaluation takes place on a day to day; or more
accurately a minute-to-minute basis. The general practice in Pakistan is that curriculum is
reshaped but the evaluation system helps the teacher to concentrate on teaching the students the
examination tricks rather than on bringing a desirable change in students‟ behaviour.

Lack of Sequence
There is a little coordination among the committees working for curriculum development
at various stages. When a student completes his studies at a particular stage and enters the next
stage, he finds himself helpless. The concepts being taught at this stage are quite strange. He
does not have background for this particular situation. It is needed that learning experiences
selected and organized for every stage should follow the previous one and should be sequential
in form.

Urbanized Curriculum
Uniformity has always been misinterpreted in Pakistan. About seventy of the total
population is settled in rural areas. But the same courses are being offered in rural and urban
schools, when urban children come with a certain background of language, particularly of Urdu.
Same is the case with other subjects such as social studies, general science, etc. The need is to
design a separate curriculum for rural areas. They actually need of receiving knowledge and
skills related to their own contexts.

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Lack of Teaching Materials
Many of the educational programmes fail due to lack of teaching materials. The semester
system was introduced in the institutions of higher education. It faced many problems due to lack
of textbooks and other teaching mate ugh teachers too, take a little interest but the major factor
for its failure stage of instructional materials.

Suggestions

Re-evaluate goals or objectives

What is the goal your university strives to achieve? Is it just getting the students to get the
best grades they can and help them get a degree? Well, that might be a wrong approach to take.
The goal today, for every university, needs to be the equipment of students to hone their skills
and talents through knowledge in a bid to make something of themselves where their career is
concerned.

Make advanced technology a constant in courses offered

Technology is advancing, and it is time for people to walk parallel to all of these
innovations. With every company, is it a small scale business or a large corporate firm, seeking
for employees that are efficient in managing basic technology, making courses that offer basic
technical know-how mandatory is a step further in helping students improve their skills through
thorough curriculum planning and development?

Moreover Experts suggestions for curriculum Improvement

 Involvement of specialists in authoring of the curriculum in a democratic

way from the beginning
 Continuous renewal of human resources on the building and the formation
of the curriculum
 Derivation of teaching and special outcomes for textbooks from
educational outcomes involved in the Ministry of Education law
 Follow the participatory and decentralized administration approach in
curriculum management strategies
 Authorship of textbooks based on the educational outcomes involved in
the Ministry of Education Law
 Selection of high efficient school educational management

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 Q#03

Comparatively analyze the characteristics, advantages and limitations of

internal and external systems of examination.

Internal Examination
The internal examination indicates to the teacher as to how much has been retained by the
student from what has been taught to him in the period preceding the examination. In this type of
examination the teacher and the paper-setter is the one and same person. The basic requirement
for an internal, evaluation is. Proper teacher-student ratio, secretarial help, typing and
cyclostyling facilities, a separate office, at least a cubical room for each teacher etc. otherwise
the quality of teaching and evaluation would be very poor.

External Examination
In this type of examination the teacher cannot be a paper-setter, of the subject which is
taught by him. The external examinations are not always the best form of incentive for studies.
The success of a student in such an examination may only be due to his general retentive ability
and his good memory. It does not give an overall picture of a student indicating his imitative,
knowledge in dairy life to the best of his quick thinking and ability to apply to his advantage.

External examination also limits the scope of a good, teacher. The teacher tend to teach
only that part of the course which is considered to be useful from the examination point of view.
The students also do not want to study, which is not needed to pass the examinations. Both these
examinations can be conducted in the following ways/systems.

The annual system is a system in which examination is conducted after one year or two
years etc. This system is an external type of examination because it is not conducted by the
class-teacher; secondly the teacher who has taught them that very/particular subject/course does
not prepare the paper given to the class. It is applied almost up to MA, M.Sc. level in Pakistan.
This system has failed to produce the required product.

Characteristics of Internal Examination

 To evaluate the Mental Nourishment of students.

 To estimate the student‟s educational progress, speed of achieving and
ability of learning.
 On passing the internal exam, promotion is given to next class.

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  Internal assessment creates the competing environment, which make
pleasant effects over the educational achievements.
 Students and teacher both know the status of each student, who is leading
and who is lagging and how much.
 Teacher evaluates his progress and his teaching methods and tries to
overcome his weakness.
 It evaluates the particular curriculum for a particular class.
 Parents of the students are informed about the progress of students so that
they can care for their children.
 Teacher can group the students according to Ability, Hard work, and
Intelligence on the basis of the result and make arrangements for weak
students‟ betterment.
 Result of these test work as motive for further study and encourage or
admonish the students accordingly.
 It fulfills the objective of learning and retaining it for a long time.
 Teacher knows the hidden abilities, capabilities, desires and interests of
the students, and became able to guide them accordingly on the basis of
there.

Advantages of Internal Examination

 It is direct, flexible and can easily be tied with the unit of instruction.

 It is economical in terms of time and money and can be conducted

frequently.

 There is little scope of mal-practices and the students get satisfaction (by
receiving back their scripts) that they have been accurately graded.

 It permits the use of a variety of evaluation tools and the results can be
used for the improvement of teaching learning processes and providing
remedial teaching.

 The student accepts it as of a variety of evaluation tools and the results can
before the improvement of teaching learning processes and providing
remedial teaching.

 The student accepts it as part of teaching learning process and faces it

without squirm or fear.

 It provides essential date for the cumulative record, for grouping students
according to their ability, and for reporting to parents as well as for
making decisions with regard to annual promotion.

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  It has content validity and scares are sufficiently reliable.

Characteristics of External Examination

 Degree/Certificate
 A standard
 To make distinguish
 Comparison of abilities.
 To evaluate the progress of Institution
 Selection for Higher education
 To get employment
 Popularity/Standard of educational institution.
 Selection of intelligent students.
 Competition.
 Evaluation of teacher‟s performance
 Evaluation of objectives and curriculum.
 Creation of good habits in students
 Satisfaction and happiness of parents

Advantages of External Examination

 It helps students to know their performance.
 It also helps them to know their knowledge level.
 It encourages them to learn and improve their knowledge and grades.
 It creates a competitive spirit in students.
 This spirit pushes them to do their level best. For development, building
personality and confidence it is very important.
 External assessment helps in developing competent person from
practicing.
 It justifies the decision as to whether they should move up to the next class
or be awarded a degree or diploma.
 External assessment is useful in determining the abilities of a student
before developing a plan.
 External assessment is designed to detect and locate faults and problems
which often are overseen by internal systems.

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  The vital advantage of an external assessment is that it makes easier to
compare diverse situation and conditions and articulate their judgments
about the equality of measures.

Classification of External Assessment

The result of the external assessment is classified into various categories.

 The students who score 33% numbers just pass.

 Also, the score between 36 to 45% is third division passed.
 The score of 46 to 59% is second division passed.
 In addition, the score between 60 to 74% is first division passed.
 And a score of 75% and above is the distinction. Besides in the case of
degree the collective marks are considered.

Q#04

Highlight the importance of linkage between education and world of work.

How our present education system is linked with the demands of global job
market and what can be done to improve the situation?

Education

According to Aristotle

Education is the process of training man to fulfill his aim by exercising all the faculties to the
fullest extent as a member of society.

World of work
The world of work is made up of things most of us recognize, like occupations, jobs,
employers, employees, paychecks, promotions, etc. We often give these things different labels,
like workers and organizations.

For example: Although we all recognize these things, we each experience them differently.

Education and World of Work

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 The educational planning and development should be based on society‟s needs, rather
than in response to individual need and demand because it would give rise to a mismatch
between the economy‟s needs and the educational system output. The demand and supply of
manpower should not be imbalanced. Equilibrium should be existing between demand for
educated manpower and supply. This equilibrium can be restored by forecasting the needs,
demand and supply.

Needs
Needs are things that satisfy the basic requirement. Needs are determined by the
manpower assessment and represent the country‟s manpower or educational requirements to
meet specific, political and economic goals.

Demand
Demands are requests for specific products that the buyer is willing to and able to pay
for. Demands reflect individual desire to prepare for particular profession or trade.

How our present education system is linked with the demands of global
employment market
As the labor supply increases, downward pressure is placed on the wage rate. If
employers' demand for labor doesn't keep up with the labor supply, wages usually fall. An excess
supply of workers is particularly harmful to employees working in industries with low barriers to
entry for new employees that is, those with jobs that don't require a degree or any specialized
training.

Conversely, industries with higher education and training requirements tend to pay
workers higher wages. The increased pay is due to a smaller labor supply capable of operating in
those industries and the required education and training carries significant costs.

How Education Benefits a Nation

Globalization and international trade require countries and their economies to compete
with one another. Economically successful countries will hold competitive and comparative
advantages over other economies, though a single country rarely specializes in a particular
industry. A typical developed economy will include various industries with different competitive
advantages and disadvantages in the global marketplace. The education and training of a
country's workforce is a major factor in determining how well the country's economy will
perform.

The global factor concerns technology. While the debate over the disruptive impact of
technology on jobs is prominent, it has been much easier to offer projections about the sorts of

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jobs that will be lost than it has about the kinds of jobs that will be created. Within this broad
debate, some of the key points concerning education and the labour market have often been
overlooked.

Technology in the fourth industrial revolution

If the globalization of labour markets has been a factor in the intensification of positional
competition, then at the heart of the fourth industrial revolution is a range of new technologies
that have brought together the digital, physical and biological spheres. It is the way that these
have been linked at such speed that has distinguished this revolution from earlier ones. In the
light of these technological breakthroughs we can identify stages in their application to the
labour market and a series of responses that have been made by orthodox economics. These
applications have been designed to increase efficiency and reduce costs for the corporations that
have introduced them. As in the past, standardization has been the means by which the benefits
of technological innovation have been gained in industrial production and training

The second phase of technological impact on the labour market has concerned the
introduction of AI. While AI is used on standardized platforms, in terms of the history of
technology its distinguishing feature is that it can personalize its applications to an individual‟s
character, ideological views, habits and tastes. There are several unusual features of this form of
capitalism, of which the most significant is that the individual consumer becomes an often
unwitting co-producer in the profits of the superstar IT firms.

The feedback from the labour market to higher education

Being a top scholar or student does not necessarily translate into being „talent‟ as a
worker. Scholarship is about the acquisition and development of knowledge, which has been
seen as the raison d‟etre of education. In some jobs the application of that knowledge is clearly
directly relevant, particularly in professions such as medicine, law and engineering. But for many
degrees the relationship between education and paid work is more indirect.

Consequently in the attempt to educate „plug in and play‟ workers, universities have
tried to breach the boundaries between education and the labour market by emphasizing the
tenuous concept of „generic skills‟ or soft skills such as problem solving, team working and
communications. Indeed in rhetorical terms it is possible to see how these „skills‟ can bridge the
education-economy divide but there are questions to be raised about such skills. How can they be
exercised independently of the knowledge and understanding of particular disciplinary fields?
Yet universities now „sell‟ themselves on their ability to make these direct links to the world of
work.

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 The failure of the labour market to offer, in sufficient quantity, the jobs that historically
graduates have expected means that many graduates will earn limited returns on their university
education In the strict economic sense this means that HE is a wasted investment. Who bears the
cost of this waste will vary from country to country depending on the extent to which the state
subsidises HE. It also carries the danger that more and more young people will resent the fact
that they have not earned the rewards they expected. Potentially there are also deleterious effects
on the HE institutions themselves.

Q#05

Highlight the significance of female education in a society and elaborate the

situation of female education in Pakistan with the help of latest available data.

Significance of Female Education

Education is very essential for every one because it is the only education by which we
can differentiate between human beings and animals. Education tells us that how can we live in a
society that‟s why education is important for everyone, for both men and women.

Explanation
In past, women did not receive any education at all. They were not allowed to come out
of the four walls of their houses. Domestic works were their only education. But now we are
living in 21th centaury where there is no any difference between men and women. In this century
women have the same respect as men have. They help each other in every sphere. So education
should be given to both men and women. But instead of this there are so many people who do
not want to educate their women because they think that women do not need education. They
think that women are expected to take care of everyone except themselves. They have to take
care of the children, stay home, clean up the house, and be the self-denying wife and mother.
They think only that the life of a woman is all about getting married, having children, and being
bombarded by unimportant details of domesticity. But they do not understand that the education
is very important for women not only for them but for a whole family. Because women are the
mothers of the future generation. If women are uneducated, the future generations will be
uneducated.

Man and woman are like the two sides of a coin. Without one, the other cannot exist.
Education women can not only give an educated family but Education of women can also be
helpful in eradicating many social evils such as dowry problem, unemployment problem, etc.
Social peace can easily be established. A woman has to play three distinct parts in the course of
her life in each of which certain duties are expected of her. The first duty of a woman is to be a
good daughter. The second is to be a good wife. And the third is to be a good mother. Education

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teaches a mother what she should be. It also teaches her how she would do it to be a good
daughter, a good wife and a good mother.

Also, one of a mother‟s highest duties is the education of her children at the time when
their mind is not amenable to instruction. A child‟s whole future life, to a large extent, depends
on the teaching it receives in early childhood and it is needless to say that this first foundation of
education cannot be well laid by an ignorant mother. Thus education will enable women to make
their children, husbands and parents truly happy. Consequently it is very important that women
should be educated. On all these grounds female education is a vital necessity.

Napoleon was once asked what the most important need of France was during his reign.
He replied,” Nation‟s progress is impossible without trained and educated mothers. If the women
of my country are not educated about half of the people will be ignorant.” Education for women
is highly imperative as it develops them as an individual who play a pivotal role in a society, are
well informed and independent. They are the ones who lead to the upbringing of children and
fulfill the duty of educating them along the way. A famous saying is that “The hand that rocks
the cradle rules the world.” It means that a mother exercises great influence over the lives of her
children. She is able to mold their thoughts and character.

Female Education in Pakistan

Every week, millions of children in the United States wake up and go to school for the
day, however many girls are in Pakistan are not so fortunate. For years, many Pakistani girls
have not received schooling, resulting in a largely uneducated female population. There is a
significant disparity between girls and boys attending school. According to UNICEF, in 2016
(2018), the gender parity index in Pakistan was 0.86, meaning that for every 100 boys enrolled in
primary school, there were 86 girls enrolled. This creates a population that is skewed towards
males being more educated and thus having more power over women.

Explanation
There are many reasons for this large gap, and for the number of girls out of school. As
explained by Jamal (2015), gender discrimination, religious beliefs, and access to safe and
quality schools all contribute to the low number of females that receive education, troubles that
boys rarely face. According to Article 28 in the Convention on the Rights of the Child,
governments must recognize the right of the child to education. This article states that state
parties must make primary education available to every child, encourage higher education, and
take measures to ensure that these goals are met. As a party to the Convention on the Rights of
the Child, Pakistan has a responsibility to educate all children, regardless of sex. Through the
creation of government-sponsored schools for girls and the support from outside organizations,

The disparity between boys‟ and girls‟ enrollment in school only increases as the grade
levels do. As noted by UNICEF, the gender parity in primary school is .86 but reduces to .83 in

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secondary school. This means that as girls make the transition to secondary school, there is an
increased likelihood that they will not continue their education. Additionally, there exists a sex
gap of .82 between literacy rates in Pakistan. (UNICEF, 2018). This data supports the notion that
girls and boys are educated differently and unequally in Pakistanas well as reinventing the
female‟s societal role through the adjustment of religious and cultural values, Pakistani girls can
receive the education they deserve.

Gender discrimination has been prevalent in Pakistan for many years and contributes to
the lack of female education. Across all education levels and socio-economic statuses, sons are
preferred over daughters, however this is even more common in less educated families (Atif et
al., 2016). Males are preferred due to their ability to bring a dowry to their family. Men also
provide income to their families, as they stay with the family after marriage. For this same
reason, parents rely on males to care for them as they age (Qadir, Khan, Medhin, & Prince, 011).
Conversely, daughters are viewed as an additional burden to parents. Parents of daughters must
find husbands for them, as well as pay both the dowry cost and the cost of the wedding, which
can amount to decades‟ worth of income (Atif et al., 2016). Additionally, girls leave the family
once they get married, which means that they will not be around to take care of their parents at
the end of their lives.

Many Pakistani people also believe that females should not go to school due to religious
values. Pakistan is a primarily Muslim country, and many cite the Qur‟an, and the religious
principles it encompasses, as prohibiting girls from receiving an education. However, these
claims may not actually be substantiated by the Qur‟an. According to Abukari (2014), the Qur‟an
has generally been interpreted by males, as they were the ones in power, and thus trusted with
discerning the meaning of such sacred documents as the Qur‟an. As a result, interpretations
between the 5th and 15th centuries developed theologically-backed standards about women that
were reflective of the time‟s male perspective on women, rather than the perspective that was
actually stated in the Qur‟an (Abukari, 2014).

Knowledge and Islam are very closely intertwined. According to Abukari (2014), the
second most used word in the Qur‟an is knowledge, with the first being the name of God.
Additionally, words that originate from the Arabic word “ilm” (knowledge) appear 865 times
throughout the Qur‟an. In the Qur‟an, the prophet Muhammad is also reported to have said that
“the acquisition of knowledge is the duty of every Muslim man and Muslim woman” (Abukari,
2014). This further emphasizes that the Qur‟an supports female education. Davids (2015)
additionally affirms the Qur‟an‟s support for female education. According to Davids, many
women who chose to actively and persistently pursue education were those whose fathers were
well known for their knowledge of the Qur‟an (primarily religious leaders) and were supportive
of their daughters‟ education. This support from religious leaders suggests that the Qur‟an does
support female education, because surely if the Qur‟an did not advocate for it, religious leaders
would not condone or encourage females in their family to pursue education (Davids, 2015)

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 In Pakistan, an estimated 22.5 million children are out of school, of which the majority is
girls. Thirty-two percent (32%) of primary school age girls are out of school, compared with
21% of boys. This gender gap differential persists into middle school, and by grade nine merely
13% of young women are still enrolled in school.

The insufficient supply of middle and high schools within accessible distance is a major
barrier for girls in rural areas. Similarly, the lack of adequate sanitation facilities particularly
impacts girls‟ retention rates in middle and high schools. Girls from poor communities living in
remote, rural areas are especially vulnerable.

CONCLUSIONS
The low financial status (income) of the family had a negative impact on female
education. So it is suggested that Government may be giving scholarships and funds to the poor
and deserving students. The co-education system it was not easy for females to survive easily
and they faced several troubles regarding their education. So it is suggested that different
stakeholders might be give awareness in the people of the country about the importance of
female‟s education. The females face domestic violence at their homes. So it is suggested that all
family members may be give importance to females and do not violated them.

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