The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
Equality and Equity-Definition and Difference between Equality and Equity.SANA FATIMA
SOCIOLOGY OF EDUCATION-TOPIC-EQUALITY AND EQUITY
Concept of Equality:
Constitutional Provisions for Equality:
Indian Constitution and the Role of Government at various Levels
Equalization of Educational Opportunities among SC, ST, Girls, and Differently Abled:
Objectives of Equalization of Educational Opportunities for the SC/ST Students
Equalization of Educational Opportunities among Girls:
Equalization of Educational Opportunities among Differently Abled
Recommendations of the NPE 1986 on Equal Opportunity of Disabled Children:
Equity: Measures taken by Central and State Government in the Equalization of Opportunities:
Measures to Equalize Educational Opportunity:
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
Equality and Equity-Definition and Difference between Equality and Equity.SANA FATIMA
SOCIOLOGY OF EDUCATION-TOPIC-EQUALITY AND EQUITY
Concept of Equality:
Constitutional Provisions for Equality:
Indian Constitution and the Role of Government at various Levels
Equalization of Educational Opportunities among SC, ST, Girls, and Differently Abled:
Objectives of Equalization of Educational Opportunities for the SC/ST Students
Equalization of Educational Opportunities among Girls:
Equalization of Educational Opportunities among Differently Abled
Recommendations of the NPE 1986 on Equal Opportunity of Disabled Children:
Equity: Measures taken by Central and State Government in the Equalization of Opportunities:
Measures to Equalize Educational Opportunity:
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
Quest in Education ISSN0048-6434 January 2018VIBHUTI PATEL
We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
This article advocates for universal access to education and highlights the importance of education in promoting social and economic mobility. It calls for community support to ensure that all children have access to quality education, regardless of their socioeconomic background.
THE “GENDER PIPELINE”
The “opportunity structure” or “gender pipeline” has been used to examine the causes of gender differences in the formal education of both boys and girls as well as the academic performance of boys and girls.
MAKING THE UNIVERSAL BASIC ACT WORK FOR ALL CHILDREN IN NIGERIAYouthHubAfrica
The right to education is a fundamental human right - recognized first in the Universal Declaration of Human Rights (1948) and today in modern international human rights instruments such as the UN Convention on the Rights of the Child (CRC), which was ratified by Nigeria in 1991.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
An analysis of the social impact of the
stipend program for secondary school girls
of Khyber Pakhtunkhwa (in Pakistan)
Sustainable Development Policy Institute
Stereotype Parental Factors and Girl Child’s Participation in Post Primary Ed...ijtsrd
There is compelling evidence that parental factors significantly impact girls’ attendance in post primary education. The purpose of the present study was to identify the parental factors that affect girls’ attendance in post primary education in Boyo division and to explore the relationship between our study variables. The study reviewed literature based on four specific objectives parents’ attitudes towards girl child education, parents’ level of education as well as socio cultural and socio economic factors on girls’ attendance in post primary education. The ecological systems, needs of the hierarchy and gender relation theories were used not only to substantially explain the position of parental participation in girls’ education but also to generate strategies to promote parents’ participation in their girl children’s education. This qualitative study sought to explore secondary sources of data and to establish how parents in Boyo division were involved in their girl children’s education. The descriptive survey design was adopted for this study. Semi structured interviews for parents and the open ended questionnaire for girls were used in this qualitative study covering four 4 post primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of three hundred and thirty eight 338 participants were selected. The sample consisted of 50 parents and 338 girls who attended both the public and private secondary schools in Boyo division. Data were gathered from the participants via valid and reliable questionnaire. Descriptive statistics were used to analyze the background information of the participants. The Pearson’s Product Moment Correlation Coefficient was employed to explore whether there was a significant relationship between parental factors and girls’ attendance in post primary education. The results revealed that parental factors affect girls’ attendance in post primary education. Based on the discussions, conclusion is drawn and suggestions made on ways of bringing education to the doorstep of the girl child in Cameroon. Girls’ attendance in education is influenced by parental factors. Parents actually indicated and revealed that parents’ related factors hindered girls’ attendance. It was recommended that parents should be willing to learn about how they could overcome the barriers in the participation of their girl children’s education. Girls should be given equal access as boys to education there should be a legal support for girl child education and government should empower parents to understand the importance of educating the girl child. Song Gerald Achou "Stereotype Parental Factors and Girl-Child’s Participation in Post-Primary Education: The Case of Selected Secondary Schools in Boyo Division, North-West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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4. “FEMALE’S EDUCATION IN PAKISTAN”
Female’s education in Pakistan is a fundamental right of every
citizen, according to the article thirty seven of the constitution
of Pakistan but gender discrepancies still exist in the
education sector.
Literacy is among of the indicators of human development.
All girls of today are mother of tomorrow. The role played by
mothers in building up a nation is beyond dispute.
George Herbert says:-
“A mother is worth a hundred school masters.”
5.
6. CURRENT FEMALE EDUCATION SCENARIO
IN PAKISTAN:-
Literacy ratio:-
The overall literacy ratio in Pakistan is 46%.
Female literacy ratio:-
Female literacy ratio in Pakistan is 26%.
NUMBER OF GIRLS SCHOOL:-
There are 163,000 public schools in Pakistan, of which
40,000 caters to girls.
Punjab 15,000
Sindh 13,000
NWFP 8,000
Balochistan 4,000
7. LEVEL OF GIRLS INSTITUTIONS:-
Out of total 14,000 lower secondary schools and 10,000 higher
secondary schools, 5000 and 3000 respectively for girls.
There are around 250 girls colleges and two medical colleges for
women in public sector of 125 districts.
FEMALE EDUCATION LEVELS:-
7 million girls under 10 go to primary schools.
5.4 million between 10-14 attend secondary schools.
3 million go to higher secondary.
0.5 million go to universities.
8. REASON BEHIND THE LOWER RATE OF WOMEN EDUCATION IN
PAKISTAN:-
Parents distinction
Expensive education
Early age marriages
Lack of girls schools in remote areas
Limited career fields for women
Male dominance in society
SUGGESTIONS:-
Government shall make education free for all.
Government, NGO’s and social services organization shall work to educate
and aware mothers of today about the better bringing up their children.
Different communities shall work for female education like Kutians Memon
community is working.
Media shall project by its advertisement, talk shows and dramas the
importance of female education for a progressive nation.
Religious icons, scholars and theologians shall take a stand to diminish the
negative notions prevailed in the society about girls education
9. CONCEPT OF GENDER EQUALITY
Gender equality, also known as sexual equality, is the state of
equal ease of access to resources and opportunities regardless
of gender, including economic participation and decision-
making; and the state of valuing different behaviors,
aspirations and needs equally, regardless of gender.
According to UNICEF
Gender equality "means that women and men, and girls and
boys, enjoy the same rights, resources, opportunities and
protections. It does not require that girls and boys, or women
and men, be the same, or that they be treated exactly alike.’’
10. Gender equality is the goal, while gender neutrality and gender
equity are practices and ways of thinking that help in
achieving the goal. Gender parity, which is used to measure
gender balance in a given situation, can aid in achieving
gender equality but is not the goal in and of itself. Gender
equality is more than equal representation; it is strongly tied to
women's rights, and often requires policy changes.
‘’Gender Equality is essential for ensuring that men and
women can contribute fully at work, at home and in public
life for the betterment of societies and economies at large.’’
JOSE ANDEL GURRIA
11. GIRLS’ EDUCATION AND GENDER
EQUALITY
Girls' education and gender equality are central to
GPE's vision of improved learning and equity for all,
through stronger education systems by 2020.
Since 2000, good progress has been achieved to boost girls'
enrollment in school. However, an estimated 131 million
girls worldwide remain out of school and face multiple
barriers to education. These include distance to school,
cultural norms and practices, school-related gender-based
violence and early or forced marriage. Boys and girls
face barriers to getting a good education in conflict-
affected areas where safety and security can be
compromised and in households that depend on their
labor or income.
12. Keeping girls in school and ensuring they can learn in a safe and
supportive environment leads to many benefits for girls
themselves, their families, their communities and societies.
Increasing gender equality is one of eight guiding principles of GPE
2020, the partnership’s strategic plan for 2016-2020. Achieving
increased equity, gender equality, and inclusion is one of three
strategic goals under this plan.
13.
14. “Definition of Gender, Gender equity, Gender
discrimination and Gender parity”
Definition of Gender:
"Gender" comes from the Latin word genus which meant
"kind" or "type". “Gender is defined as the socially
constructed roles and behaviors that a society typically
associates with males and females”.
An example of gender is referring to someone who wears a
dress as a female.
15. An example of gender is referring to someone who
wears a dress as a female.
16. Definition of Gender equity:
The concept of gender equity refers to “fairness of
treatment for women and men, according to their respective
needs. This may include equal treatment or treatment that is
different but which is considered equivalent in terms of rights,
benefits, obligations and opportunities”
17. Definition of Gender discrimination:
Gender discrimination, also known as sexual discrimination,
is the practice of letting a person’s sex unfairly become a
factor when deciding who receives a job, promotion, or other
employment benefit.
Gender discrimination is the discrimination against a person or
group on the grounds of sex or gender identity.
18. Definition of Gender parity:
“Gender parity is a statistical measure that compares a
particular indicator among women, like average income, to
the same indicator among men”.
19. Educational Policies and National Commitments
Pakistan’s education policy held much hope in terms of building
the nation and the founding father of Pakistan, Mohamed Ali
Jinnah made poignant statements at independence which echoed
the words of the Prophet Mohammed (PBUH) such as ‘without
education it is complete darkness and with education it is light’.
Such words set the scene for an education policy that would have
an Islamic ethos to encompass a sense of national unity, pride
and patriotism as the values underpinning its education policy.
The world is progressing so rapidly that without the requisite
advance in education, not only shall we be left behind, but that
we shall be wiped out altogether’ (24th Sept 1947)..
20. The discourse thereby stressing the importance of education in
playing a vital role in the sustaining and developing of this
new country Pakistan, with genuine intent, duly signed the
United Nations Declaration of Human rights (UNDHR) in
1948 within which education was a right for all, one of
Pakistan’s first international commitments as a nation.
As part of the international interest and drive for education,
Pakistan was also one of the 155 countries which attended and
signed the Jomtien agreement in Thailand in 1990 at the
World Declaration on Education for All (EFA) and then again
in 2000 ratified Millennium Development Goal 2 (MDG2)
and the Dakar Framework of Action for Education for All,
thereby committing itself to providing universal primary
education by 2015.
21. This reflects the consequent pressure on Pakistan
internationally to make education a greater focus and to
produce tangible results within a said timeline, with
little recognition of the nation’s own domestic
challenge. Nevertheless, Pakistan did proceed to
construct a National Plan of Action 2001-2015. In the
National Education Plan (NEP) in 2008 in order to
achieve the goals signed up to achieve national
commitments. This is also including in constitution of
Pakistan Article-25-A-2010.
22. Fundamental Right to Education –
“The State shall provide free and compulsory education to
all children of the age five to sixteen years in such manner
may be determined by law”
Despite its efforts, Pakistan is still falling short on its
commitment to achieve Universal Primary Education (UPE)
and desired literacy rates (87% by 2015 EFA- NPA) .The
federal government has proposed a set of general guidelines.
A recommended layout of the policy framework is as follows:
23.
24. Levin makes the point that when countries in the name of
‘mutual learning’ pick up or borrow popular policy ideas from
other nations; it results in what Levin called an epidemic of
policy making. However, he argues that this has implications
for individual nations because the local circumstances of each
country then come into play. He gives the example of how
what works in a country like Canada may not work in the UK
because the countries have different social, geographic,
political and cultural circumstances which mean that policy
implementation is not always successful in all contexts.
Nevertheless, whilst the past has been rather bleak, the
challenges overwhelming and the pressure from global
commitments all encompassing, it is not impossible to work
towards achieving the objectives.
25. Other countries such as Chile have taken a concerted national
drive in their education policies and have achieved
considerably in just two years in terms of provision and
quality of education (Brandt, 2010). The optimists believe the
same can be achieved by Pakistan if effective leadership is at
the helm (Mourshad et al, 2010) and education is made a
national priority at all levels: starting with education research,
policy making, implementation and effective dissemination,
which should all feed into provision as well as quality of
provision. No doubt this all requires a redistribution of
resources towards this national priority, but the very nature of
‘national priority’ has to mean priority of budget and other
resources directed towards it to achieve the aims – otherwise
it is not priority, and which has been the case thus far.