Barriers towards Female Education in Rural Areas of Arifwala

By

Ayesha Rasheed

MSS-18-04

M.Sc. Sociology

Supervised By

Dr.Imtiaz Ahmad Warriach

Session 2018-2020

DEPARTMENT OF SOCIOLOGY

BAHAUDDIN ZAKARIYA UNIVERSITY,

MULTAN

I
Barriers towards Female Education in Rural Areas of Arifwala

By

Ayesha Rasheed

MSS-18-04

M.Sc. Sociology

Approved by

___________________________

Supervisor

___________________________

External Examiner

___________________________

Head of the Department

II
 DECLARATION

I hereby declare that the work contained in the thesis entitled “Barriers towards female

primary education in rural areas of Arifwala” written by Ayesha Rasheed Roll No. MS-18-04 has

been carried out under the supervision of Dr. Imtiaz Ahmad Warriach I also hereby declare that

this thesis has not been submitted for any degree elsewhere.

____________________
Ayesha Rasheed
MS-18-04
MSc sociology
Session 2018-2020

III
 CERTIFICATE

It is certified that the work contained in this thesis entitled “Barrier towards female

primary education in rural areas of Arifwala” written by Ayesha Rasheed Roll No. MS-18-04 has

been carried out under my supervision and is approved for submission in partial fulfillments of

the requirements for the degree of MSc in sociology.

__________________________

Dr. Imtiaz Ahmed Warraich

Assistant Professor
Department of sociology
Bahauddin Zakariya University, Multan

IV
 Dedication

Dedicated to my loving parents

&

Respected teachers

V
 ACKNOWLEDGEMENT

In this vast universe of Allah Almighty, no one claim that he/she may survive without the

help of Allah or any other person and without the encouragement of his/her beloveds.

First of all I would to pay thanks to Allah Almighty for his countless mercy. Countless

solution is upon Prophet Muhammad (PBUH) who declared it to be obligatory duty of the

everyman to seek and acquire knowledge.

I am also very thankful to my supervisor Sir Imtiaz Ahmed Warriach Department of

sociology Bahauddin Zakariya University, Multan for his kind supervision, support, valuable

suggestion and sympathetic attitude throughout my thesis.

Ayesha Rasheed

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 ABSTRACT

Basic aim of present study is to investigate the “Barriers towards female primary
education in rural areas of Arifwala”. The objectives of this research to explore the barriers that
female are facing to getting education. The main aim of the study is to explore parents negative
attitude, poverty, unemployment, lack of schools, gender discrimination, household activities,
concept of purdha, long distance from school, lack of proper security system, lack of self-
confidence, child marriage and teachers absences. Simple random sampling use for data
collection. A questionnaire was distributed in a sample of 160 of female who participated in this
study. It contains “strongly agree, agree, neutral, disagree, and strongly disagree”. The result
shows that female do not have opportunities to getting education like boys. Female are deprived
from this right, in rural areas parents prefer education for boys, child marriage causes female
dropping out from school. There is association between role of family and female education. The
study concludes with some recommendations. Recommendations to increase the number of
female schools in rural areas, parents negative attitude decreased through awareness of rights
among female, parents should provide equal opportunities for both male and female, government
should provide basic facilities for the people of rural areas, government should also improve
security system and make sure the attendance of the teachers in the schools.

VII
 Table of contents
Sr No. Page
No.
Chapter 1 INTRODUCTION 1

Significance 14

Objective of the study 16

Research question 16

Chapter 2 REVIEW OF LITERATURE 17

Chapter 3 RESEARCH METHODOLOGY 39

Research design 39

Universe / population 39

Target population 39

Sample size 37

Sampling techniques 40

Tools for data collection 40

Pre- testing 40

Field experience 40

Data entry 41

Data analysis 41

Chapter 4 DATA ANALYSIS 42

Chapter 5 SUMMARY, KEY FINDINGS, CONCLUSION AND 84

SUGGESTION
Summary 84

Key Findings 86

Conclusion 89

VIII
Suggestion 90

References 92

Annexure 95

IX
 Chapter 1

Introduction

One of the important message that Allah Almighty deliver to his Holy Prophet (P.B.U.H)
Is IQRA: mean read. This message delivering to him which indicate the importance of reading,
learning and education in Islam. One of the important factor that determines superiority over all
others creatures of the world Education is the process of facilitating learning of the acquisition of
knowledge, skills, values, beliefs and habits. Religion has great influence on people behavior
pattern. Religion Muslim men and women lays a great emphasis on education irrespective of sex.
In Islam woman enjoy freedom of education, thought, belief and equality like men. One of the
important factor that determines superiority over all others creatures of the world in his ability to
learn “Iqra” that said Allah almighty to Muhammad (S.A.W) in his first message to him “read”
which indicate the importance of reading learning and education in Islam. Education is one of the
fundamental institutions. It is the necessity of all human beings. Education must provide the
opportunities for self- fulfillment. Education is an extremely important tool for humans. Women
are an important part of every society. The progress of society and nation depends on greatly
participation of women in every field of life ( (Akoller, 1990).

Women are an important part of every society. The progress of every nation and society
depends on greatly on women participation in every field of life. In developing countries they
considered depend. Women are encircled by the age old customs low literacy level, under paid
labor and an unbroken cycle of child birth in urban and in mostly in rural areas. Women are
economically unproductive individual and their role in rural areas as well as urban areas is not
recognized. Therefore women need to make more concerted efforts to get their role recognized.
Women have different role such as mother sister and wife which she perform at different stages
of her life. The women being a wife have the only duty of bringing up the children. Educated
mother is superior to by an uneducated mother. Awareness about the importance of female
education is not a new phenomena. But there is a gap present between male and female child and
literacy. Literacy rate vary from region to region as well as in case of sex. For instance, literacy

1
rate in rural areas are lower as compared to urban areas. Similarly, female literacy rate are lower
as compared to those of female (Hamid, 1993).

By extending the meaning of education and by including those factors in the process
which have differential proximate aims, ultimately directly or indirectly influence the human
behavior. Education is the process of self-realization of individual. Plato define education,
developing the body and soul of all the perfection which they capable of education also helps in
bringing about social change in the society. The process of education is to acculturate the
individual and develop his capacities. The most liberal definition of education, where it is
understood as development and refinement of one’s personality, without necessarily an eye to
economic advantage, have been out of use for long and one find only scattered instance of the
practices of education such as aims (Ghafoor, 1994).

Universalization of primary education remains a major objective of all the government of

the world. For achieving primary education, the committee of primary education considered that
is essential that a national system of education should be based on the strong foundations of free
and compulsory primary education. Primary education is the initial stage of education. It has its
basic aim to create, establish and offer opportunities to all children regardless of age, gender or
country region. Education is one of the fundamental institutions. It is the necessity of all human
beings. Education must provide the opportunities for self-fulfillment. Education is an extremely
important tool for all human beings. It enable human to move in society, with the help of
education, a man is able to survive in the society. Education for female are also important and
necessary as for males. Because, Islam .gave importance on the education of both the genders.
(Lavy, 1996).

To seek knowledge is a sacred duty, it is obligatory on every male and female, seek
knowledge educate yourself be educated. The importance of education in Islam is more. So
therefore it clear in the Holy Quran:

2
In The Holy Quran, Allah Almighty Says That:

Are Those Equal Those Who Know and Those Who do not Know? (surah-Al-Zumr,
ayah, 9)

In the Holy Quran at another place:

Allah Grants whom He pleases and to whom wisdom is granted indeed he receives an
overflowing Benefit. (surah-AL-Baqarah, ayah 269)

Allah provided Adam with the basic knowledge of things, which Islam gave great
importance to education. It created comprehensive system of education. According to Islam, the
human beings did not start its journey of life with ignorance and darkness, but with knowledge
and light. The Holy Quran also says. The Allah Almighty taught distinguished Adam from all the
creatures. The aim of education is to seek the pleasure of God, to remove ignorance from oneself
and other illiterate parsons and work for the betterment of the society. The main aim of education
is to make difference between right and wrong. In other words, to enable the human beings to
guide and shape their natural propensities towards right direction and to inculcate love, affection
and a strong sense of obedience inside so that they can live in this world, these are the basic
purpose of education in ISLAM. Education play a vital role in the development of society and
human beings. Education perform various type of functions in the lives of human beings, it
enable them to move in the society, to make difference between right and wrong transformation
of culture, social integration, career selection, techniques of learning skills, socialization, rational
thinking, adjustment in society and patriotism. primary education is a first stage of education. It
is a formal education that is necessary for every human beings to move in the society. It is
essential for all humanity. It is a first stage of formal education that coming after pre- school and
before secondary. This education is so important for all the members of society. It is compulsory
for both the male and female. (Haque, 1998).

It is very essential formal education, it enable a male and female to move in the society
because no one can survive in the society with essential education, without education the
structure of society become damage and this society is not able to move, when a society is

3
damage it causes disturbance among the members and institutions of the society. Education is
the voice of education sector worldwide from early childhood education. Education is guided by
the principal of democracy, human rights and social justice. It is independent of government and
international intergovernmental organizations. . It is self governing and free from influence or
control by any political parity or ideological or religious grouping. Education promotes and
protects the rights of all females. Education must serve both the values of the society at the local
and global levels as well as cultural, democratic, social and environmental service to a
community. Because every citizen of every state has the right to a quality education, providing
education that serves females needs will be a primary challenge for lifelong learning from early
childhood education to primary education. A crucial ingredients of quality education is teaching
quality.Woman are facing many barriers toward getting education. Every day woman are facing
barrier to education caused by poverty, culture norms and practices, poor infrastructure, violence
and fragility. A lack of learning material, being the wrong gender, having no teacher and a lack
of fun. It is self ding on education. Education is a basic human right, but many children still do
not have the opportunities to learn especially, if they are live in poverty and are females. Poverty
is a major cause and barrier toward female education that many females that are livening in
poverty are facing this barrier. Education is the right of every citizen of Afghanistan. The basic
scenario in post- conflict Afghanistan is quite encouraging in terms of the progress in enrolment.
The fact that the women education has been established as a basic human right in the constitution
of Afghanistan toward female education in Afghanistan. (Ramachandan, 1998).

The country finds it extremely challenging to ensure the constitution provision of the
each women education in Afghanistan. But in 1970 it suffered from the invasion of soviets
followed by the extremism of Taliban. Afghan were engaged in a war for more than a half
century, therefore, present education is general, and educational context is understood from the
perspective of historical view. Progress of female education since the overthrow of Taliban is in
fact phenomenal. However, it must be acknowledged that the country gender parity indices
related to adult and youth literacy and the primary education gross and the net enrolment rates,
still depicts the greatest educational disadvantages for female and girls in the region. The
situation in the country has continued to be risky for girls opting to persue an education. There

4
are many barriers that woman are facing in Afghanistan, such barriers are poverty, cultural
context, state policies, strategies and barriers and school atmosphere. Since the 1990 world
declaration on education, there has been significant progress made in addressing gender
disparities in access to schooling in Bangladesh. Access to girls education has been increased
through initiative such as community school for girls and training of female teachers. Bangladesh
and Maldives are the only two countries in south Asia where gender disparities in primary
education are in favor of girls with Bangladesh experiencing a significant increase in their
education for female. Although, gender disparity in enrolment has been achieved in Bangladesh,
the incidence of boys and girls discontinuing school during primary level is still very high. In
rural Bangladesh has been established a relationship between girls delayed marriages and
educational attainment (klasen, 1999).

In the weak enrolment of minimum legal age of marriage the best most Bangladesh
parents have done is to wait till puberty for their daughters to get married. Bangladesh has an
ethnic minority population of about 1% residing in three hill districts Chittagong hill tracts.
Analysis of school enrolment of children belonging to 4 of the 11 ethnic groups revealed that
they lag behind substantially indicating that their rights to basic education has been denied.
Barriers to female education in Bangladesh are poverty, cultural barrier, state policies and
barriers and school atmosphere. Bhutan education sector policies and strategies acknowledge that
education is the people basic human right for achieving the wider social, cultural, and economic
goals set for the country, the six strategic objectives of the education sector include expanding
basic education for the entire population and continuously improving the quality of education.
The available quantitative another information on quality and efficiency of primary education.
Depicts an encouraging trend with very low grade repetition and dropout rates in the country.
Barriers to education in Bhutan toward female education are poverty, cultural barrier, school
atmosphere (Ray 2000)

The rate of female literacy in India has been increased by almost 14% in the 10 years
between 1991 and 2001. But the absolute number of illiterate female has been remained almost
same. India is still a long way from achieving gender parity in literacy. India presents a very
perfect educational context where progress made in girls education in the past 10 years. such

5
indicators in the education are literacy, school enrolment, learning outcomes, retention, survival
and transition, and higher level education and attain gender equality Education and female
literacy situation vary across states as well as among different social groups and between rural
areas. Women are facing many barriers for the completion of their primary education, such
barriers are as cultural barrier, poverty, school atmosphere (Habib, 2004).

Education for female given importance at international level such as:

To educate girls is to reduce poverty. (Kofi Annan) No country can ever flourish if it
stifles the potential of its women and deprives itself of the contributions of half of its citizens
(Michelle obama) women share this planet 50/50 and they are underrepresented their potential
astonishingly untapped. (Emma wastan)

It is also right that education is not defined by what one study in books but it is gained by
nature and nurture. However, education defines the correct way to interpret the learning from the
environment as well as nature that can enhance the awareness and brings knowledge ultimately
which can be applied in every path of life Education is a basic human right and fosters economic
growth and human development . education is right And responsibility of every citizen of the
country because it enables one to move in the society , and also make them able to take right
decision in their lives, also enable them to follow the rules and regulations that are implemented
upon them. Ghana evidence suggests that the costs of post-primary schooling are more important
determinants of primary school enrollment in less developed countries than the costs of primary
schooling (Qureshi2004)

Pakistan is a poor country and still fighting for economic stability, security, education
and health needs for its people. Unfortunately, its rating for corruption is seventh in the world.
Women are one of the most vulnerable groups that we simply cannot ignore. I would like to
highlight the factors that only cause low self-esteem among women of Pakistan. Most of women
have no access to free education. They are housewives and do not have sources of income. They
have no say in taking big family decisions. Women are victims of violence in 2011 Punjab is one
of the biggest province of Pakistan. The social fabric of Punjab consists of hierarchy based on
caste, class and community. There are huge regional differences to contend with. The obvious

6
diversities in women’s situation in different regions of the state extend to health, literacy,
education and sex rate of mortality, employment, incidence of poverty, political participation,
decision making in family and so forth. Education is a light and it make students literate. Both
boys and girls have equal right to be educated and it is important to make the nations
development. The growth and progress of any society can be achieved by education.
Technological innovation and economic growth can be raised motivated and established by the
human capital. Social improvement can be achieved by education. The development of a country
depends on educational achievements and equal distribution of education in both males and
females. Girl’s education is more challenging and significant than boys education. The tendency
of unequal distribution in male and female students creates problem of a nation’s development.
(Khan, 2007).

Girls in rural areas in developing countries have limited access toward education. Lack of
information and education on menses aggravates the problem. In developing countries
traditionally the conservation of sex in adjoining ages is unthinkable among families, in this
manner, grandparents regularly are charged with the role of discussing puberty and sexuality.
Adolescent females in developing countries may have no formal wellbeing training inside the
educational system muddled by the way that guardians or parental figures may not have the
knowledge or ability on how to communicate effectively with their young daughters regarding
their education ((Bhutan, 2007),

Education plays critical role in the development of a country, reducing poverty and help
citizen. It creates opportunities for socially and economically deprived sections of the population.
Without educating the female population, achievement of better and higher standards of living is
not possible. It is now believed that female education increase child schooling Girls education
increase income both at the individual as well as at the national levels. Women receive higher
returns to their investment in schooling Female education results in more productive farming and
faster economic growth educated mother are more likely to send children to schools than
uneducated ones. Educating girls leads to smaller and sustainable families (Tembon and Fort,
2008).

7
 Education plays a vital role in human capital formation. It raises the productivity and
efficiency of individuals and thus produce skilled manpower that is capable of leading the
economy towards the path of sustainable economic development. Education is not only a human
right but also a powerful tool for women empowerment and a strategic development investment.
There is a clear multiplier effect to educating girls, women who are educated are healthier,
participate more in the formal labor market earn more income have fewer children and provide
better healthcare and education to their children compared to Girls education is a human right. It
is also our responsibility. Educating girls contributes significantly to the development of a stable,
prosperous and healthy nation state whose citizens are active, productive and empowered .( khan,
2009).

Gender biased curricular in schools train women to be western styles housewives, petty
traders and farmers rather than scientist, professional and civil service worker. Many girls lack
role models and supportive teachers to guide them to higher achievements. Many of them are the
and farmers rather than scientist, professional and civil service workers Many girls lack role
models and supportive teachers to guide them to higher achievements. Many of them are the first
females in their immediate families to attend school and most of their teachers are male.
Although they attend school, girls are still expected to ‘perform their everyday family duties
such as laundry, cooking and selling goods in the market (Chaudhry &Rehman, 2009).

The most important tool for the development of the human is education. It is considered a
human right universally and is a significant component of opportunities for that must be provided
for the women’s providing women with equal access to education is the most important tool for
enabling them to take part in social, political and economic life of a society providing education
is undisputedly the most certain way of empowering an individual to enjoy his or her human
rights. Education is a basic human right. Lack of parent’s interests, big family unit corporal
punishment and lack of governmental protection are also the major factors contributed towards
leaving school (Sather and Haque, 2010).

8
 Pakistan has long been an international outlier in gender gaps in Pakistan. Girls lag
behind boys in education access in quality of schooling available and in the outcomes of
education. It is a common matter held view that Pakistani society is a traditional society. The
social and cultural context of Pakistani society is usually categorized as “patriarchal”. There is a
prevalence of the culture of honor. Gender is one of the organizing principles of Pakistani
society. Patriarchal values embedded in local culture and traditions predetermine the social value
of gender. Household related factors have been raised more with the passage of time when
education cost increased Access to primary education is taken to be a basic right of every citizen.
All citizens need to be literate to function productivity and to make their full contribution to
society as well as to realize their own potential Education must provide the opportunities for self
– fulfillment. It can at best provide a rich and challenging environment for the individual to
explore in his or her own way. It goes without saying that progress and prosperity of a country
largely depends on the choices education made available to its people (British council, 2012).

Education is the backbone of the of the infrastructure of any country. It is the most
powerful instrument of change. Education is a vital element of society and basis for all the
development. Access to basic opportunities leads to improvement in women empowerment and
their relevant activities ultimately raise their status in the society. This contributes effectively to
the economic growth as a productive asset. The aim of the study aims to all barriers and
constraints against women empowerment which encourage them to gain information, knowledge
and knowledge of technology. It is essential for their growth at an individual and the society
levels. It aims to view all conditions due to which families are forced and compelled to live in an
isolated atmosphere without reach to basic legal rights. Pakistan ;s position within this global
context of gender inequalities in education reflects dimensions of both infrastructure
inadequacies to provide sufficient education to girls as well as societal values that place less
weight on girls’ schooling compared with boys schooling. Attitudes towards girls; schooling are
directly associated with cultural values that act as a deterrent to the encouragement of gender
equitable access to education (Ayesha and Mona 2012).

9
 Girls education represents a broader index of cultural values, consideration of economic
returns, notions of family integrity and gender ideals. Access to educational opportunities is not
shaped by provision and infrastructure but also by the family context and environment within
which decisions and aspirations around girl’s education are formed. In Pakistani culture,
marriage of the girls is considered as the main responsibility of parents and marriages within the
family, cast, and baraderi are the common social norms. Parents also find it difficult to go against
the baraderi customs. If there is no value of females education in their cast and baraderi. Parents
of the daughters also bear the financial pressure for preparing the dowry for their daughters.
These cultures practices seem to be responsible for parent’s preference to invest on son’s
education. Parents prefer to invest more on son’s education as if there old age social security is
attached with better economic ability of their sons. This provides enough justification to invest in
the education of their sons.( Bushra, 2013).

Son preference impacts directly upon daughter discrimination as parents view their
household resource as being both finite and structurally skewed towards their sons as inheritors
and thus investment for their future of the family. Parents do not necessarily see education as a
human right but as a discretionary power which they can exert with regards to whether or not to
send their daughters to school. Issues of safety and security of girls affect their access to
education. Travelling long distance to attend educational institutions usually consider as threat to
the personal security of girls. The incidence of girls sexual abuse and the importance attached to
the personal security of girls dominate parents to take decisions of not sending girls to
educational institutions especially when they grows up and the school is at long distance
(mucherah, 2014).

Education is an extremely important tool for humans. Woman is an important part for
every society. The progress of society and nation depends on greatly participation of woman in
every field of life. But in rural areas woman are not allowed to get primary education. Because
people are not preferred education for woman in these areas. People of rural areas are so
conservative and narrow minded, so due to their narrow-mindedness they deprived female from
the opportunity of education. So they face many problems to get education. But in rural areas
female are not allowed to get primary education. Because people are not preferred education for

10
female, people are so conservative and narrow minded. Due to this ways female are deprived
from education. Therefore they are faced many problem to get education. Parent’s negative
attitude toward educating daughter can also be a barriers to girls education. In rural areas many
parents preferred education for sons, as an investment because the sons will be responsible for
caring for aging parents may see the education of daughter as a waste of money because the
daughter will eventually will live with their husband families and the parents will not benefits
directly from their education (Qureshi2015).

And another barriers to female education to rural areas is the lack of schools facilities
females are also deprived from education in rural areas because they are not motivate to becomes
educated due to the lack of awareness about education. In rural areas female are limited. They
are not enjoyed equals rights. In rural areas females are totally deprived opportunities for getting
education. Education is emarginated dream for the female of rural areas. Woman is facing many
problems in rural areas towards getting education. Parents negative attitude towards educating
the girls prove as a barrier for education of woman. Many parents preferred education for sons,
because they have a negative thinking behind this, they think that education to educate girls is a
wasting of money, so they are against for the girls education. They think son education as an
investment because the son will be responsible for caring for aging parents, because the
daughters will eventually live with their husbands families and the parents will not benefit
directly from their education. Another barrier toward female education is lack of schooling, it is
a big face tor that effecting female education is lack of schooling, it is a big face tor that effecting
female education in rural areas, because most parents not allow girls to go to another village or
city for getting education (Habib, 2016).

Female are totally deprived from the opportunity of education, they are facing many
hurdles in getting education. Woman is also facing cultural barriers because most parents not
preferred education for girls due to concept of purdha. Parents are leading a miserable life, they
are unable to feed their children, so due to their poverty they can’t afford education for their
daughters, and poverty is a big curse in way to girl’s education. Some of the parents are not
interested towards their daughter’s education. They pay no attention on the girls. They think that
they are only for home responsibility and education is not for them. Lack of basic needs cause

11
girls to dropped out from the school at their early age, because their financial conditions are not
strong that their parents afford education for them (Bushra, 2016).

Child marriage also affecting girl’s education, because most of the girls leave their school
study due to their marriage, they are need to care and protection when they gave birth to a child.
It is very alarming situation that the girls are facing in rural areas. It is also affect girls health.
This situation has a bad and damaging affect on their psycho and loss the level of their mentally.
Due to over burden of the work also influence their physical health. Most of the girls leave the
school due to long distance from the school .because school are far away from their houses. In
many of the villages there is no facility of school available for the girls in their village and they
went to another village for getting education .some of the parents not allow to their daughters to
went in the other village because they feared due to insecurity. Some of the most families, face
the problem of large family size .parents hardly full their bread and butter so in this miserable
condition they only feed their children and unable to provide for them the facility of education.
Teacher’s unpunctuality at school also has a bad effect on the girls education. Teachers
qualification is also so matter because unavailability of female teachers and their qualification
effect girls education in rural areas. Most of the parents not allow girls to get education due to
male teachers and sexual harassment at school level cause girl’s school leaving. In rural areas,
girls are deprived from the facility of education because at their early age their mothers force the
girls to help with them in household work, so become busy in these kinds of works they can; t
pay attention towards their studies and at the end of the year they failed in the examination and
parents force them to leave the school.(Adams, 2017)

Gender discrimination also influences girl’s education. Most of the parents gave
preference to boy’s education and not pay attention towards girl’s education. They thought great
aims for the boys and girls only household work and for their marriage. Parents this kind of
attitude has a negative influence of girls psycho and also affects their thinking level. This
unequal and a sense of deprivation has a damaging effect on them. In Pakistani society more
resources are invested in education and development of boys than girls. The preference for sons
due to their productive roller dictated the allocation of household resources in their favor. Male

12
members of family are given better education but on the other hand female family members
taught domestic skills and how to be good mothers and wives. (Khan, 2018).

Girls in rural areas are facing the problem of transport; they have no facility of transport
to go to school. It is a compulsion for them to go to school on foot, so most of the parents not
agree to allow them for schooling. Therefore they leave the school due to this barrier. Migration
system also affects their education system very badly. Because most of the parents migrated
from one place to another for their livelihood. In this way they cannot pay attention to their
children schooling specially girls. Society also has a negative impact on the education of the
girls, most of the parents not preferred education for them. Because they have a conservative
thinking and a low level of mentality. So due to their mentality they force the girls to leave the
school. They think that education for the is not most necessary but the household work is most
important for them. Therefore girls start working at an early age and not take interest in their
studies. Due to their lack of interest in education they failed in the examination and this failure
causes their school leaving. Institutional problems also play their pivotal role to prove as a
barrier towards female education in rural areas. Such as lack of schools, lack of furniture, lack of
building, lack of teachers, absences of teachers, insufficient staff, unpunctuality of the teachers,
punishment by the teachers, lack of proper security management are the factors that causes girls
school leaving (shami and Hussain, 2018).

Cultural barriers are also proving as a hurdle in way of female education In the rural
areas. Because due to this parents have a negative thinking toward girls education. They think
that education makes them rebellious and it also increase self confidence in them and make them
to take decision regarding their life such as marriage. Therefore they pay no attention on their
education and deprived them from this opportunity. Therefore in rural areas of Arifwala these
barriers are playing their role as to force girls for school leaving. Women are forcefully deprived
from this opportunity and they are unable to take part in these kinds of activities. So in rural
areas woman are unable to access towards education. Parents pay no attention towards girls
education in rural areas in Arifwala.

13
 They totally deprived their daughters from the opportunity of education. Woman faces
barriers and hurdles in getting their education. Social issues also prove as a big hurdle towards
girl’s education in rural areas in Arifwala. These issues play their role to create a sense of
deprivation in the woman. So due to this deprivation they have lack of interest towards their
studies. So at the time of examination they have face to failure. In rural areas of Arifwala,
education has become a dream for every girl. Because they are deprived from this opportunity
and unable to access education. So in rural areas woman are not able to acquire knowledge. They
have face many hurdles and barriers in their way to education. These barriers are the main pillars
of female school leavening in rural areas of Arifwala.

Significance of the study

Sociology is the scientific study of society. Society can be divided into different
institutions which are organized for meeting human needs. Such as::

 Family
 Religion
 Politics
 Education
 Economic

There are the basic institutions on which society revolve and if any of the institution is
disturb the whole society is disturb. Society is based on these institutions the general function of
social institutions is to provide basic needs to society and for its individuals dominate social
values and bills of right and provide role for individuals.

Education is one of the basic human rights. It is a basic institution for all the mankind.
Education makes man able to move and work in the society. Because society based on education,
no one can move and work in the society without education. Education plays a vital role in the
lives of the individuals of the society.

14
 I will explain the barriers that females in rural areas are facing while getting education. I
will explain the behavior of the parents towards female education in rural areas. Education is the
basic necessity of all human being. But gender discrimination also affects education, because
parents prefer education for sons rather than daughter’s education.

Education is one of the needs of every female. But in rural areas female are not allowed
to get education. Female are facing hurdles in their way to education. Concept of “purdha” also
affects education. Because in rural areas female are deprived from this opportunity due to
purdha.

I will also explain parents and society based attitude towards female education in rural
areas. Education is the right of every female of the country. Because education of a girls is the
education of a family, because a educated girls causes a educated family. In rural areas education
is more common for female and provides them with facilities to get education. So, in this way
they can be able to get education without any hurdle and barriers.

15
Objectives of the study:

1. To explore the parents attitude toward female education.

2. . To find out the barriers that the female are facing for getting education
3. . To evaluate the people attitude of rural areas for female education.

Research questions:

1. What are the main barriers in getting education in rural areas of Arifwala?
2. What are the main causes of barriers for female education in Arifwala?
3. How customs effect in getting females education in rural areas?
4. Do you think parents thinking affect female education?
5. Do you think harassment at school causes female school leaving in rural areas?

16
 Chapter 2

Literature Review

Davison and kanyuka, (1992) stated that in this research financial and socio-culture
barrier impact female education. Sexual orientation predisposition in picking younger to send to
class depends on the monetary advantages to guardians and more youthful kin for instructing
guys as opposed to females. What’s more, guardians in rural areas are hesitant to surrender the
advantages of their girls family unit work. Yet view of the overall significance of teaching young
men over young females are installed in the all – inescapable procedure of sexual orientation
organizing that starts in the home and follows a young lady to school. Our examination indicted
that educators assume a critical job in affecting the scholastic inspiration of their understudies.
Instructor’s negative and positive expectations of what their understudies can achieve in class
practices and in national assessments directly affect. From our perception of collaboration among
educators and understudies in each of the four schools. Changing cultural perspectives a simple
errand especially in rural areas where customary sex convictions and standards endure. An
dynamic battle to change generalizations about females using media at the national level can give
a start. Correspondingly, institutional mediations to ensure that young ladies indicating scholastic
guarantee be guaranteed money related help potentially through an administration governmental
policy regarding minorities in society professional gram- will expand their odds of remaining in
school. Similarly in significant as parental and cultural perspectives are those of school staff
toward female students...

Hawley and whirter, (1997) stated that this study examine that society keeps on being
influenced by the unavoidable social issues of prejudice, sexism, classism and contrasting
degrees of instructive and profession fulfillment for female and ethnic minorities must be
comprehended inside the settings of these impacts. The assessment of saw profession and
educational boundaries is one road to understanding the more solid impact of these impacts. The
consequences of this investigation propose that secondary school youngsters also seniors know
about the potential for sex and ethnic separation in their future working environment and of
potential obstructions to the quest for postsecondary education. The greater part of the
noteworthy contrasts in apparent boundaries were in the conjectured course offering support for
17
the exploration theories. Mexican American and female young people foresee progressively
ethnic and sex discrimination in their future working environments separately and see more
obstructions to their quest for postsecondary education. This examination is the first to analyze
seen hindrance to education and vocation among an example of young people. And in any event
incompletely addresses call for explore examining.

Toor and parveen, (1998) explained the objective set in the national policy on education
(1998- 2010) for essential level education is 90% of the offspring old enough gathering of 5-9.
This once more was a feasible objective, gave the accessible assets were effectively utilized.
Furthermore, program mediations were made in an auspicious manner. Be that as it may, during
the most recent five years, it has not been executed successfully and proficiently due to fast
populace development, inadequate political will, a time of undemocratic administration and poor
administration of rare assets. Ladies and young ladies have been generally influenced by these
negative elements. The education rate for females is just 35%, contrasted with 59% for guys and
in certain status the female literacy, enrolment and achievement rates are much lower. There are
many issues related to low enrolment of females such as poverty and economic issues,
inadequate school infrastructure, genders bias in content and teaching and learning processes and
poorly qualified teachers. The analysis of the study indicates that the age of the child parents’
schooling particularly the mother, income per capita of household head and distance to school
are relevant variables in explaining the probability of female enrolment at the primary level.

Hazarika, (2001) explore that this study inspects the sex contrasts in affectability in the
grade school enlistment in expense of post essential tutoring in rural Pakistan. Of all proportion
of expenses of tutoring just good ways from elementary school is seen as factually noteworthy
determinants of female grade school enlistment. Interestingly, all proportion of expenses of post
essential tutoring just good ways from center school is a measurably noteworthy determinant of
male grade school enlistment. This has the arrangement suggestions that of measures to ease
school supply limitations, improving access to grade school, not post elementary schools, will
diminish the present sexual orientation in provisional elementary school enlistment.

18
 Saqlian, (2003) explore that this study analyze the issues of young female enrolment in
primary level in Pakistan. There are issues of approving conditions, acknowledgement of female
education as open system and operational limit. Concentrating on operational limit the study
presumes that the operational can be improved to make open an incentive by guaranteeing
accessibility of prepared female educators, nature of training, making schools young female
neighborly in the accordance with the socio- social necessities. Improving access to schools,
network interest, decentralization, and consideration of female in the board straight forward
spend techniques, preparing for the supervisor, impetuses for the instructors and a successful
observing and assessment component. These activities will upgrade operational ability to
improve young female enrolment at primary level.

Colemen, (2004) conclude that there is barriers towards female education to disappointed
performance encumber women abilities in the society. Gender disparity is also most important
hurdle toward female education in the society. Female low literacy rate is also a major barrier
toward female’s country participation. Female education contributes toward agriculture
productivity and increase the economy of the country.

Aslam, (2005) stated that this recent study focuses to noteworthy professional male
inclination inside family units in the portion of education uses. This brings up two significant
issues. Is less spending on the enlisted young female then young men through differential for
school type decision from the two genders? for instance for a more noteworthy probability
sending young men to expense charging based tutoring schools? By and large then young men?
By posing these inquires this study makes three commitments to the writings. Initially, there is
one of a not many examinations in Pakistan to investigate the subject of the general adequacy of
open and tuition based schools regardless of there being an uncommon extension of expense
charging non- public schools over the most recent two decades. Furthermore not at all like this
existing study which center on essential tutoring. This examination sees potential learning holes
by school type for understudies of their last year of center school, extremely close to their change
to optional tutoring. Thirdly, it abuses exceptional purposively gathered information from
government and tuition based school understudies and along these lines. In assessing
accomplishment creation capacities can control various factors normally surreptitiously by

19
analysts. The discoveries uncover that the young men are without a doubt bound to be sent to
tuition based schools then young female inside the family units. So differential school type
decision is significant channel of differential treatment against young female. Non- public
schools are likewise seen as of better quality. They are more viable then government schools in
giving arithmetic and proficiency aptitude. Young female miss out opposite then young men in
wording of lower inside family units. Instructive consumptions as well as for as the nature of
tutoring go to school.

Carville, (2005) took a gander of 12 ladies in his paper who are on government assistance
and their boundaries to getting self adequate through instructions. They are in provisional region
in the territory of Louisiana and depended on government assistance as an emotionally
supportive network. I will analyze their capacities to in the end get instruction and stable
business. Right now, utilize the subjective information gave by Dr. Pam Monroe of Louisiana
state university to look at the connections of tutoring, abilities and late work experience to the
ladies ways to turning out to be independent. This investigation gives data on the degree to
which training prompts work soundness and the absence of instruction prompts destitution. This
current person; subjective confinements would be apparent in any work or training. She had no
steady transpiration, no family support and no customary work hours which are all required for
her training and experts levels. These variables alongside wellbeing concerns and absence of
understanding that she should scan for her own activity constrained her in each limit.

Pirzada, (2006) stated that this study analyzed that the issues in regard to boundaries to
young female education in provisional Pakistan. The information in drawn in different sources
and a few obstructions have been recognized which are the advancement of accomplishing
education for all. Education for all is the Human Right and guarantees great quality instruction
everything being equal, particularly for the females from the year (2015). Pakistan additionally a
signatory for EFA. But the objective of accomplishing education for all is yet as shifting. The
government of Pakistan is endeavoring hard to improve the circumstances and accomplish the
alluring targets. However the condition of education for young female in country zones in
Pakistan is disturbing. There is absence of instructive offices for young female, young female
instructive achievement in Pakistan is failing due to fulfillment of degree for young men. This is

20
found in education level and in school enrolment figures which uncover enormous numbers of
females have constrained access to even fundamental education. The general rate of education in
Pakistan is 43% it is alarming. .there are numerous boundaries and social explanations behind
this unevenness, for example, absence of instructive offices for young female. The issue of
dropout is intense and the level of dropout before finishing the evaluation is high. Destitution is
another hindrance toward accomplishing the objective of education for all. Destitution is firmly
identified in occurrence by kid work. One of the most widely recognized explanations behind
youngsters not going to class that their families need to them work. Poor families are compelled
to include all individuals in a pay creating exercises, including kids, deal to their kitchen
education for all is not simple. There is a requirement for genuine duty and methodical wanted to
guarantee the consideration everything being equal particularly young female education in the
country zones of mentioned boundaries in Pakistan.

Maia, (2008) stated that this study analyze that unmistakably young female entrance and
maintenance the essential education alone cannot make adequate conditions to empowering
female full investment in extensive cultural improvement. The learning itself just instructional
method ought to be sexual orientation touchy so as to engage to young female and challenge sex
segregation. Extra research should be done to gauge existing circumstance in Mozambican
schools as for as gender sensitive instructional method/ strategies and educational plan sex equity
in study hall treatment ought to be evaluated and if there is the proof concerning unmistakably
differential treatment of young female and young men coming from the educational plan and
teaching method at that plan quality oriented compensatory strategies should be embraced to take
out such practices. In addition more extensive socio social arrangement should be executed
which will encourage change in attitude of individual with the goal that they comprehend
requirement for the equivalent treatment for young female and young male. Nonetheless
Mozambique comes up short on the assets for exceptional no matter how you look at it changes
right now and beginning with littler and simpler goals of sexual orientation equality may end up
being progressively proper. As talked about this study purposeful endeavors are required
annihilate hindrance to rise instruction open door for Mozambican young female. By making
essential tutoring socio- culturally adequate monetarily engaging young female and their

21
families. MOE have the option to begin battling the reasons for sex imbalances in education
framework. Thus the expansion in the young female interest for optional education ought to
follow. This is critical not just to advancement in Mozambican female and society all in all yet in
addition due to the way that the necessity to expend 25 supplies of qualified essential female
educators may be fulfilled if the auxiliary frame work is extend. There will be various boundaries
to development of auxiliary framework. In any case the hindrance to young female fairness to
auxiliary school would be less intense if the MOE guarantees auspicious usage of correct
strategies for the end of sexual orientation hole in essential education. Albeit battling sexual
orientation disparities in elementary school is a significant informative objective. Strategy
educations that can be utilized to accomplish the most cost- productive and practical outcomes
are not constantly clear. Randomized investigation is required to completely survey the expenses
and advantages of elective arrangement blends. Simply after the minor money saving advantage
examination of aftereffects of randomized investigations should be done. It should be
conceivable to begin nationwide changes coordinated at the destruction of sexual orientation hole
in essential education.

Schurmann, (2009) stated that the female secondary school stipend in Bangladesh was
built up to expand the enlistment of young females in optional schools, subsequently postponing
marriage and childbearing. This examination analyzed the existing information utilizing the
social avoidance structure to explain the essential exclusionary factors that have kept young
female from instruction. Badgering, destitution, a supremacy of marriage and labor and
investigated the degree to which the venture has lessened such boundaries. While causality is
hard to set up information suggest that the stipend program has added to the ascent in tne
enlistment of young females in the optional schools. Questions stay with regards to the effect of
the stipend program in postponing marriage, strengthening of young female and females and
upgrading work opening. An exhaustive appraisal of the effect is required. The contextual
investigation proposes that if the program configuration had concentrated on the quality and
substance of education and the more extensive monetary and social setting. More open door
would have been for social and financial support.

22
 Rasian, (2009) conclude that there are many barriers and challenges that have to be faced
by the developing countries regarding education. There is always the lack of institutional
arrangements and financial constraints that are facing by the females in the rural areas. Females
in the rural areas are deprived from the facility of education so in this way they are unable to get
education. Due to their illiteracy they cannot participate in the development of the country.

Khan, (2010) stated that education for all is a worldwide trademark and administration of
Pakistan is to resolved to accomplish the objectives of universalization of essential education.
For this legislature is setting up new schools in rural areas with the goals that an ever increasing
number of kids can gain admittance to class. Public, private association and cooperation with
non- government associations are the means to achieve the degree of universilization of essential
education. Government is attempting to make schools alluring for youngsters and is acquainting
plans with draw in guardian also. There are number of issues like neediness, numbness, low
quality of educating which influence the government endeavors. The point of the examination is
to feature the issue in the universalization of essential education in Pakistan. A poll was created
on five point like scale for knowing the assessment of education about the issues in the
universalization of essential education. Every announcement of the survey was checked by
utilizing chi- square system. It was discovered that destitution absence of mindfulness about
significance of education. Social qualities are the principle issues in accomplishing
universalization of essential education. Essential education is based on discoveries it is suggested
that mindfulness about education might be made among the guardians public schools assume that
their jobs in diminishing the dropout rate. School educational plan may structure as which
coordinate the workplace.

Farooq, (2010) stated that primary education is not just the bedrock for different degrees
of education and social prosperity of people yet additionally fills in as a key determinant for
cultural and national monetary development. The primary reason for this examination was to
investigate the reasons for dropout by achieving the voices of elementary school dropouts so as
to survey and forestall this marvel. This investigation was subjective in its tendency on the
grounds that there was no such accessible investigation from the dropouts. Information was
gathered from 104 kids who dropout from primary schools by utilizing meeting plans. These

23
dropouts were recognized by utilizing snowball method. Their reactions were archived and
topical methodology was applied for examination. This information helped in understanding the
conditions that drove them to the drop out point. Most of the dropouts announced that school
based issues. For example unpleasant condition of primary school, un- went to trouble in
learning, absence of enthusiasm for considers, absence of enthusiasm for school, whipping, class
redundancy and absence of co- curricular exercise as reasons for their dropping out. Different
causes were family based for example, youngster work and family emergencies. A few dropouts
detailed individual causes, for example, unexpected frailty and mental bluntness. In the light of
dropouts; voices the examination attempts to legitimate comprehensive education framework as
the most suitable answer for anticipation of dropout of in danger understudies in grade schools in
Pakistan.

Khan, et al, (2011) stated that the high pace of dropouts in Pakistan is a reason for
concern and it implies that social and open strategies must be realigned to handle this significant
issue. In spite of the fact that there are numerous explanations behind youngsters dropping out of
school as given in different examination regarding the matter. This study attempt to investigate
the reason from the point of view of young females. Folk, educators, understudies. The
discoveries right now drawn from an exploration study on dropout in Pakistan dependent on the
nationwide information gathered from four regions Azad Jammu Kashmir and the government
capitals. Information was gathered and dissected by utilizing basic distinct strategies. The
significant explanations for the dropouts will be talked about the finish of the paper with
proposals why guardians in provisional territories in the most proficient method to handle the
issue of high dropouts rate.

Maqsood et al, (2012) stated that the current study planned to explore the difficulties
which young women needed to face to defeat the social impediments to get advanced education.
The investigation concentrated on the large number of hindrances and difficulties female needed
to confront adopting procedures received by young female to overwhelm these boundaries and
outcomes young female needed to experienced during adapting techniques. And the effect of
their battle to secure advanced education on different young female of their family and network.
Subjective examine approach was received so as to think about abstract understanding of

24
respondents which they encountered while getting affirmation in schools .top to bottom meetings
and FGD were set up as a regular occurrence in light of the fact that the exploration question of
the present examination required both broadness and profundity. The discoveries of the
examination proposed that social boundaries looked by young female depended on
generalization of sex jobs. These generalization sexual orientation jobs were the impression of
estimations of male dominant society. The examination likewise featured that young female
needed to confront family disdain to persuade their folks for social getting confirmation in
school. In likewise uncovered most critical findings about the battle of young female to beat
social hindrances associatively brought some positive ramification for different young female of
their families. The endeavors of a family understudy in a family had opened new vistas for
different young female of the family to secure advanced education. In aggregate, there is a
positive change right now heading going on. The change can be ascribed to the foundation of
different schools in significant of rural areas by endeavors of the government.

Baruh and goswami, (2012) explores the elements affecting the school dropouts at the
primary level in Jorhat district of Assam , India dependent on the reactions of 120 dropouts
chose through irregular testing. The major factors impacting school dropouts were seen as family
unit work, absence of parental directions. In contemplates, huge family size, poor financial states
of family, disappointment in assessment, absence of time for study, discipline by instructors,
absence of enthusiasm for considers. The majority of the creating nations have quickly
expanding populace with a high extent of kids. The grown- up populace constantly can’t give all
inclusive instructions, preparing and other social countries to all youngsters which bring about
high dropout. Along these lines more endeavors or projects ought to be presented to take care of
the issues of these kids training. It must be handled at the parental level. A social mindfulness
must be made to accurate guardians to support their youngsters intrigue, mentality and level of
goal to steady employments and advanced education. Family unit work, enormous family size,
absence of parental enthusiasm for continuation of studies, abhorrence of instructors, sick well-
being and absence of education of guardians were found to be the significant explanations behind
dropping out of understudies from the primary schools right now.

25
 Lambert et al, (2012) stated that this exploration analyze the snags youthful. Female
understudies face while tried out open school in Ghana, especially during the critical progress
from middle school. The exploration included quantitative review information and subjective
meeting information. Three primary deterrents rose up out of the information, destitution,
provocation and a social outlook that debases female instruction. These subjects are dissected
long and program suggestions to mitigate these hindrances are given toward the end. The
assignment of expanding female enlistment, retention and accomplishment in school in Ghana is
a unimaginably troublesome complex one. Looking at the circumstance with tolerance, talking
note of how much time genuine change requires will help tired NGO proceed. Also, assuming
even one life is bettered in light of crafted by an NGO that will be an advantage to Ghanaian
society. The issue can’t be handled all at once, however in a progression of little advance, every
that can possibly change a people life.

Farooq, (2013) explore that the principal goal of the examination was to investigate
reasons for dropout by kids in essential schools and build up a model for anticipation.
Considering the writing four instruments were created to review reasons for dropout from grade
teachers. Kids who dropout their folk and educators. The respondents were of the conclusion that
the main sources which drove a youngster away from school were parental thoughtfulness, poor
parental financial condition, grade maintenance, understudy out of school friendship, truancy,
trouble in learning, understudy inclination for youngsters work over examination, failure to keep
learning, mental issues, absence of education of guardians and understudy unexpected weakness.
In light of these recognized reasons for dropout, a model for school improvement established on
comprehensive instruction reasoning was displayed. The striking highlights of this modal
incorporate social expert and school changes. Various activities are talked about for improving
of Pakistan such as excessive defense spending weak government performance compaction
government instability. Kashmir conflict is lamination also plays conservative role to welfare,
school enrollment, health and status of the children.

Ahmad et al, (2013) explore that the objective of the study is to comprehend, why
guardians in provisional territories pick minimal effort non- public schools when free
government funded schools are accessible. The examination utilized information from the

26
privatization in education research initiative school choice survey. The example under
investigation involve 5- 18 years old kids took on private or state funded school at the essential,
optional, or secondary school level in eight rustic tehsils across Punjab, Pakistan. Our
philosophy involves indicating a likelihood decision model to comprehend what decisions in
rustic settings. The variable of intrigue is guardian’s impressions of their kid’s capabilities, the
nature of the kid’s school; and the work opening accessible to youngsters. The modal
additionally control for a scope of youngsters parents and family units explicit attributes five
principal factors develop as significant determinant of tuition based school decisions. These
incorporate the financial status of the family the level of the school openness the expense of
tutoring guardians, view of school quality, and their impressions of the accessible work opening
in the district.

Bushra and wajha, (2013) stated that this study explore the empowerment of female.
Empowerment of female is one of the most significant factors which are presently being talked
about in about in every single creating nation. Right now endeavor is made to investigate the
determinants which have an effect on female empowerment in Pakistan. The example of the
investigation covers 200 female respondents of the two famous universities of Lahore. The
observational results of this investigation show that substance of education, financial cooperation
of female, neediness and financial open door accessible .to female increment their
empowerment. Right now study aside from the ordinary factors, a variable, female; keeping up a
bank account was additionally tried, which indicated an extraordinary huge and positive effect on
female empowerment. This backings the financial open door accessible for females increment
their weight age in the general public. At long last it is presumed that this critical component
impact empowerment of female and in this manner one can concentrate on these determinants to
increment. What’s more upgrade female job in the way of life of Pakistan.

Rwechungura, (2014) describe that the motivation behind this study was to investigate
the elements adding to class dropout among young female in Temeke region of Dar esslaam
Tanzania. A subjective exploratory examination approach was embraced by utilizing a semi-
organized meeting timetable of up close and personal meeting. The examination included the
example of 20 young females matured somewhere in the range of 12 to 23 years utilizing

27
purposive and snowball inspecting procedure. The discoveries uncovered that members dropped
out schools for different reasons, including, absence of money related help, loss of guardians,
guardians being wiped out, lackluster showing, pregnancy, early marriage and assault likewise
the discoveries uncovered that albeit little youngsters had dropout to school they despite
everything sought to seeking after further instructions and getting various abilities with the goals
for them to accomplish their objectives. The young female showed that the significant deterrent
to accomplishing their fantasies was an absence of adequate cash to begin their own private
venture and pay for preparing and transport costs. As most professional habitats are situated a
long way from their networks. A large portion of young female shared the worry that nobody had
ever demonstrated an enthusiasm for the particularly elements making them stop their tutoring.
In the light of the discoveries .of the investigation. the significant suggestions are for the
administration to give endowments to guardians who cannot bear to help their kids instruct sex
construction what; s more the administration as a team with different partners ought to build up
aptitudes preparing focuses inside networks in order to give abilities to little youngsters to
empower them either to set up their organization or on the other hand to discover work.

Purewal and hashmi, (2014) stated that this study focus of young female education in the
family setting include which choices around youngsters education and opportunities are made.
The study exhibits a structure demonstrating how parental perspectives to young female
education are molded by a target rationale surrounded by the thought of profits, identifying with
potential advantages of little girls; training and decency, identifying with young female
unobtrusiveness and dangers that education may present to regularizing desires for young
female. Drawing upon information gathered in 2011 in provincial regions of the regions of
Faisalabad (jaranwala town) and Chinot in the region of Punjab. The examination features how
suppositions around the freeing impacts of education verifiable in the worldwide education
programs neglect to take into account social qualities around sexual orientation standards that are
vital to informing parental mentalities towards their girl’s possibilities for education.

Mavura, (2015) focus on his study was to investigate factors that lead to dropout of
female students in government schools in kisarawe district. The study adopted a mixed method
research design employing both qualitative and quantitative research designs. A sample of 158

28
respondents comprised of six elementary schools and four optional schools, guardians, social
government assistance officials, ward training officials, area instruction officials, understudies,
instructors and guardians was haphazardly chosen. Information were gathered through polls and
top to bottom meeting to key sources. The principal’s discoveries of the examination indicated
that individuals in kisarawe accept that female’s understudies are not as significant as guy’s
understudies. This outcomes in poor female’s execution, constrained marriages, early pregnant
and absence of help in instruction chance to young ladies. The examination proposes that there
ought to be individual and gathering guiding in both essential and auxiliary schools as early
counteraction from social boundary. Likewise there ought to be a presentation of social welfare
officials in schools who will distinguish pre-adult young ladies who are not performing
admirably in order to help them scholastically. What’s more there ought to be a foundation of
extraordinary preventive projects and open mindfulness in rustic schools which ought to be
actualized by social welfare officials in their individual regions.

Odomore, (2015) stated that females around the world face numerous difficulties to
getting education. While there are numerous investigations that report the advantage to female
education just as a couple challenges that females face, there is not an examination that
condenses significant difficulties to female education, especially in modernizing nations and the
ongoing strides of different universal associations and organizations that address these
difficulties. This theory makes a difference to fill that void. It utilize explicit nations in the
creating scene to be specific Nigeria, Pakistan, India, Nepal, China, Yemen, Uganda and South
Africa to speak to a decent cross segment of creating nations., which feature a couple of serious
issues that females experience in quest for education. It finds that the difficulties to education a
while not valid for every nation incorporate destitution, strict custom, feminine cycle, youngster
marriage, war clashes, male centric conventions and hostility toward western education it at that
point looks at the significant universal reactions that address these obstructions to female
instruction. Specifically, it takes a gender at crafted by the United Nations with auxiliaries like
UNICEF and UNESCO, the World Bank, USAID, the Girls impact association, Malala Fund and
different grass root endeavors. It reason that the answer for the difficulties that females face in
getting education are starting to show a few progress, yet that more must be done, especially in

29
affecting old societies through the utilization of education itself to make new societies of balance
among guys and females.

Ashraf et al, (2015) stated that education does not merely mean to get a degree or
declaration yet its implications are wide to the point that it more ever expands one’s self
strengthening. Furthermore, education likewise expands the vision and perspective of an
individual. Education is considered as a key factor to get change human conduct. The significant
of essential education is perceived all around the world. The examination considered uncovered
that 95% of the world unskilled people live in creating nations out of which 70% were females
who are the significant patrons towards absence of education. Most of the women who can’t
peruse and compose live in Asia which obviously portrays poor proficiency pace of the territorial
nations. As indicated by UNESCO report (2012), Pakistan is among the nations , those have poor
proficiency rate on the planet while international Human Indicators database places Pakistan at
130th place out of 141 nations based on grown- up proficiency (over 15 years) in which
Pakistan’s female education rate was of the most thought and was seen as a lot of lower than
guys UNICEF (2012) report recommended that confirmed endeavors are required to improve
female education, aptitudes, regenerative wellbeing improvement and work achievement with
goal that they may increment their cooperation and authority aptitudes along these lines
guaranteeing sex equity through equivalent access of the two guys and females.

Akram et al, (2015) stated that this study is to investigate variables affecting low
enrollment and high dropout rate at primary school level in Kohat Division Pakistan utilizing
multi arrange examining. An irregular example of 260 respondents was chosen from three locals
of Kohat Division. The finding of the examination showed that poor financial condition was
primary factor behind low enlistment and high dropout rate in the investigation zone. Both male
and female kid’s dropout of schools from class three on word. Educators cruel mentalities, lack
of care and play ground in grade schools were the others factor behind dropout of youngsters
from tutoring. The investigation recommend that arrangement of an all around prepared school
personnel, coordinating among guardians and educators what’s more arrangement of toilets, play
area and recreational activities may make enthusiasm among understudies and help to advance
enlistment rate and control high rate at grade school level in the examination zones.

30
 Sills, et al, (2015) stated that this research analyze that leveling the play field for girls in
education has end up being a worldwide test. In spite of the advancement of ongoing decades.
This is the reflection of tireless gendered boundaries that keep numerous young female around
the world from joining and finishing schools including youngster’s marriages, families settle on
choices about their girl’s relationship inside the setting of social standards, financial imperatives
and monetary opportunities. Changing these norms is the key to finishing kid marriages and
accomplishing sexual orientation in education. This enduring change can be accomplished
through positive commitment of influential network individuals including strict pioneers, project
and procedure that expansion young female entrance to education through financial motivating,
forces to go to class, extending monetary chances and increasing gender equitable schools have
been appeared to bring about deferring marriage past the young female eighteen birthday
celebrations. Our survey of the proof recommends that fruitful techniques have looked to address
different social and financial drivers of youngsters marriage, at the individual and family levels,
albeit increasingly longitudinal information and investigation and processed with IEs projects are
important to decide the long haul impacts. At last however not tended to in detail here.
Forestalling kid marriage require fortified legitimate and arrangement system, to guarantees
expanded mindfulness and more noteworthy and implementations of existing law. For whatever
lengths of time that kid marriage proceeds with unchecked. We want to arrive to worldwide
advancement, objectives of general education and sex correspondence in education. Low salary
nations that have not been accomplished in elementary school (al to gather from reduced to most
elevated) Angoia, south sudden, Afghanistan, Central African Republic, Chad, Yemen,
Comoros, Guinea, Nigeria, Togo, Liberia, and Ghana.

Suleiman et al, (2015) stated that the investigation analyzed the components that
influence female education at optional school level in Karak District Khyber pakhtnukhwa
(Pakistan). All the female heads educators and understudies, serving and learning at optional
school level at Karak District comprised the number of inhabitants in the examination. The
investigation was delimited to just to 30 females in optional school in similar area. So as to
guarantee satisfactory portrayal of populace of 30 heads 120 instructors 480 understudies were
chosen haphazardly as an example. Quantitative graphic research planned was utilized.

31
Information was gathered through self- created semi- organized poll structured on five point like
scale. Measureable devices I .e, rate and chi – square were utilized for information examination.
It was inferred that there were different components that influence young female education.
There were unpunctuality of educators, unfeasibility of school structure, poor money related to
status of the guardian, absence of fundamental offices, marriage at early age, absence of parental
consideration, negative mentalities of guardians about female education, ignorance of the
guardians, absence of capable instructors absence of essential offices for instructors, absence of
legitimate security plan and long separation from class and so on. In light of discoveries it was
suggested that negative demeanor toward female education ought to be debilitated through broad
communication. Early marriage culture ought to be restricted. Optional training ought to be made
free and extraordinary program for grants ought to be eaten for female understudies. School
structure ought to be developed on practical or reasonable place so larger part of the young
female might be beneficial.

Grant, (2015) describe that Malawi’s essential education strategy and resulting
extensional of optional schooling did not prompt at later age from the outset birth among the
female. The associate taught after these strategies were actualized had middle ages from the start
birth to equivalent to those of females from prior companions. This stagnation over a time of
tutoring development somewhat determined by a before a transition to childbearing among
females who at any point went to optional school. It is not yet clear whether the expanded
tutoring of the latest companions will influence resulting richness or change other segment
results. For example, kids mortality. Julia Behrman (2015) utilized a similar education
arrangements inspected here as instrumental factors to look at the relationship of long stretches
of tutoring and wanted richness in Malawi. She found that every advertisement additional year of
tutoring diminished the perfect number of youngsters by 33% of a birth; these findings
recommend that in spite of the fact that extension of instruction did not diminish early
childbearing. It might in the long run lead to bring down finished accomplice ripeness. The
example of first birth in Malawi brings up issues about the consequence of instructive extension
in other African nations that executed FPE approaches and now and again, free optional

32
educational arrangements after Malawi. Proof from the area purposes that the development of
school standard.

Mustafa, et al, (2016) describes that female considered to have a significant job in
building the general public. This job of female can be additionally be bettered by teaching them
with the goal that they can separate between the good and the bad and pass just the best thing to
their ages. In Pakistan the numbers of inhabitants in female was higher than man however as the
nation was still in the creating stage so the education pace of the populace was exceptionally low
which is lower in the female of the nation. .the writing concentrated on examining the
circumstances of female education in Pakistan. The legislature ought to dispense more amounts
for female in administrative associations and should attempt to guarantee that all the private part
associations additionally deal with equivalent work opening. The young female ought to be
manufacturing the nation.

Taj, (2016) stated that this study analyzed the difficulties that female education face in
Khyber Pakhtnukhwa (KPK) Pakistan. The motivations behind the examination were to
investigate the difficulties that female education face in keeping up and acquiring their
administrative situations, to distinguish the systems that they utilized in adapting to those
difficulties and to approve the member poll in KPK. This is a subjective contextual analysis that
was directed in three stages; investigation, fortification, and approval. The information were
gathered through meetings, perceptions and field notes. In the first and second stage, nine female
chiefs from three regions partook, while the third stage drew in 15 members. This investigation
found that members confronted difficulties at both the section and also work environmental
levels, that the difficulties restricted member’s proficiency and adequacy in their administrative
jobs, members recognized proficient advancement courses, joint effort, affirmation, adaptability
and responsibility as viable procedures for managing difficulties. At long last the study saw the
member survey as a legitimate instrument in the setting of 4w. It very well may be demonstrated
a helpful device to gather information for a bigger scope. This investigation suggests an essential
degree in instructive initiative for future instructive chiefs an appropriate acceptance technique
for new administrators and some arrangement level. Changes that would enable supervisors to

33
manage difficulties adequately. It infers that the member’s questionnaire is a diversely legitimate
instrument and can be used by analysts in Pakistan just as different nations.

Umer, et al, (2016) stated that education and empowerment are the essential for the
progression of women in all over the world. Women in Baluchistan are living in the
entanglement of hundreds of years old conviction made by the baloch inborn men of the
neighborhood networks which blockade their entrance to education and empowerment. This
examination analyzes that what are the perspectives on baloch ancestral men about the education
and empowerment of the women. This investigation has been directed in sub tehsils Punchpahee
area Quetta (rural Baluchistan). The information has been gathered through in depth subjective
meetings of Baloch inborn men who were chosen through purposive examining. The meeting
exhibited that the socio social status of women and subsequently their entrance to education
remains profoundly attached to balochi Rawaj (innate code) be that as it may the thoughts and
generalizations emerging from their Baloch codes, cultures, religion and legislative issues were
found to genuinely shape men; s perspectives about women support being developed of the
network and education.

Khanum and sajjad, (2017) stated that this was an exploratory research done to
distinguish the hindrances in advancement of female education and arrangement of offices for
the female instruction in district poonch of Azad Jammu Kashmir. Utilizing helpful inspecting
strategy 400 pioneers with equivalent number of guys and females from 13 union boards of
District poonch were met to discover their recognition about boundaries in advancement of
female education. Factual package for social sciences was utilized for information examination
and theories were tried through chi square techniques. The examination uncovered that old
traditions and conventions are the fundamental boundaries in female instruction in District
poonch. The examination inferred that despite the fact that there is an improvement in female
education in District poonch yet the advancement is moderate. The obstructions recognized
should be routed to improve the personal satisfaction of young females. The individual need to
have a change in outlook in the event that they need to support up the economy of the nation and
to thrive the nature of their lives.

34
 Mucherah and Thomos, (2017) stated that the present study investigated Girls
participation of the effect of clean pads Interventions of their school attendance and grades.
Strategies participants included 150 Girls of 6th , 7th, and 8th grades in two rural school in Kenya
participants finished a poll on menstrual medical problems and apparent effect of school
Participation and academic performance. Results indicated that to fall participant (150) those
who had passed menarche and had cloth padshad. Similar comfort level sat school as those who
had not yet had their period. Those who had reached monarch. They answered questions about
how much their period interfered with their participation and grade. The individuals who had
gotten the cushions announced significantly more positive influence on their attendance and
school work than those who did not have pads. They also reported significantly at lower, level. in
addition they reported significantly at higher levels in comfort at homes and school, than those
who did not have pads. Finally those with pads reported significantly lower levels of fear during
their period. These findings suggests providing girls with pads minimized the barriers toward
successful school.

Sultana and haque, (2018), explore that the education is crucial option for every citizen.
As developing countries like Bangladesh and Pakistan have numerous difficulties to meeting the
need of education for their citizens. Among the difficulties to guarantee female education is
most significant. Right now the sexual orientation. In instruction and right to education inside the
two nations have dissected with proposals. This examination is subjective both essential and
auxiliary wellsprings of information have been utilized. The motivation behind this study is to
investigate the reason for low enrolment of females in auxiliary instruction and make a
correlation among Bangladesh and Pakistan. The examination additionally investigate the
primary hindrance to females education in both the countries.

Mughal, (2018) describe that the issue of understudies of dropping out of school is a
hindrance to poor and creating nations. For example, Pakistan is meeting worldwide instruction
targets. This proposal investigates the dropouts wonder from optional instructions through the
points of view of the instructors, head educators, network individuals from school board, fathers
of dropouts and dropouts themselves in a country region of Pakistan. The investigation gathered
and broke down information on dropouts of all the open auxiliary school of subdivision of Pind

35
Dadan Khan, a rural area of Jhelum during the scholastic years 2011- 2012 and 2012- 2013. In
depth individual and gathering interviews were directed with 103 members including 18 heads
educators, 41 instructors, 18 school dropouts and 12 network members from school chamber.
The discoveries of the investigation show a few dropout, push out and arrangement related
component of dropping out. The draw out variables are nonappearance of an instructors situation
at home, want to look for strict education, students and guardian, absence of enthusiasm for
tutoring, poor scholarly execution, disappointment in class, family units destitution, weights of
residential duties, enormous family measures, nearby work and economic situations, occasional
relocations, impact of feudalism in remote provisional zone and the custom of settlement and
wedding the girls off right at time.

The push outs components are areas of schools. An absence of scholarly and physical
offices, an absence of enthusiasm for educating, low quality educating, practices of learning
repetition and memorization and unequivocal harassing from school educators. The open strategy
related components are the schedule being in English medium, mechanized movement
arrangement, distinctive assessment frame work at essential, rudimentary and auxiliary levels, a
non deregistration approach for non attendant students, forcing non showing obligations on
instructors, the inside and out examination dependent on parents points of view of dropout has
indispensable commitment to strategy and intercession usage the proposition contends that the
approach center at national and worldwide levels ought to be on dropout avoidance techniques to
accomplishing the education focuses on sustainable development goals. Great intercessions are
required nearby examination of issues and evaluation of potential methodologies at the purpose
of administration conveyance. This investigation alone these lines push a base up strategy way to
deal with comprehend and address social wonders for example of dropouts at the grass root
levels.

Yasin and Aslam,(2018) described that the present investigation intended to investigate if
sexual orientation segregation has many job in school dropout in provisional female understudies
in Pakistan. The example of this subjective examination comprised n # 20 members. Eight
dropout young ladies with age go 10 – 18 years, eight moms of dropout young ladies and 4
educators were chosen through purposive testing system. Three separate meeting plans were

36
structured in Urdu for leading top to bottom meetings. Investigation of these meetings was
finished utilizing interpretative phenomenological examination. Results showed that sex
segregation seemed by all accounts to be the central purpose behind school dropout alongside
neediness and residential or family unit duties. It was clear that the vast majority of the
grandparents were against the girls education yet they are not against the boys instruction. It
likewise showed up that if guardians bolster young ladies they can proceed with education in
spite of family restriction. Moms appeared to have a strong job in girls education. For away
schools teachers brutal conduct absence of intrigue.

37
 Chapter 3

Research Methodology

Methodology is a vital instrument for the growth and development of the knowledge
generally, the world method is used to describe the way in which fruitful starting points and
procedures are determined. Each scientific discipline has developed its own method and
techniques to collect data and information. Like other sciences sociology has developed its
research methodology. Sociology has used the specific method and techniques for conducting the
research. The research has used the scientific method to collect data and information. In this
research methodology the research has used such techniques that in data collection, tabulation,
analytical techniques.

Research design:

The research used the quantitative research method for data collection. The present study
includes the questionnaire method for collecting data. In the present study the population is the
females of the rural areas of Arifwala selected as a sample from the universe of Arifwala. A
sample of 160 respondent was selected from the universe of Arifwala through simple random
sampling. (A simple random sampling in which a researcher creates a sampling frame a use a
pure random process to select samples so that each sampling elements in the population will
have equal probability of being selected).

Universe population:

The research selected rural areas of Tehsil Arifwala as universe. The major reason behind
this selection is to find out the barriers towards female education in rural areas of Arifwala.

Target population:

The researcher targeted the females of rural areas of Arifwala. Females were the
respondent of the study for data collection about barriers towards female primary education.

38
Sample size

A sample is a subset of the objective population. That is, a sample is the absolute
collection of components about which inferences are to be made. Samples are chosen because it
is not possible at times to study the entire population due to various limiting factors such as lost
time and other research resources. The sample size of this study was 160 females.

Sampling techniques

By the simple random sampling the research has collected the data from the females of
rural areas of Arifwala.

Tools for data collection

Data collection is very essential component in the research methodology. The researcher
used the questionnaire method for data collection. The questions were asked through
questionnaire method. Data was collected by the researcher personally by approaching the
respondent in rural areas of Arifwala.

Pre-testing

Pre-testing is the phase in survey research when questions and questionnaires are tried on
individuals of the target population, to assess the reliability and validity of the research
instrument before their final appropriation. Pre-testing was used for finding the trail in the
questionnaire through asking questions and questionnaire methods. For the pre-testing, data was
collected from 10 respondents .Actual data were collected questionnaire, the researcher had
included some questions and excluded using pre-testing.

Field experience

Social scientists generally face situation in which responses are difficult to get. Human behavior
is complex and cannot be treated controlled conditions as in the natural sciences. Thus the
research has to face many difficulties in conducting this research. The respondent were hesitating
to give accurate information about certain aspects. They thought that the researcher was making

39
just a fun with them. However the researcher was succeed in establishing rapport with them and
to remove their suspicious.

Data analysis

After completing the data collection and processing a data was entered into the computer
and was analyzed by using SPSS program.

Data entry

The data was organized and arranged for feeding in the computer. The result were
analyzed with the help of computer and then interpreted. Data analysis after coding the data was
entered and then analyzed with the help of SPSS software. The research has combined detailed
information in a number of categories that enable simple description of the data and allowed for
statistical analysis.

40
 Chapter 4

Data analysis

Table No 4.1

Frequency distribution of respondents according to Family type

Category Frequency Percent

Extended 24 15.0

Joint 66 41.3

Nuclear 69 43.1

Total 160 100.0

Table 2 shows that 15 percent respondent are belong to extended family while 41.3 percent

respondent were belong to joint family. 43 percent respondent were belong to nuclear family.

41
42
 Table No 4.2

Frequency distribution of respondents according to Parents have negative attitude.

Category Frequency Percent

Strongly agree 54 33.8

Agree 40 25.0

Neutral 23 14.4

Disagree 41 25.6

Strongly disagree 1 .6

Total 160 100.0

Table No 3 shows that 33.8 percent respondents were strongly agreed that parents have negative
attitude towards female education while 25 percent respondent were agreed on parents have
negative attitude towards female education. 14.4 percent respondent were neutral at parents
negative attitude towards female education while 25.6 percent respondents were disagreed at
parents negative attitude towards female education. 6 percent respondents were strongly
disagreed to this statement.

43
 Table No 4.3

Frequency distribution of respondents according to some hurdles causes female dropping

out

Category Frequency Percent

`
Strongly agree 35 21.9

Agree 62 38.8

Neutral 36 22.5

Disagree 18 11.3

Strongly disagree 8 5.0

Total 160 .100.0

Table 4 shows that 21.9percent respondents were strongly agreed that some hurdles causes
female dropping out while 38.8 percent respondents were agreed at some hurdles causes female
dropping out. 22.5 percent respondent were neutral on this statement. 11.3 percent respondents
were disagreed at some hurdles causes female dropping out while 5 percent respondent were
strongly disagreed on some hurdles causes female dropping out.

44
 Table No 4.4

Frequency distribution of respondents according to Unemployment.

Category Frequency Percent

Strongly agree 34 21.3

Agree 45 28.1

Neutral 42 26.3

Disagree 27 16.9

Strongly disagree 11 6.9

Total 160 100.0

Table No 5 shows that 21.3 percent respondent were strongly agreed that unemployment effect
female education while 28.1 percent respondents were agreed at unemployment effect education.
26.3 percent respondent were neutral at this statement while 16.9 percent respondents were
disagreed on unemployment effect education. 6.9 percent respondents were strongly disagreed
that unemployment effect female education

45
 Table No 4.5

Frequency distribution of respondents according to Poverty

Category Frequency Percent

Strongly agree 35 21.9

Agree 50 31.3

Neutral 33 20.6

Disagree 26 16.3

Strongly disagree 15 9.4

Total 160 100.0

Table 6 shows that 21.9 percent respondents were strongly agreed that poverty effect education
while 31.3 percent respondents were agreed at poverty effect female education. 20.6 percent
respondent were neutral at this statement while 16.3 percent respondents were disagreed on
poverty effect education. 9.4 respondents were strongly disagreed that poverty effect female
education.

46
 Table No 4.6

Frequency distribution of respondents according to Child marriage

Category Frequency Percent

Strongly agree 33 20.6

Agree 51 31.9

Neutral 30 18.8

Disagree 28 17.5

Strongly disagree 17 10.6

Total 160 100.0

Table 7 shows that 20.6 percent respondents were strongly agreed that child marriage is a barrier
towards female education while 31.9 percent respondents were agreed on child marriage effect
education. 18.8 percent respondents were neutral at this type of statement while 17.5 respondents
were disagreed on child marriage effect education. 10.6 percent respondents were strongly
disagreed that child marriage effect female education.

47
 Table No 4.7

Frequency distribution of respondents according to Terrorism.

Category Frequency Percent

Strongly agree 23 14.4

Agree 41 25.6

Neutral 46 28.8

Disagree 27 16.9

Strongly disagree 22 13.8

Total 160 100.0

Table No 8 shows that 14.4 percent respondents were strongly agreed that terrorism effect girls
education while 25.6 percent respondents were agreed on terrorism effect education. 28.8 percent
respondents were neutral at this statement. 16.9 percent respondents were disagreed at terrorism
effect female education while 13.8 percent respondents were strongly agreed that terrorism
effect female education.

48
 Table No 4.8

Frequency distribution of respondents according to Parents have low attention.

Category Frequency percent

Strongly agree 20 12.5

Agree 44 27.5

Neutral 34 21.3

Disagree 43 26.9

Strongly disagree 18 11.3

Total 160 100.0

Table 9 shows that 12.5 respondents were strongly agreed that parents have low attention
towards female education while 27.5 respondents were agreed at parents have low attention
towards female education. 21.3 percent respondents were neutral at this statement while 26.9
percent respondents were disagreed that parents have low attention to female education while
11.3 percent respondents were strongly disagreed that parents low attention to female education.

49
 Table No 4.9

Frequency distribution of respondents according to Parents have low encouragement.

Category Frequency Percent

Strongly agree 135 84.4

Agree 3 1.9

Neutral 5 3.1

Disagree 8 5.0

Strongly disagree 4 2.5

Total 160 100.0

Table 10 shows that 84.3 percent respondents were strongly agreed that parents have low
encouragement towards female education while 1.9 percent respondents were agreed that parents
low encouragement effect. Education. 3.1 percent respondents were neutral on this statement. 5
percent respondents were disagreed that parents low encouragement effect education while 2.5
percent respondents were strongly disagreed that parents have low encouragement to wards
female education.

50
 Table No 4.10

Frequency distribution of respondents according to Girls involvement in domestic work.

Category Frequency Percent

Strongly agree 28 17.5

Agree 46 28.8

Neutral 32 20.0

Disagree 36 22.5

Strongly disagree 17 10.6

Total 160 100.0

Table 11 shows that 17.5 respondents were strongly agreed that girls involvement in domestic
work effect education while 28.8 percent respondents were agreed that girls involvement in
domestic work effect education. 20 percent respondents were of no views and remained neutral
on this statement. 22.5 percent respondents were disagreed that domestic work effect education
while 10.6 percent respondents were strongly disagreed that domestic work effect female
education.

51
 Table No 4.11

Frequency distribution of respondents according to Single parenthood.

Category Frequency percent

Strongly agree 37 23.1

Agree 65 40.6

Neutral 28 17.5

Disagree 30 18.8

Strongly disagree 5 2.4

Total 160 100.0

Table 12 shows that 23.1 percent respondents were strongly agreed that single parenthood effect
education while 40.6 percent respondents were agreed that single parenthood effect female
education. 17.5 percent respondents were neutral at this statement. 18.8 percent respondents were
disagreed that single parenthood effect female education while 2.4 percent respondents were
strongly disagreed that single parenthood effect female education.

52
 Table No 4.12

Frequency distribution of respondents according to Family is responsible school leaving

Category Frequency Percent

Strongly agree 32 20.0

Agree 46 28.8

Neutral 33 20.6

Disagree 22 13.8

Strongly disagree 27 16.9

Total 160 100.0

Table 13 shows that20 percent respondents were strongly agreed that family is responsible for
girls school leaving while 28.8 percent respondents were agreed that family is responsible for
girls school living. 20.6 percent respondents were neutral on this statement. 13.8 percent
respondents were disagreed that family is responsible for girls school leaving while 16.9 percent
respondents were strongly disagreed that family is responsible for girls school leaving.

53
 Table No 4.13

Frequency distribution of respondents according to Girls have low attention towards

education

Category Frequency Percent

Strongly agree 42 26.3

Agree 45 28.1

Neutral 51 31.9

Disagree 13 8.1

Strongly disagree 9 5.6

Total 160 100.0

Table No 14 shows that 26.3 percent respondents were strongly agreed that girls have little
attention towards education while 28.1 percent respondents were agreed on girls have little
attention towards education. 31.9 percent respondents were neutral on this statement. 8.1 percent
respondents were disagreed on that girls little attention towards education while 5.6 percent
respondents were strongly disagreed on that girls little attention to education.

54
 Table No 4.14

Frequency distribution of respondents according to Household activities.

Category Frequency Percent

Strongly agree 40 25.0

Agree 58 36.3

Neutral 31 19.4

Disagree 25 15.6

Strongly disagree 6 3.8

Total 160 100.0

Table No 15 shows that 25 respondents were strongly agreed that household activities effect
education while 36.3 percent respondents were agreed on that household activities effect
education. 19.4 percent respondents were neutral on this statements while 15.6 percent
respondents were disagreed on this while 3.8 percent respondents were strongly disagreed on that
household activities effect female education.

55
 Table No 4.15

Frequency distribution of respondents according to Corruption

Category Frequency Percent

Strongly agree 40 25.0

Agree 35 21.9

Neutral 40 25.0

Disagree 32 20.0

Strongly disagree 13 8.1

Total 160 100.0

Table No 16 shows that 25 percent respondents were strongly agreed that corruption effect
education while 21.9 percent respondents were agreed on that corruption effect education. 25
percent respondents were neutral on this statement while 20 percent respondents were disagreed
on corruption effect education. 8.1 percent respondents were strongly disagreed on that
corruption effect education.

56
 Table No 4.16

Frequency distribution of respondents according to Parents prefer education for boys

Category Frequency Percent

Strongly agree 29 18.1

Agree 38 23.8

Neutral 43 26.9

Disagree 36 22.5

Strongly disagree 14 8.8

Total 160 100.0

Table No 17 shows that 18.1 percent respondents were strongly agreed that parents prefer
education for boys while 23.8 percent respondents were agreed on parents prefer education for
boys. 26.9 percent respondents were neutral on this statement. 22.5 percent respondents were
disagreed on parents prefer education for boys while 8.8 percent respondents were strongly
disagreed on that parents prefer education for boys.

57
 Table No 4.17

Frequency distribution of respondents according to Parents take no interest in girls

education.

Category Frequency Percent

Strongly agree 24 15.0

Agree 27 16.9

Neutral 39 24.4

Disagree 48 30.0

Strongly disagree 22 13.8

Total 160 100.0

Table No 18 shows that 15 percent respondents were strongly agreed that parents take no
interest in girls education while 16.9 percent respondents were agreed on parents take no interest
in girls education. 24.4 percent respondents were neutral on parents take no interest in girls
education while 30 percent respondents were disagreed on this statements. 13.8 percent
respondents were strongly disagreed on this statement.

58
 Table No 4.18

Frequency distribution of respondents according to Gender discrimination.

Category Frequency Percent

Strongly agree 38 23.8

Agree 44 27.5

Neutral 30 18.8

Disagree 27 16.9

Strongly disagree 21 13.1

Total 160 100.0

Table No 19 shows that 23.8 percent respondents were strongly agreed that gender
discrimination effect education while 27.5 percent respondents were agreed on gender
discrimination effect education. 18.8 percent respondents were neutral on gender discrimination
effect girls education while 16.9 percent respondents were disagreed that gender discrimination
effect education. 13.1 percent respondents were strongly disagreed that gender discrimination
effect female education.

59
 Table No 4.19

Frequency distribution of respondents according to large family size.

Category Frequency Percent

Strongly agree 34 21.3

Agree 38 23.8

Neutral 45 28.1

Disagree 30 18.8

Strongly disagree 13 8.1

Total 160 100.0

Table No 20 shows that 21.3 percent respondents were strongly agreed that large family size
effect female education while 23.8 percent respondents were agreed on large family size effect
education. 28.1 percent respondents were neutral on the statement while 18.8 percent
respondents were disagreed at large family size effect female education. 8.1 percent respondents
were strongly disagreed that large family size effect female education.

60
 Table No 4.20

Frequency distribution of respondents according to Parents think education makes girls

rebellious.

Category Frequency Percent

Strongly agree 21 13.1

Agree 38 23.8

Neutral 39 24.4

Disagree 36 22.5

Strongly disagree 26 16.3

Total 160 100.0

Table No 21 shows that 13.1 percent respondents were strongly agreed that parents think
education make girls rebellious while 23.8 percent respondents were agreed on this statements.
24.4 percent respondents were neutral on this statement while 22. 6 percent respondents were
disagreed that education make girls rebellious. 16.3 percent respondents strongly disagreed on
parents thinking that education make girls rebellious.

61
 Table No 4.21

Frequency distribution of respondents according to Girls lack of self-confidence.

Category Frequency Percent

Strongly agree 32 20.0

Agree 42 26.3

Neutral 39 24.4

Disagree 22 13.8

Strongly disagree 25 15.6

Total 160 100.0

Table No 22 shows that 20 percent respondents were strongly agreed that girls lack of self-
confidence effect female education while 26.3 percent respondents were agreed on girls lack of
self-confidence effect education. 24.4 percent respondents were neutral on the statements while
13.8 percent respondents were disagreed on lack self-confidence effect education. 15.6 percent
respondents were strongly disagreed that girls lack self-confidence effect education.

62
 Table No 4.22

Frequency distribution of respondents according to Concept of purdha.

Category Frequency Percent

Strongly agree 25 15.6

Agree 37 23.1

Neutral 45 28.1

Disagree 31 19.4

Strongly disagree 22 13.8

Total 160 100.0

Table 23 shows that 15.6 percent respondents were strongly agreed that concept of purdha effect
female education while 23.1 percent respondents were agreed on the concept of purdha effect
education. 28.1 percent respondents were remained neutral on the concept of purdha effect
education while 19.4 percent respondents were disagreed at concept of purdha. 13.8 percent
respondents were strongly disagreed that purdha effect female education.

63
 Table No 4.23

Frequency distribution of respondents according to Religious leader prove as a barrier.

Category Frequency Percent

Strongly agree 29 18.1

Agree 34 21.3

Neutral 35 21.9

Disagree 33 20.6

Strongly disagree 29 18.1

Total 160 100.0

Table 24 shows that 18.1 percent respondents were strongly agreed that religious leader prove as
a barrier towards female education while 21.3 percent respondents were agreed on religious
leaders are as a barrier to female education. 21.9 percent respondents were neutral on the
statement while 20.6 percent respondents were disagreed at religious leader become a barrier to
female education. 18.1 percent respondents were strongly disagreed that religious leader prove as
barriers towards female education.

64
 Table No 4.24

Frequency distribution of respondents according to Joint family system.

Category Frequency Percent

Strongly agree 25 15.6

Agree 38 23.8

Neutral 35 21.9

Disagree 35 21.9

Strongly disagree 27 16.9

Total 160 100.0

Table 25 shows that 15.6 percent respondents were strongly agreed that joint family system
effect education while 23.8 percent respondents were agreed on joint family effect girls
education. 21.9 percent were respondents were neutral on the statement while 21.9 percent
respondents were disagreed at joint family system effect education. 16.9 percent respondents
were strongly disagreed that joint family system effect female education.

65
 Table No 4.25

Frequency distribution of respondents according to Socio-economic barriers.

Category Frequency Percent

Strongly agree 26 16.3

Agree 45 28.1

Neutral 35 21.9

Disagree 32 20.0

Strongly disagree 22 13.8

Total 160 100.0

Table No 26 shows that 16.3 percent respondents were strongly agreed that socio-economic
barriers effect education while 28.1 percent respondents were agreed on the socio-economic
barriers effect education. 21.9 percent respondents were neutral on this statements while 20
percent respondents were disagreed at the socio-economic barriers effect female education. 13.8
percent respondents were strongly disagreed that socio-economic barriers effect education.

66
 Table No 4.26

Frequency distribution of respondents according to Migration system.

Category Frequency percent

Strongly agree 33 20.6

Agree 42 26.3

Neutral 34 21.3

Disagree 33 20.6

Strongly disagree 18 11.3

Total 160 100.0

Table No 27 shows that 20.8 percent respondents were strongly agreed that migration system
effect female education while 26.3 percent respondents were agreed on migration effect
education. 21.3 percent respondents were neutral on the statement while 20.6 percent
respondents were disagreed on migration system effect female education. 11.3 percent
respondents were strongly disagreed that migration system effect female education.

67
 Table No 4.27

Frequency distribution of respondents according to Long Distance to school.

Category Frequency Percent

Strongly agree 34 21.3

Agree 42 26.3

Neutral 45 28.1

Disagree 25 15.6

Strongly disagree 14 8.8

Total 160 100.0

Table No 28 shows that 21.3 percent respondents were strongly agreed that long distance to
school effect girls education while 26.3 percent respondents were agreed on long distance effect
girls education.28.1 percent respondents were of no views and remained neutral on the statement
while 15.6 percent respondents were disagreed on long distance effect education. 8.8 percent
respondents were strongly disagreed that long distance to school effect female education.

68
 Table No 4.28

Frequency distribution of respondents according to transporation system.

Category Frequency Percent

Strongly agree 34 21.3

Agree 46 28.8

Neutral 36 22.5

Disagree 30 18.8

Strongly disagree 14 8.8

Total 160 100.0

Table No 29 shows that 21.3 percent respondents were strongly agreed that transportation
system has become a barrier towards female education while 28.8 percent respondents were
agreed on transportation system is a barrier towards female education. 22.5 percent respondents
were of no views they remained neutral on this statement while 18.8 percent respondents were
disagreed on transportation system is barrier towards female education. 8.8 percent respondents
were strongly disagreed that transportation system has become a barrier towards female
education.

69
 Table No 4.29

Frequency distribution of respondents according to Lackof free education.

Category Frequency Percent

Strongly agree 37 23.1

Agree 32 20.0

Neutral 44 27.5

Disagree 30 18.8

Strongly disagree 17 10.6

Total 160 100.0

Table No 30 shows that 23.1 percent respondents were strongly agreed that lack of free
education effect female education while 20 percent respondents were agreed on lack of free
education effect female education. 27.5 percent respondents were neutral about this statement
while 18.8 percent respondents were disagree on lack of free education effect female education.
10.6 percent respondents were strongly agreed that lack of free education effect female
education.

70
 Table No 4.30

Frequency distribution of respondents according to Lack of basic facilities.

Category Frequency Percent

Strongly agree 27 16.9

Agree 43 26.9

Neutral 34 21.3

Disagree 37 23.1

Strongly disagree 27 11.9

Total 160 100.0

Table 31 shows that 16.9 respondents were strongly agreed that lack of basic facilities effect
education while 26.9 percent respondents were agreed on this statement. 21.3 percent
respondents were neutral on lack of basic facilities effect education while 23.1 percent
respondents were disagreed at lack of basic facilities effect female education. 11.9 percent
respondents were strongly disagreed that lack of basic facilities effect female education

71
 Table No 4.31

Frequency distribution of respondents according to Health issues of female.

Category Frequency Percent

Strongly agree 30 18.8

Agree 37 23.1

Neutral 43 26.9

Disagree 29 18.1

Strongly disagree 21 13.1

Total 160 100.0

Table 32 shows that 18.8 percent respondents were strongly agreed that health issues of female
effect female education n while 23.1 percent respondents were agreed on health issues of female
effect female education. 26.9 percent respondents were neutral on this statements while 18.1
percent respondents were disagreed at health issues of female effect female education. 13.1
percent respondents were disagreed that health issues of female effect female education

72
 Table No 4.32

Frequency distribution of respondents according to Teacher absences

Category Frequency percent

Strongly agree 21 13.1

Agree 35 21.9

Neutral 50 31.3

Disagree 29 18.1

Strongly disagree 25 15.6

Total 160 100.0

Table No 33 shows that 13.1 percent respondents were strongly agreed that teachers absences
effect education while 21.9 percent respondents were agreed on this statement. 31.3 percent
respondents were neutral about teachers absences effect education while 18.1 percent
respondents were disagreed on teachers absences effect education. 15. 6 percent respondents
were strongly disagreed that teachers absences effect education

73
 Table No 4.33

Frequency distribution of respondents according to insufficient staff.

Category Frequency Percent

Strongly agree 26 16.3

Agree 38 23.8

Neutral 36 22.5

Disagree 35 21.9

Strongly disagree 25 15.6

Total 160 100.0

Table No 34 shows that 16.3 respondents were strongly agreed that insufficient staff effect
female education while 23.8 percent respondents were agreed on insufficient staff effect female
education. 22.5 percent respondents were of no views they think neutrally that insufficient staff
effect education while 21.9 percent respondents were disagreed on this statements. 15.6 percent
respondents were strongly disagreed on insufficient staff effect education

74
 Table No 4. 34

Frequency distribution of respondents according to Lack of furniture for students and

teachers.

Category Frequency Percent

Strongly agree 55 34.4

Agree 36 22.5

Neutral 50 31.3

Disagree 19 11.9

Strongly disagree 16 10.4

Total 160 100.0

Table No 35 shows that 34. 4 percent respondents were strongly agreed that lack of furniture for
students and teachers effect education while 22.5 percent respondents were agreed on lack of
furniture for students and teachers effect education. 31.3 percent respondents were neutrally
response about this statements while 11.9 percent respondents were disagreed at lack of furniture
for students and teachers effect education. 10.4 percent respondents were strongly disagreed on
this statement

75
 Table No 4. 35

Frequency distribution of respondents according to Failure in examination.

Category Frequency Percent

Strongly agree 29 18.1

Agree 51 31.9

Neutral 42 26.3

Disagree 26 16.3

Strongly disagree 12 7.5

Total 160 100.0

Table No 36 shows that 18.1 percent respondents were strongly agreed that failure in
examination effect female education while 31.9 percent respondents were agreed on failure in
examination female education. 26.3 percent respondents were neutral about this statements while
16. 3 percent respondents were disagreed at failure in examination effect female education. 7.5
respondents were strongly disagreed that failure in examination effect female education

76
 Table No 4. 36

Frequency distribution of respondents according to Punishment by teachers.

Category Frequency Percent

Strongly agree 30 18.8

Agree 33 20.6

Neutral 48 30.0

Disagree 33 20.6

Strongly disagree 15 9.4

Total 160 100.0

Table No 37 shows that 18.8 percent respondents were strongly agreed punishment by teachers
effect education while 20.6 percent respondents were agreed on punishment by teachers effect
education. 30 percent respondents were neutral they think neutrally on punishment by teachers
effect education while 20.6 percent respondents were disagreed on this statements. 9.4 percent
respondents were strongly disagreed that punishment by teachers effect education.

77
 Table No 4. 37

Frequency distribution of respondents according to `Harassment at school

Category Frequency Percent

Strongly agree 41 25.6

Agree 39 24.4

Neutral 38 23.8

Disagree 42 26.3

Strongly disagree 16 12.4

Total 160 100.0

Table No 38 shows that 25.6 percent were strongly agreed that harassment at school effect
female education while 24.4 percent respondents were agreed on harassment at school effect
female education. 23.8 percent respondents were neutral on this statement while 26.3 percent
respondents were disagreed that harassment at school not effect female education. 12.4 percent
respondents were strongly disagreed that harassment at school effect female education

78
 Table No 4. 38

Frequency distribution of respondents according to Lack of female teachers

Category Frequency Percent

Strongly agree 30 18.8

Agree 35 21.9

Neutral 39 24.4

Disagree 38 23.8

Strongly disagree 18 11.3

Total 160 100.0

Table No 39 shows that 18.8 percent respondents were strongly agreed that lack of female
teachers effect girls education while 21.9 percent respondent were agreed on lack of female
teachers. 24.4percent respondents were have no views they were neutral while 23.8 percent
respondents were disagreed at this statement. 11.3 percent respondents were strongly disagreed
that lackof female teachers have a effect on female education

79
 Table No 4.39

Frequency distribution of respondents according to Lack of school

Category Frequency Percent

Strongly agree 37 23.1

Agree 36 22.5

Neutral 41 25.6

Disagree 31 19.4

Strongly disagree 15 9.4

Total 160 100.0

Table No 40 shows that 23.1 percent respondent were strongly agreed that lack of schools is a
barrier towards female education while 22.5 percent respondents were agreed at lack of school is
a barrier towards female education. 26.6 percent respondents were of no views they were neutral
on this statement. 19.4 percent respondents were disagreed that lack of school is not a barrier
towards education while 9.4 percent respondents were strongly disagreed on this statements that
lack of school is not a barrier towards education.

80
 Table No 4. 40

Frequency distribution of respondents according to Lack of proper security system.

Category Frequency Percent

Strongly agree 19 11.9

Agree 34 21.3

Neutral 46 28.8

Disagree 26 16.3

Strongly disagree 34 21.3

Total 160 .100.0

Table No 41 shows that 11.9 percent respondents were strongly agreed that lack of proper
security system effect education in rural areas while 21.3 percent respondent were agreed that
proper security system effect education in rural areas. 28.8 percent respondent were of no views
and remains neutral on the statement while 16.3 respondent were disagreed about this statement.
21.3 percent respondents were strongly disagreed they think lack of proper security system not
effect education.

81
Chi-square
Researcher then tested the hypothesis through chi-square test and found that the value
system is changing in Pakistan. In order to judge the significance of the results that calculated
value of chi-square were compared with the tabulated value of the given data.
Table no 4. 42
Hypothesis testing
Hypothesis: High poverty leads to parent’s low attention towards female education.
Low attention
Strongly
agree Agree Neutral Disagree Total
Poverty Strongly agree 14 5 8 7 34
Agree 8 23 9 5 45
Neutral 9 21 6 6 42
Disagree 4 11 4 9 28
Strongly 2 5 1 3 11
disagree
Total 37 65 28 30 160

Chi-square = 21.024
Df = 12
P-value = .050

Data on that poverty causes parents low attention towards female education. Social
factors could support the hypothesis and chi-square test applied and the value is 050. Df is 12.
The same variable that poverty effect female education. The data supported researcher’s
arguments. Hence the significant results led to conclude that poverty effect female education.

82
 Chapter 5

Summary, Key Findings, Conclusion and Suggestions

Summary

Education is very important for female to survive in the society. Education is a powerful
tool that enable them to move, work and live in the. Society. It is a source to polish the abilities
and man power of the human. Education helps us to make difference between right and wrong.
Purpose of my research is to find out the barriers that the females are facing towards their
education. Female are facing many barriers such as parents negative attitude, poverty,
unemployment, child marriage, lack of basic facilities, lack of teachers and schools, parents
preference to boys education, concept of purdha, role of our religious leaders, gender
discrimination and lack of proper security system. The present study was conducting to seek out
the causes of female school leaving. Our rural society is patriarchal society, man have all the
decision making power. In rural areas joint and external family system is prevailing. All the
decision making power is derived by the elders of the family. They are the heads of the family
and their decision are appreciated and implemented by the other family members. So therefore in
rural areas parents take no attention towards female education. In rural areas female are deprived
from basic education and they are not allowed to enjoy their right of education. Our religious
leaders are also prove as a barrier towards female education in rural areas. Concept of purdha is
prevailing as a hurdle for girls. Parents prefer education for boys, man have the right to get
education and even go anywhere he wants for education. In rural areas education is not
considered important for female .parents prefer household activities for girls instead of education
because they think their main duty is to do household work, child care, treat with husband and
other family members. They do not think that an educated female can perform these duties very
well. Parents think education makes girls rebellious. Their education effect their decision making
power. The researcher has completed his researcher by using quantitative research method and
used questionnaire for data collection and used simple random sampling techniques. The results
of his research revealed that parents have negative thinking towards female education in rural
areas. They prove as a hurdle for their education. In rural areas, long distance to school also

83
causes female school leaving. This research shows that due to these barriers the literacy rate is
very low in rural areas. These barriers prove as a hurdle towards female education in rural areas,
in these areas female are not allowed to get education and they are deprived from this facility of
education. Education is a necessity of every human. Education play a great role in the
development of every human but education for female is most necessary that education makes
girls able to move in the society and education helps female in their practical life. Education also
help them to make decisions about their life and help them to move in the society.

This research shows that these barriers causes female dropping out from the school and
causes female school leavening in rural areas. In rural areas, parents have negative thinking
towards female education. Parents think education makes girls rebellious. Parents this negative
thinking causes female dropping out and school leavening. This shows that in rural areas getting
education is so difficult for female. Due to these hurdles the rate of female literacy is very low in
rural areas.

84
Key findings

1. Major part of the respondents 17.5% were belonged to 20 – 25 ages.

2. Major part of the respondents 43.1 % were belonged to nuclear family system.
3. Major part of the respondents 33.8 % were strongly agreed that parents have
negative attitude towards female education in rural areas.
4. Major part of the respondents 38.8 % were agreed that some hurdles causes
female dropping out.
5. Major part of the respondents 28.1 % were agreed that unemployment effect
female education.
6. Major part of the respondents 31.3 % were agreed that poverty causes female
school leaving.
7. Major part of the respondents 31.9 % were agreed that child marriage is a barrier
towards female education.
8. Major part of the respondents 28.8 % were remained neutral that terrorism effect
female schooling in rural areas.
9. Major part of the respondents 27.5 % were agreed that parents have low attention
towards female education.
10. Majority of the respondents 84.4 % were strongly agreed that parents have low
encouragements towards female education.
11. Major part of the respondents 28.8 % were agreed that girl’s involvement in
domestic work effect their education.
12. Major part of the respondents 40.6 % were agreed that single parenthood effect
girl’s education.
13. Major part of the respondents 28.8 % were agreed that family is responsible for
girl’s school leaving.
14. Major part of the respondents 31.9 % were neutral that girls have little attention
towards themselves education.
15. Major part of the respondents 36.3 % were agreed that household activities effect
girl’s education in rural areas.

85
16. Major part of the respondents 21.9 % were agreed that corruption effect female
education.
17. Major part of the respondents 26.9 % were remained neutral that parents prefer
education for boys instead of girls in rural areas.
18. Major part of the respondents 30 % were disagreed that parents take no interest
towards female education.
19. Major part of the respondents 27.5 % were agreed that gender discrimination
effect girl’s education.
20. Major part of the respondents 28.1 % were remained neutral that large family size
effect female education in rural areas.
21. Major part of the respondents 24.4 % were neutral that parents think that
education makes girls rebellious.
22. Major part of the respondents 26.3 % were agreed that girls lack of self-
confidence effect their education.
23. Major part of the respondents 28.1 % were disagreed that concept of purdah effect
female education in rural areas.
24. Major part of the respondents 21.9 % were remained neutral that religious leaders
prove as a barriers towards female education in rural areas.
25. Major part of the respondents 23.8 % were agreed that joint family system effect
female education.
26. Major part of the respondents 28.1 % were agreed that socio-economic barriers
effect female education in rural areas.
27. Major part of the respondents 26.3 % were agreed that migration system effect
education.
28. Major part of the respondents 28.1 % were remained neutral that long distance to
school effect female education in rural areas.
29. Major part of the respondents 28.8 % were agreed that transportation system has
become a barrier towards female education in rural areas.
30. Major part of the respondents 27.5 % were remained neutral that lack of free
education effect female education.

86
31. Major part of the respondents 26.9 % were agreed that lack of basic facilities
effect female education in rural areas.
32. Major part of the respondents 26.9 % were neutral that health issues of female
effect their education.
33. Major part of the respondents 31.5 % were remained neutral that teachers
absences effect education in rural areas.
34. Major part of the respondents 23.8 % were agreed that insufficient staff effect
female education.
35. Major part of the respondents 34.4 % were strongly agreed that lack of furniture
for students and teachers effect education.
36. Major part of the respondents 31.9 % were agreed that failure in examination
effect female education.
37. Major part of the respondents 30 % were remained neutral that punishment by
teachers effect female education.
38. Major part of the respondents 26.3 % were disagreed that harassment at school
effect female education in rural areas.
39. Major part of the respondents 24.4 % were remained neutral that lack of female
teachers effect female education in rural areas.
40. Major part of the respondents 25.6 % were remained neutral that lack of schools
is a barrier towards female education.
41. Major part of the respondents 28.8 % were remained neutral that lack of proper
security system effect girls schooling in rural areas.

87
Conclusion

Education creates awareness among the whole members of the society. Education is the
overcoming the oppressive customs and traditions that how neglect the needs and right of getting
education for females and girls. Educated parents are the major source to adjust individuals for
their social life. Women education greatly improve their ability to manage basic child care. It is
abolish, rigidity and renew discrimination towards gender. Pakistan is facing the challenge of
primary education. Government of Pakistan is trying to increase the net enrollment in primary
education, but there are lot of issues and problems in this regard. Poverty is a main problem of
Pakistan and the teachers confirm that parents do not send their children to schools because they
think; child is more productive for them if he/she becomes an earning hand, even government is
providing free education. It is a common view of the peoples that in public schools corporal
punishment is a common practice. Females are facing many barriers while getting education.
Education provides the base for socio-economic development. But Pakistan is facing barriers.
Quality of teachers at primary level is questionable. There are many reasons that causes female
dropout from school are gender discrimination, poverty, family and social attitude.

88
Suggestions

In rural society, government should give importance to female education and provide the
facility of transport for rural society and also make policies for career development. We should
eliminate gender discrimination from society so, that female can get equal chances of education
as compare to man. We should try to change parent’s negative thinking into positive way and
make education common for female. Parents should allow to get education for female so that
they can be able to move and survive in the society.

We should change the conservative thinking of parents and people about female
education that education makes girls rebellious. Education does not make them rebellious it
polishes their senses and abilities. Educated parents are more like a major source to adjust
individuals in their social life. In western countries female education is very successful because
they are aware from the importance of female education. But in Asian countries female
education is not very successful because in these areas people have conservative thinking and did
not support female education. Researcher selected rural areas of Arifwala as a study.

Researcher would like to suggest that further researches would be conducting at broader
level. Researcher focused on the gender discrimination causes involved in low literacy rate
among females the researcher would like to suggest that further studied would explain other
studied involve in low literacy rate among female. By increasing the number of female schools in
the union council level. Patriarchal can be decreased by awareness of rights among females.
Parents should provide equal opportunities for both male and female.

Government should take solid steps to make education common for female. These steps are
helpful for improving female education in rural areas.

 Government should built more schools in the villages.

 Government should also make assure the absences of teachers and improve their
teaching method.
 It should also try to improve the quality of education good and take steps to make
education easy for the female in the rural areas.

89
 Government and other NGOs should arrange awareness program to change parent’s
negative thinking towards female education in rural areas
 Government should provide facilities of education in rural areas for female so that
female may be able to participate in the development of the country.
 Religious leaders should play their positive role to make education common for female,
because concept of purdha is a barrier towards female education.
 Gender discrimination should be control through parents and society members
counseling, because in rural areas parents prefer education for boys not for girls, it
should be controlled by government.

90
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 Barriers towards female education in rural areas of Arifwala

Informed consent

I am a student of M.SC Sociology in BZU Multan. I am conducting a research on the barriers

towards female primary education in rural areas of Arifwala. Your opinion is very important for
this research. Your response will be highly appreciated.

1. Name
2. Age
3. Occupation of the Father
4. Family type
(a) Extended (b) Joint (c) Nuclear

Sr Statement Strongly Agre Neutral Disagree Strongly

# Agree e Disagree
1 Do you think parents have negative
attitude towards female education?
2 Do you think some hurdles causes
female dropping out from primary
school?
3 Do you think unemployment effect
female education?
4 Do you think poverty effect female
education?
5 Do you think child marriage is a
barrier?
6 Do you think terrorism effect girls
education?
7 Do you think parents take not attention
towards female education?
8 Do you think parents have low
encouragement towards girl’s
education?
9 Do you think girls involve domestic
work effect education?
10 Do you think single parenthood effect
girls education?
11 Do you think family is responsible for
girl’s school leaving?
12 Do you think girls have little attention
towards themselves education?
13 Do you think house hold activities

94
 effects education?
14 Do you think corruption effect
education level?
15 Does parents gave preference to boy’s
education?
16 Did parents have no interested in girl’s
education?
17 Did gender discrimination effect
education?
18 Do you think large family size effect
girls education?
19 Did parents think education makes girls
rebellious?
20 Does girls lack of self-confidence
effect their education in rural areas?
21 Does concept of parda effect girl’s
education?
22 Does our religious leader prove as a
hurdle towards girl’s education?
23 Do you think inequality effect
education?
24 Did joint family system effect girl’s
education?
25 Do you think elder prove as a hurdle
towards education?
26 Does a socio-economic barrier effect
girl’s education?
27 Does migration system effect girl’s
education?
28 Does low economy effect education?
29 Does long distance to school effect
girl’s education in rural areas?
30 Did transportation system to become
barriers towards a female education?
31 Do you think lack of free education
effect girl’s education?
32 Does lack of basic facilities effect girls
education?
33 Did health issues of female effect their
education?
34 Do you think teacher absences effect
girls education?
35 Did insufficient staff effect education?
36 Do you think lack of furniture for
95
 students and teachers effect girls’
education?
37 Did failure in examination effects
girls’education?
38 Does punishment by teacher’s effects
girls’ education?
39 Do you think harassment at schools
effect girls’ education?
40 Does lack of female teachers effect
girls education?
41 Do you think lack of schools is a
barriers towards female education in
rural areas?
42 Does unpunctual of teacher’s effect
girl’s education?
43 Is lack of proper security system effect
girl’s education in rural areas of
Arifwala?

96