ALLAMA IQBAL OPEN UNIVERISTY

Assignment No 1

SUBMITTED BY:

Student Name: NIMRA BATOOL

Student Id: 0000346263

Course Name: Citizenship Education and Community

Course Code: (8606)

Semester: 1st autumn 2022

Program: B.Ed. (1.5)

SUBMITTED TO:
TOHID ANWAR
Q. 1 a) Evaluate the role of an individual in the development of any
society.

Answer:
Role of Individual in Development of Society After reading this article you will learn about the
role of individual in development of society according to Marx and Engels.

It is to be emphasized here that Marx and Engels had no intention to undermine the importance
and role of individuals. The role of individuals envisaged by Marx and Engels must be viewed in
the proper perspective. They have admitted the crucial role of individual having exceptional
qualities in the making and remaking of history and also molding the process of development.

An outstanding individual like Oliver Cromwell or Napoleon Bona-parte or Marx himself has
tremendous influence upon the course of history. An exceptional individual has certain traits of
character which ensure his role in the progress of history. To a very crucial point Marx and
Engels have drawn our attention. Historical development took place at different periods of time.

We also come to know that individuals gave leadership to these development processes or to this
development. But Marx and Engels have said that these individuals are not ordinary persons,
they are leaders to classes and movements/This are the key point to be properly treated.
Individuals direct the movement of history as leaders of classes, representatives of the mass.
Cornforth, in this connection, maintains “unless the individual bases his authority and his
influence upon the support of some class, whose interests and tendencies he represents, he is
impotent and can exert no decisive influence”.

As without the support of classes leaders cannot influence history, so without leaders the classes
and movements cannot achieve success. The good leaders accelerate the movement and bad
leaders retard it. Marx regards individuals as a product of social being or product of materialistic
situation. Individual does not come from the vacuum. He draws his inspiration from the society.
This does not, of course, mean that a particular historical situation will produce identical
individuals. Though the superstructure is the reflection of basis, it is not devoid of varieties.
There are varieties of ideology, religion, art and literature. All these lead to the varieties of
individual’s character and attitude. Thus a capitalist base has various types of individuals. That is
why in capitalist society some people relentlessly fight against capitalism and vow to overthrow
it. In capitalist society the individual is simply a wage-earner and a machine of surplus value,
i.e., surplus value-creating agency He sells his labor and in exchange of that gets an amount of
wage which just helps him to survive. The workers are forced to stay and comfort themselves at
subsistence level of wage. The greatest “achievement” of capitalism is that it has alienated and
dehumanized individual. On his labor the great citadel of wealth is built. He is destined to
sacrifice.

Individual in capitalism is the victim of exploitation, misery suffering and degradation. He is put
to all sorts of subjection. He is supposed to have freedom, which is in fact, a false one. Economic
slavery makes freedom fully meaningless.

Absence of economic freedom abnegates the political freedom. The creative activity of the
individual, in capitalism, is retarded. So what is the way out? Socialism, Marx believes, is the
only way of manic potion. It opens the floodgates of opportunities for the individual sufficient
for the utilization of creative faculties which the individual possesses.

He gets back his worth Let us put the matter in the words of Kolakowski:

“Socialism was vastly to enlarge the sphere of creative activity outside the production process
freeing consciousness from mystification and social life from reified forces”. Forces of
production will be released from private control. The contradictions, characteristic features of
capitalist society, will cease to exist. Abolition of the antagonistic class society will radically
change the character of base and superstructure.

Man will no longer be subject of exploitation. Both alienation and dehumanization will be buried
in oblivion. “Socialist production” observes Cliff Slaughter “will provide an entirely changed
basis for individual development. Social forces and cultural stimuli will come under individual’s
control”.

From the above analysis of base and superstructure relation or interaction we conclude that Marx
makes a very important contribution to social philosophy. Many of the concepts or ideas of Marx
may be challenged or rejected but his in-depth analysis of base and superstructure has an
everlasting value.

In every capitalist society base generally controls the superstructure and sometimes the
superstructure is found to influence the base. This view of Marx is found in many systems.

Q1.b) Explain the major elements of social structure in Pakistani context

Major elements of the social structure of Pakistan

Major elements of the social structure of Pakistan center on family units. Berādarī is an
important element and refers to the organization of society along patrilineal lines. The eldest
male in most households holds the most influence. Women are usually kept in seclusion with
exceptions among the rural poor.

One the most notable features of Pakistan's social system is its inbuilt resistance to change. As
Pakistani society is based on a large profusion of tribes, each one steeped in patriarchal values,
this should come as no surprise. The fundamentally tribal nature of Pakistani society ensures that
it remains rigidly hierarchical, with considerable political, personal, and spiritual authority vested
in tribal chiefs, clan leaders, and religious leaders.

At the national political level, the ongoing existence of these social hierarchies and their deeply
entrenched power militate against the implementation of radical change, even in those areas such
as the tackling of corruption, in which there is a fair degree of consensus. Though Pakistan is
formally a democracy, the powerful influence of clans, tribes, and religious leader’s acts to
exclude the common people and their democratically elected representatives from having any
significant influence on the operation of the political system.

In that sense, one could argue that Pakistan's is a traditional, conservative society with elements
of a modern political system grafted uncomfortably on top. These incompatible elements have
generated considerable tensions that show no signs of being addressed, let alone resolved, until
and unless the entrenched power of tribes, clans, and religious leaders is seriously challenged.

In Pakistan, society tends to be based on the patriarchal elements of extended family units and
clans. In many parts of the country, Pakistanis live in large, multigenerational familial
households. The eldest male of the household, be he grandfather, father, uncle, or the eldest
brother, is usually in charge and makes most of the significant decisions for the family as a
whole. Like in neighboring India, a social caste system exists in Pakistan. However, kinship and
clan membership take precedence over caste. Berādarī refers to this organization of society along
patrilineal lines and is extremely important in much of Pakistan. Many marriages occur within
one's own clan or berādarī.

The role of women in Pakistani society varies by social class. Among most wealthy and middle-
class families, adult women are kept in seclusion. This practice is known as purdah. Typically,
these women are only permitted outside of the home when chaperoned by a male relative and
wearing face coverings. Poorer women in the agricultural sector actually tend to have more
autonomy than their wealthier and urban counterparts. These women do not practice purdah, as
they are needed outside of the home performing essential duties in the fields. Some wealthy and
middle-class urban families have begun adopting Western cultural elements and have relaxed
elements of purdah.
Q.2 a) How does individual and group behavior affect the school
and classroom environment?

Answer.
One of our primary responsibilities as teachers is to help our students learn. It is difficult for
learning to take place in chaotic environments. Subsequently, we are challenged daily to create
and maintain a positive, productive classroom atmosphere conducive to learning. On any given
day, this can be quite a challenge. In our attempts to face this challenge, we find ourselves
making common classroom behavior management mistakes. This article is designed to presents
some of these common mistakes followed by suggestions as to what we should do instead. The
mistakes presented are committed frequently, at many grade levels and in all types of learning
environments. Each suggestion is relatively easy to implement and useful for all types of
learners.

We have based our suggestions on several assumptions and beliefs. First and foremost, teachers
have considerable influence over student behavior. This is particularly true if interventions begin
early and are supported at home. Next, most student misbehaviors are learned and occur for a
reason. It is our job to determine those reasons and teach appropriate behaviors to replace those
misbehaviors. We believe that prevention is the most effective form of behavior management.
That is, the most efficient way to eliminate misbehaviors is to prevent their occurrence or
escalation from the beginning.

Using a proactive approach also allows us to focus more on teaching appropriate behaviors rather
than eliminating negative behaviors. Our experience tells us that management systems should be
flexible enough to meet the changing needs of our classrooms. Finally, students, parents, and
other professionals can be effective partners in behavior management.

Misbehavior by How It Looks

When attempting to change misbehavior, we often describe it by only how it looks (e.g., calling
out, hitting, and getting out of seat). Defining misbehavior by how it looks only provides us with
an incomplete picture of the behavior; it tells us little about why it occurred and doesn't help
much in our behavior-change efforts. For example, a student who is off task is a common
classroom problem. If two of our students are off task regularly, they may or may not be off task
for the same reason. If they are off task for different reasons, our approaches to change their
behaviors may need to differ. Actually, a strategy that will eliminate the off-task behavior of one
student might worsen the off-task behavior of the other. Defining a misbehavior by how it looks
tells us nothing about why it occurred and often doesn't help in our behavior-change efforts.

Just because two behaviors look the same, doesn't mean they are the same.

Q2.b) How can group dynamics be applied in your daily classroom

teaching
Dynamics mean change and group dynamics means the change of behavior through interaction
in the group. As we know that students live in groups in school as their classroom, group of
playmates, hobby club, science club, library etc.

It is natural that students interact with each other in groups to perform their needs, get
information’s, provide messages etc. As we know that human behavior is not static, so when
students interact in their group/groups with other members then the behavior of members who
constantly, interact, undergoes continuous changes. This kind of changing in behavior of
students due to their interaction in group with group members is called group dynamics.

We see that when teacher organize any group project work in classroom regarding any topic,
then he/she formulates various groups and provide them project work/works. Students have to
interact with the members of their group to perform various works of project, to get information,
to seek help, etc.

Every group demands reciprocity among its members. Every group influences, to a great extent,
the behavior of its members. Students interact with the environment for their development. This
development depends on social interaction. A teacher should study group dynamics to deal with
various groups of students.

Now we shall discuss, how study of group dynamics help a teacher in classroom transaction:
 1. To provide appropriate guidance to students for their adjustment:

If teacher has basic knowledge of group dynamics then he/she can provide appropriate guidance
to his/her students for their adjustment. As we know that education aims to make socially
adjustable citizen of the country, we want that our students should have positive adjustment with
their friends, classmates, playmates and others. Sometimes students can face certain problems
regarding their process of adjustment. If teacher is well-equipped with the basic knowledge of
group dynamics, if teacher knows how a student should interact with other members of his/her
group positively then he/she (teacher) can provide proper guidance to students about their
adjustment.

2. To improve the emotional and social climate of the class:

As we know that we cannot even imagine organizing participative, effective and armful
teaching-learning process in the class which does not have proper emotional and social climate.
If the students of the class have negative attitudes about each other, if they act unsociably as
enemies, if they do not care emotions, needs, expectations of others then we cannot expect a
successful transaction of teaching-learning process in that kind of class. Through the study of
group dynamics, a teacher can guide his/her students for making proper adjustment and healthy
interaction with each other. Teacher can improve the emotional and social climate of the class.

3. To improve group relations in the class:

We can see some particular patterns of relationship among the students of the class as- stars,
isolates, mutual pairs, chains etc. If teacher has basic knowledge of group dynamics then he/she
can provide a leadership role. The role of the leader is now shifting from authoritarian to a
democratic and participatory one. Teacher should try to encourage participation of students in all
the school activities. If teacher has studied about group dynamics, then he/she can improve the
climate of the students of his class by taking them into confidence.

Teacher can take his/her decisions democratically. By studying group dynamics, he/she can
motivate students to participate in learning activities. Since group relation has an important role
in teaching-learning process so a teacher should improve group relation in the class. For this
improvement he/she should have knowledge of group dynamics.
 4. To deal effectively with social groups:

Teacher has to organize various activities in various groups. To deal efficiently with social
groups in classroom, in playground, in laboratory, in co-curricular activities, teacher should have
study about group dynamics.

5. To have a thorough knowledge of the interaction process:

As we know that in a class we cannot find all the students of same qualities, needs, interests etc.
They may be of different socio-economic background. Teacher should try to ascertain positive
interaction among these students. For this teacher should have a complete knowledge of group
dynamics and the interaction process.

6. To remove conflicts and stresses in the group:

As we know that conflicts and stresses in the group, disturb the learning climate of the class. A
teacher should try to remove these. For this a teacher should have study the group dynamic
process. As a whole, a teacher’s work is not only to teach the students but he/she should work to
create positive circumstances in the class which could motivate students towards participative
and armful learns. For this kind of creation a teacher should have thorough knowledge of group
dynamics which help a teacher in classroom transaction.
Q.3 a) Discuss the concept of socialization and identify its role in the
learning process.

Answer:
Schools and the Socializing Process

In Canada, children from elementary to high school levels spend about seven hours a day at
school for about 200 days of the year. These 1400 hours in the school setting per year do not
include extracurricular activities and school preparatory work, like homework. From an early age
until adulthood, school is a place where children spend a large portion of their days—and,
indeed, their lives. Prior to attending school, children’s main source of socialization comes from
their families.

Socialization refers to the ongoing process of learning the expected behaviors, values, norms,
and social skills of individuals who occupy particular roles in society. Agents of socialization are
the social structures in which socialization occurs. Major agents of socialization include the
family and school, but also the media, peer groups, and other major social institutions such as
religion and the legal system. Furthermore, socialization can be divided into two types: primary
socialization and secondary socialization. Primary socialization occurs within the family and is
where children first learn their own individual identity, acquire language, and develop cognitive
skills. Within the family, children are socialized into particular ways of thinking about morals,
cultural values, and social roles. Of course, the socialization that results from primary
socialization rests heavily upon the social class, ethnic, religious, and cultural backgrounds and
attitudes of the family.

Secondary socialization refers to the social learning that children undergo when they enter other
social institutions, like school. Characteristics of the school, teachers, and the peer group all
influence the socialization of children within school settings. The family still remains an
important part of children’s socialization, even when they enter into school. Children, however,
will now have other significant people in their lives from whom they will learn the skills of
social interaction. In Chapter 2, Mead’s theory of development of the self was discussed. The
development of the generalized other, where a child learns to adopt the attitudes of the wider
society, occurs in secondary socialization.

The school setting is where the learning of the new role as a student occurs. When children start
school, for example, they are socialized to obey authority (i.e., the teacher) and in how to be a
student. The overall socialization of children, as theorized by Bronfenbrenner (see Chapter 2), is
dispersed into various realms which focus on the different sites of social context that children
experience in their lives. Families and schools are major contributors to socialization, but there
are other systems of socialization within ecological systems theory. The child interacts with
many features of his or her environment which all contribute to the child’s social development.
And the grand outcome of socialization is also theorized to be the result of how all the systems
interact with one another. In this chapter, however, the main focus is on how schools contribute
to the socialization of children.

A major objective of socialization in the school setting is to make a child socially competent. A
child must develop skills that allow him or her to function socially, emotionally, and
intellectually within the school environment. Within the school setting, social competence is
achieved when students embrace and achieve socially sanctioned goals. These goals (e.g.,
learning to share, participating in lessons, working in groups), when embraced, also serve to
integrate the child into social groups at school. Social approval is obtained when children accept
the sanctioned goals of the school setting and they are rewarded and reinforced on a consistent
basis through social acceptance by teachers and other students (Wetzel and Looney 2006).

Schools versus Families

Schools become a significant social world for children to navigate. Unless a child attended
preschool or nursery, the structure and routines of the school day and the social relationships
within the school setting must be entirely learned. The school setting now begins to take on some
of the roles that previously only family members fulfilled—but in markedly different ways.
There are many new behaviors and experiences that children must adapt to when starting school
for the first time. As noted by Wetzel and Looney (2006), there are several different social
realities to which a child must adapt:
A teacher, for example, is largely in charge of the student, but the relationship that a child has
with a teacher is far less intimate than the relationship a child shares with his or her parents;

A student must also adapt to spending a significant amount of time in large groups;

A child must learn to be independent to achieve the academic goals of school;

A child must also learn to form bonds and develop social bonds with other children in school;
and Children must learn the work ethic that goes along with school and understand the goals of
learning as well as adjusting their efforts according to teacher feedback. In addition to learning
different behaviors that are appropriate for school, there are also structural features of school to
which children must adapt. The structure of school and the structure of the family are obviously
very different. Table 6.1 highlights some major structural differences between the school and
family setting.

b) Suggest ways in which our education system may help in the promotion of our culture?

Education is important for all people. As we learn, we understand many things that happen in our
lives and what causes them. Children develop various skills and enrich knowledge to live a
normal way of life. Thus, education strongly affects their natural heritage and views. It plays a
vital role that affects and changes the culture in every country.

Culture and Its Importance

First of all, it’s necessary to define the purpose of culture for our lives. Culture focuses on the
knowledge of ethics, norms, traditions, and so on. It helps to interact with each other and avoid
conflicts. When some person is rude and doesn’t show respect to others, we commonly say that
he/she is an uncultured personality. Educators show and explain social and cultural values to the
growing generations. Thus, they understand how to behave. Accordingly, they either follow the
mainstream or provoke culture changes.

Education Connects People to Their Culture

One of the most important roles of education is the possibility to connect it to the culture of
every person. According to Judith Caballero of Northern Arizona University, students are more
engaged in their learning when they can make a connection to it. In other words, education
becomes more effective when it’s relevant to someone’s culture. Education shows what culture
means and how it can be used by people. Education practices a shared sense of learning and
offers culture to all students regardless of their race, worldviews, and personal beliefs. It’s a
unique language, which is available for everyone.

Education tries to preserve culture in whatever form it exists. One of its main goals is to make
sure the social heritage will survive. Different institutions save and spread information about
customs, traditions, values, social norms, moral codes, etc. The main educational institutions are:

 Kindergartens;
 Schools;
 Colleges;
 Universities;
 Educational communities;
 Churches, etc.
 Transmission of Culture

People may become savage and stupid without education. It passes the knowledge and
experience of the previous generations to the new ones. Thanks to this transmission culture and
humankind survive. Imagine a generation, which is taught its history, traditions, habits, etc. You
will see “tabula rasa”, which means “clear board”. Such a generation will not know how to
identify itself to something or somebody. It’ll grow non-civilized with the norms that are from
being fair and perfect. As a result, the whole culture will simply disappear. Thus, the
transmission of cultural experiences, norms, and values should be preserved. Education takes
care of this important phase.

Promotion of Culture

Education also promotes and changes culture. Undoubtedly, every next generation differs from
its ancestors. Sometimes, its views slightly differ and sometimes, the differences are huge and
happen drastically. Remember how the appearance of fire altered the whole generation.
Education constantly changes and so, the methods it teaches younger generations to change too.
They are induced by some cross-cultural patterns due to the quality of life in general demands
something new. Cultures affect each other and the process of globalization is a perfect example.
Thanks to progress, the values get shaped. This inevitably leads to a reevaluation of the needs of
society. As education promotes new cultural transformations, culture changes.

Eliminating Cultural Lag

You should know about the so-called cultural lag. This concept was invented by a sociologist
Osborn. The forms of culture are different. The most important ones are material and non-
material. Technological progress, scientific inventions, geographic discoveries are of huge
importance, but may also harm society. When the material well-being improves, people tend to
forget about the non-cultural aspects of their lives. This creates the lag and education tries to
eliminate it. Educators teach us to value the moral code and what makes us human. Otherwise, it
may lead to a total and disgusting change of moral values.
Q.4 a) Elucidate the role of religious groups and their influence on
social behavior.

Answer:

Religion is probably the strongest belief system that has existed for thousands of years. In many
ways, it is a code of conduct, a rule book that allows believers to function in a non-primitive or
cultured manner. The earliest forms of religion were established to facilitate social bonding. In
fact, it is also believed that religious practices are adaptive and have emerged to sustain survival
and reproductive advantages through gene selection or gene-culture coevolution dynamics. It is
no surprise then, that this system is crucial to thinking patterns and plays a vital role in formation
of self-identity and a collective identity of a community, which then shapes attitudes, cultural
norms and influences individual and group behavior. Children are particularly perceptive to
religious beliefs and the concepts of Gods and other supernatural agents, which leads to a
teleological bias of accepting explanations of phenomenon, based on the purpose they serve
rather than their postulated causes, which persist into adulthood (Kaleen, 2004). These attitudes
are contingent upon factors such as beliefs about God's existence, immortality and omnipresence;
attributions about psychological characteristics such as fairness, compassion and harshness; and
attributions about God's causal involvement and motives in one's life events.

Most, if not all religions, have some thematic principles that make them similar to one another,
namely concepts of god and love, honesty, altruism, miracle workings and peacekeeping.
However, every religion has elements and ideologies that set them apart from the other. These
ideological differences may not be overt and easy to discern, but they are present and account for
a lot of disharmony and discord at times. This is mainly due to irrational and distorted deductions
of religious scriptures by some followers which go against the fundamental principles. Moreover,
coexistence of diverse religions in a single community or nation is a comparatively recent trend.

Sacrifices and wars in the name of religion are not unheard of, with some of the significant
examples being The Crusades, Sati System, Buddhist Burma, Jihadists and the Witch Hunt,
which ended thousands of lives. What is even more mind-boggling is the dichotomous function
that religion seems to serve, where it imbibes compassion and kindness towards all, but also
instigates religious hatred, violence and religious martyrdoms, especially in radical believers.
Most religions enforce moral behavior through positive and negative reinforcement by infusing
‘god-fearing’ elements in scriptures, such as the concept of karma and reincarnation in
Hinduism, heaven-hell and salvation in Christianity, paradise and hell in Islamism, peaceful
afterlife and reincarnation in indigenous Chinese folk religions, and release from the cycle of
reincarnations and reaching enlightenment in Buddhism. This was further reiterated through
Sharif and Norenzayan’s (2011) study where they found that individuals are more likely to
behave in a moral or honest manner when they believe in fearsome and punishing supernatural
agents. In their subsequent studies, they concluded that the concept of hell exists to make people
act in a moral and ethical manner, whereas the concept of heaven (or its equivalent in other
religions) exists to make people feel good, and has a direct and positive relation with happiness.
However, another possible explanation for this suggests that it may have nothing to do with
religious beliefs.

Rather, the religious scriptures or rituals act as a moral reminder, through priming, and impel us
to act in a moral and honest manner. It is important to note here that although, religious beliefs
may play a causal role in some of the actions, and it is not the only factor that influences
behavior. Rather, it's an important factor in a pool of other factors like genetics, environment,
parenting, drives, and needs that determine our behavior. Research supports that there is a
correlation between religious beliefs and behavior, but does this necessarily mean that there is a
causality? It doesn’t really matter whether one believes that people form these belief systems in
order to adapt and function, or if existing beliefs influence religious attitudes. What is important
is how we use (or misuse) such a powerful instrument, and to what extent we let it influence our
behavior.
Q4.b) Analyze the role of school and mass media as agents of
socialization
Introduction

Socialization is a process whereby individuals learn the norms, values, and beliefs of their
society, culture, and environment. It is through this process that individuals become members of
society and develop an understanding of how to interact with others. School and mass media are
two of the most influential agents of socialization, as they have the potential to reach a large
number of people and shape their beliefs, attitudes, and behaviors.

School as an Agent of Socialization

School is an important agent of socialization, as it is a space where children learn the norms and
values of their society. Through school, children learn how to interact with others, how to behave
in certain social situations, and how to work together towards a common goal. School also
teaches children important academic skills, such as reading and writing, which are essential for
success in the modern world. School also serves as a place for children to form relationships with
peers and adults. Through these interactions, children learn how to interact with others in a
respectful and appropriate manner. Additionally, school provides students with a safe and
supportive environment, which can help them to build self-esteem and develop a sense of
belonging.

School also provides a space for students to learn about different cultures and beliefs. Through
classes such as history, geography, and social studies, students learn about different cultures and
their values, beliefs, and customs. This helps students to gain a better understanding of diversity
and to develop a more tolerant and accepting attitude towards others.

Finally, school provides students with the opportunity to engage in extracurricular activities,
such as sports, music, and art. Through these activities, students learn important life skills, such
as teamwork, communication, and problem-solving. Additionally, these activities can help
students to develop a sense of identity and belonging, as well as to build relationships with peers.

Mass Media as an Agent of Socialization

Mass media is another important agent of socialization, as it has the potential to reach a large
number of people and shape their beliefs, attitudes, and behaviors. Through television, movies,
radio, and the Internet, individuals are exposed to a variety of information, messages, and
images, which can affect their views and opinions. Mass media can be used to promote positive
social change, as it can be used to educate and inform people about important issues, such as
inequality, poverty, and violence. For example, television shows, movies, and radio programs
can be used to raise awareness about these issues and to encourage people to take action.
Additionally, mass media can be used to promote positive values, such as respect and tolerance.
Mass media can also be used to shape individuals’ beliefs and behaviors. Through television
shows and movies, individuals may be exposed to certain values and beliefs, which they may
then adopt. Additionally, advertisements can be used to influence people’s opinions and
behaviors, as they often portray certain products or lifestyles in a positive light.

Conclusion

In conclusion, school and mass media are two of the most influential agents of socialization.
Through school, children learn the norms and values of their society, as well as important
academic and social skills. Mass media, on the other hand, has the potential to reach a large
number of people and shape their beliefs, attitudes, and behaviors. Both of these agents can be
used to promote positive social change, as well as to shape individuals’ opinions and behaviors.
Q.5 a) Explain the evolution of family structure in the past three
decades in Pakistan

Answer.
Introduction

Family structure in Pakistan has been changing constantly over the past three decades. In the
past, the traditional family structure in Pakistan was patriarchal and hierarchical, with the father
as the head of the family, and the mother as the primary caregiver. However, with increased
access to education and increased economic opportunities for women, the traditional family
structure has been gradually changing.

The Role of Men and Women

Historically, the role of men and women in the family was strictly defined, with men being the
head of the family and women being the primary caregiver. Men were the primary breadwinners
and were expected to provide for the family, while women were responsible for the housework
and childcare. This traditional family structure has gradually changed over the past three decades
as women have become more educated and have increased access to economic opportunities. In
the past three decades, there has been an increase in the number of women in the workforce, and
a corresponding decrease in the number of men in the workforce. This has resulted in a shift in
traditional gender roles and an increase in the number of women in positions of power in the
workplace. This has also led to an increase in the number of dual-income households, with both
men and women contributing to the family income. This shift in traditional gender roles has also
resulted in a change in the roles of men and women in the family, with men taking on more
responsibility for childcare and housework, and women taking on more responsibility for
providing for the family.

The Role of Children

In the past, the role of children in the family was relatively limited and children were not
expected to play an active role in the family. However, in the past three decades, there has been
an increase in the number of children in the workforce, and an increase in the number of children
attending school. This has resulted in a shift in the role of children in the family, with children
taking on more responsibility for their own education and providing for the family’s financial
needs.

Overall Family Structure

In the past, the traditional family structure in Pakistan was hierarchical, with the father as the
head of the family and the mother as the primary caregiver. However, over the past three
decades, there has been a shift away from this traditional structure, with both men and women
taking on more equal roles in the family. This shift has also resulted in a more egalitarian family
structure, with parents sharing more responsibility for caregiving, decision-making, and
providing for the family.

Conclusion

In conclusion, the traditional family structure in Pakistan has been changing over the past three
decades. This shift has been driven by increased access to education and economic opportunities
for women, as well as an increase in the number of children in the workforce and attending
school. These changes have resulted in a shift in traditional gender roles, an increase in the
number of dual-income households, and a more egalitarian family structure.

Q5 b) Explain the collaboration among the institutions which may

lead towards national development?
Collaboration among institutions is an important element in national development. When
different organizations and institutions work together, they can increase efficiency, pool
resources, leverage expertise, and create innovative solutions to address complex social,
economic, and environmental problems. Collaboration among institutions can take place at all
levels of society, from local to international. This paper will discuss how collaboration among
institutions at the national level can lead to national development.
At the national level, collaboration among institutions allows for the sharing of resources and
information, the pooling of expertise, and the development of innovative solutions to address the
needs of the population. For example, collaboration between the government and the private
sector can lead to the development of public-private partnerships, which can bring together the
resources and expertise of both entities to address national development issues. Similarly,
collaboration between the government and civil society organizations can lead to the
development of policies and programmers that are based on the needs of the population.
Collaboration among institutions at the national level can also lead to the development of
innovative solutions for addressing specific national development issues. For example,
collaboration between government, private sector, and civil society organizations can lead to the
development of innovative financial products and services that are tailored to the needs of the
population. This type of collaboration can also lead to the development of public-private
partnerships that can leverage the resources and expertise of both entities to address specific
national development issues.

Collaboration among institutions at the national level can also lead to the development of
effective mechanisms for public-private sector dialogue. This type of dialogue can help to ensure
that the public and private sectors are working together in an effective and efficient manner to
address national development issues. Similarly, dialogue between the public and private sectors
can also lead to the development of policies and programmers that are based on the needs of the
population. Collaboration among institutions at the national level can also lead to the
development of effective mechanisms for monitoring and evaluation. This type of monitoring
and evaluation can help to ensure that policies and programmers are effective and efficient in
addressing national development issues. Similarly, monitoring and evaluation can provide
valuable data and information that can be used to inform decision-making at the national level.

Finally, collaboration among institutions at the national level can also lead to the development of
effective mechanisms for capacity building and training. This type of capacity building and
training can help to ensure that individuals and organizations have the necessary skills and
knowledge to effectively address national development issues. Similarly, capacity building and
training can also lead to the development of innovative solutions to address specific national
development issues. In conclusion, collaboration among institutions at the national level is
essential for national development. By pooling resources, leveraging expertise, and developing
innovative solutions, collaboration among institutions can help to address the needs of the
population and create a more prosperous and equitable society.