Women’s Education in Pakistan: Hidden Fences on Open Frontiers
Bibliographic record
Abstract
Education has been of central significance to the development of human society. The international community’s commitment to universal education was first set down in the 1984 Universal Declaration of Human rights. In Pakistan, particularly in rural and sub-urban areas, women are situated largely at the bottom end of the educational system in comparison to their male counterparts. Traditionally, it is assumed that women are limited to their homes and men are the breadwinners of the family. In this situation, education can play a vital role in enhancing the status of women and placing them on an equal footing with their male counterparts and it also increases women’s ability to secure employment in the formal sector. The purpose of this study was to understand the importance of education for women in Pakistani society and examine the barriers and obstacles to higher education for women in Pakistan. The sample comprised of ten women from local female university; a vice chancellor, four deans, one head of department each randomly selected from faculties of Natural Sciences, Engineering and Technology, Humanities, Islamic and Oriental Learning and two from Social Sciences (as this faculty comprised 17 departments, much larger than the other three). A case study approach was used and data were collected through semi-structured interview schedule. Participants accepted that there is no doubt that in country like Pakistan women’s have to face socio-cultural hurdles to acquire education. It is war against these hidden fences but Pakistani women’s are struggling hard to get their rights. Participants identified poverty, dowry, social norms and early marriages as barriers. For most of the participants, societal attitudes towards female higher education are mixed; some people are in favour of female education which is depicted in a participant’s personal experience. This study also revealed that education can bring phenomenal change in women’s life by enhancing their confidence, raising their status in the family and society.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.017 | 0.007 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".