Mul icul u al Educa ion
Volume 11, Issue 11, 2025
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42
Gende Dispa i y in Pakis an
Muhammad Kam an
A icle In o
Abs ac
A icle His o y
Recei ed:
Augus 05 ,2025
E e y coun y has wo impo an ac o s o hei de elopmen which may
socioeconomic de elopmen and educa ional de elopmen . Rega ding
gene al educa ion, he women educa ion is on he op o he lis because i
a woman is educa ed hen i means he whole home will be educa ed and
ice e sa. Educa ion empowe s women and gi es con idence o women o
be in ol ed in a ious ac o s like decision-making, con ol o e he
economic esou ces and social mobili y.This s udy was abou he
examina ion o he socio-economic and demog aphic condi ions o women
in u al and u ban a eas o dis ic Faisalabad, Punjab, h owing ligh on
he knowledge, a i ude and p ac ices o women abou hei educa ional
igh s. This s udy has also ound he ac o s (i.e., socio economic and
cul u al) ha in luence he women’s igh in u al and u ban a eas o
dis ic Faisalabad, Punjab. Fo sampling o he s udy, he esea che s
ec ui ed 200 ma ied women (100 u ban & 100 u al) o age 15-49 yea s
h ough mul i-s age sampling echnique om u ban and u al a eas o
Dis ic Faisalabad, Punjab excluding he widowed and sepa a ed women.
Bo h u ban and u al a eas we e u he di ided in o sub-a eas i.e., ehsils
and illages.The esul s o he s udy indica ed ha in Pakis an he u al
a eas we e ex emely neglec edas compa ed he u ban a eas by p o ing
ha women’s oca ional and echnical educa ional ins i u es we e a e o
be ound. This s udy also showed ha al hough he women we e ully awa e
o hei educa ional igh s bu hose igh s we e no ully p ac iced by he
socie y. I was u he ound ha p ac ice o igh s among educa ed women
was g ea e han less educa ed o illi e a e women. The cu en s udy
sugges s ha i we he Pakis ani socie y inc ease he li e acy a e hen he
women may p ac ice hei igh s h ough hei knowledge and awa eness.
Accep ed:
No embe 06 ,2025
Keywo ds :
Educa ion, Decision
Making, Empowe men ,
Women Righ s
DOI:
10.5281/zenodo.17544922
In oduc ion
Educa ion is he mos impo an ac o o socioeconomic de elopmen o any socie y because i is a social
ins i u ion h ough which socie y p o ides knowledge, cul u al no ms and alues including basic ac s and job
skills o i s membe s. Educa ion is e y impo an o e e yone especially o women because i gi es con idence
o a women o a ail o he oppo uni ies. Women’s educa ion has g ea e in luence on amily, socie y and he
whole na ion. In Pakis an, women’s awa eness abou hei igh s and eedom is inc easing due o hei
educa ion. As women’s educa ion le el is inc easing hei le el o awa eness abou domes ic, social, economic,
poli ical, employmen and eligious igh s is also inc easing. An educa ed woman can in ol e he sel in decision
making wi hin amily and can ha e con ol o e economic esou ces as wella domes ic le el (Macionis, 2006
and Shoaib e al., 2012).
In he adi ional se ing, i he no mal si ua ions p e ailed and people accep ed he modi ica ions and new
echnologies ha has eme ged hen he mode ni y p ocess will be smoo h bu i he people belong o a socie y
which ha e a u bulen his o y, can b eak ou lo s o obs acles hen ha ype o socie y will no g ow owa ds
he mode ni y. The mos p oblema ic cause behind unawa eness and illi e acy and no welcoming he mode n
educa ion, in hese ibal a eas, is hei cul u al and eligious cons ain s. The mos dominan p ies s and people
who a e pa o judicia y sys ems in hese places impose hei hough s and aimless eaching in o habi an ’s
mind and manipula e hem owa ds he nega i i y o educa ion and no only he a me amilies bu he emales
a e also kep aside om he educa ional ins i u ions (Rau , 2017).
Educa ion should be he p io pu pose o he de elopmen o he coun y. No only should he u al bu u ban
a eas also be aken unde conside a ion o he educa ion and de elopmen . The educa ion and empowe men o
emales a e in e connec ed wi h each o he . Many p oblems which ou coun y is acing now-a-days such as,
o e popula ion, illi e acy, po e y, mise ies, da kness and adi ional ba ie s can be aken away om he
cu en scena io. The o esigh edness and c ea i eness a e he basis o educa ion (Jali, 2017) which b ings he
socie y owa ds he mode ni y.In de eloping coun ies, he gi l’s educa ion is gene ally neglec ed in spi e o he
cons i u ional p o ision ha educa ion is compulso y o all up o he age o 5-16 yea sin Pakis an. The
43
pe cen age o gi l’s en ollmen in school a ies om s a e o s a e. Indi ec ly, he igh o educa ion is ela ed o
iolence agains women (UNESCO, 2006). I has been obse ed ha educa ion con ibu es a lo he women’s
li es i.e., i makes he women awa e abou hei igh s such as decision making, igh o ea n, igh o demand
hei libe y and secu i y. Acco ding o esea ch, in amily planning he e is a di ec ela ionship be ween
educa ion o women and adop ion o amily no ms (Khan, 2006). On he o he hand, wo hi d o he women in
he whole popula ion o he Pakis an a e illi e a e (UNESCO, 2006).
I gi en educa ion in Islamic ideology hen women a e conside ed o be allowed o aking hei esponsibili ies.
As hey a e opp essed by he cul u al and ma e ialno ms so by educa ing hem, hey will be able o ace he
challenges and empowe hemsel es in he amilies and communi ies. The pas s udies unco e s how he li e a e
emales’ li es we e o med by a c i ical gende ed chain o command ha encou aged li e a e women o go up
agains oles while a he same ime expec ing hem o keep up ag eeable associa ions wi h amily and g oup
membe s (Khu shid, 2017).
Female ana omy and decision-making is absolu ely ela ed wi h educa ion, employmen , age and numbe o
child en. Due o less educa ion, u al woman is excluded om decision making p ocess (Ahmmed and
Chak abo y, 2012). In de eloping and unde de eloped coun ies, women a e kep away om highe educa ion
o help hem weak and subo dina e. Highe educa ion de elops skills and capaci a es he women wi h
manage ial decision making echniques, help o build up con idence o hold leade ship posi ions (Hou a, 2014).
Fede al Bu eau o s a is ics Pakis an conduc ed a su ey on educa ion, i was epo ed ha boys en ollmen in
elemen a y school was 21,333,000 as compa ed o 9, 082, 00 gi ls (Beau u o S a is ics, 2005). On basis o he
abo e s udied li e a u e, he esea che s made he ollowing objec i es o he s udy.
Objec i es o s udy
1. To know he ma ied women’s dis ibu ion acco ding o hei educa ional quali ica ion in u al and
u ban a eas o dis ic Faisalabad, Punjab
2. To know he ma ied women’s dis ibu ion acco ding o hei awa eness abou he igh o educa ion
3. To examine he socio-economic and demog aphic condi ions o women in u al and u ban a eas o
dis ic Faisalabad, Punjab.
4. To check he knowledge, a i ude and p ac ices o women abou hei educa ional igh sin u al and
u ban a eas o dis ic Faisalabad, Punjab.
5. To ind he ac o s (i.e., socio-economic and cul u al) ha in luences he women’s igh in u al and
u ban a eas o dis ic Faisalabad, Punjab.
Resea ch Ques ions o he S udy
1. Wha is he ma ied women’s dis ibu ion acco ding o hei educa ional quali ica ionin u al and
u ban a eas o dis ic Faisalabad, Punjab?
2. Wha is he ma ied women’s dis ibu ion acco ding o hei awa eness abou he igh o
educa ionin u al and u ban a eas o dis ic Faisalabad, Punjab?
3. Wha a e he socio-economic and demog aphic condi ions o women in u al and u ban a eas o dis ic
Faisalabad, Punjab?
4. Wha is he le el o knowledge, a i ude and p ac ices o women abou hei educa ional igh s in u al
and u ban a eas o dis ic Faisalabad, Punjab?
5. Wha a e he ac o s (i.e., socio-economic and cul u al) ha in luences he women’s igh in u al and
u ban a eas o dis ic Faisalabad, Punjab?
Ma e ial and Me hods
The cu en s udy was conduc ed in u ban and u al a eas o Dis ic Faisalabad by ec ui ing 200 ma ied
women o age 15-49yea s h ough mul i-s age sampling echnique. The s udy did no include he widow and
sepa a ed women.Among 200 women he 100 women we e om u ban a ea and 100 women we e om u al
a eas o Faisalabad. In he 1s s age, in he mul is age sampling echnique, he esea che s selec ed he i e u ban
a eas (i.e., Peoples Colony, Gules an Colony, Ayub Colony, Jinah Colony and Kheyaban Colony) o dis ic
Faisalabad o hei con enience. F om each colony 20 ma ied women we e aken h ough simple andom
sampling echnique.
Simila ly, om ou ehsils o Faisalabad, wo ehsils i.e., Samund i and Tandlianwala we e selec ed h ough
andom sampling echnique. F om union councils o Tehsil Samund i, wo union councils i.e., UC112 and
UC130 we e selec ed andomly. Th ee illages i.e., 218/G.B, 475/G.B and 217/G.B o UC112 we e selec ed
andomly. Simila ly om UC 130 wo illages i.e., 442/G.B and 444/G.B we e selec ed. I means ha o al i e
illages (218/G.B, 475/G.B, 217/G.B, 442/G.B and 444/G.B) we e selec ed. Fu he , only en esponden s om
each illage we e selec ed h ough sys ema ic andom sampling echnique which makes o al o 50 esponden s
om ehsil Samund i.
Jus like Samund i, he same p ocess was epea ed o he selec ion o esponden s om ehsil Tandlianwala.
UC86 and UC87 we e andomly selec ed om ehsil Tandlianwala. Th ee illages i.e., 449/G.B, 400/G.B and
451/G.B we e selec ed andomly om UC86. Simila ly, wo illages i.e., 612/G.B and 615/G.B we e selec ed
andomly om UC87. Ten esponden s om each illage o ehsil Tandlianwala we e selec ed h ough
44
sys ema ic andom sampling which makes o al o 50 esponden s. Thus o al o 200 ma ied women om
Faisalabad (100 u al & 100 u ban) made he comple e sample dis ibu ion o he s udy which is shown by he
ollowing able1. Table1 Sample Dis ibu ion o he Responden s
Faisalabad
Locali y
Di ision o Sub-a eas
No o esponden s
U ban A ea
Peoples Colony
20 Ma ied Women
Gules an Colony
20 Ma ied Women
Ayub Colony
20 Ma ied Women
Jinah Colony
20 Ma ied Women
Kheyaban Colony
20 Ma ied Women
Ru al A ea
Samund i
UC112
218/G.B, 475/G.B
217/G.B
30 Ma ied Women
UC130
442/G.B, 444/G.B
20 Ma ied Women
Tandlianwala
UC86
449/G.B, 400/G.B,
451/G.B
30 Ma ied Women
UC87
612/G.B, 615/G.B
20 Ma ied Women
To al
200 Ma ied
Women
Resul s and Discussion
Table 2: Dis ibu ion o he esponden s acco ding o hei educa ion
Table 2 depic s ha 20.5 pe cen o he esponden s we e illi e a e, while 25.5 pe cen o he esponden s had
p ima y-middle le el educa ion. 30.5 pe cen o hem we e ma icula ed. 23.5 pe cen o he esponden s had
abo e ma ic le el educa ion.Alam (2017) he pe cep ion o educa ion o women wi hin he amilies is
as onishing in which he ba ie is he pa en ’s concep s, social no ms and eache ’s a i ude oo ha depic s he
low a e o emale educa ion. The ole o socie y is di ec ly connec ed wi h he pe cep ion o emale’s educa ion.
Table 3: Dis ibu ion o he esponden s acco ding o hei awa eness abou he igh o
educa ion
020 40 60 80 100 120
Illi e a e
P ima y-Middle
Ma ic
Abo e Ma ic
To al
Cha Ti le
Pe cen age
45
Table 3 ep esen s he esponden s’ awa eness abou hei igh o educa ion. Abo e able3 e lec s ha
all esponden s i.e., 100% had hinking ha ma ied women ha e he igh o ge educa ion. 89% o he
esponden s epo ed ha he women should go o he highe educa ion, while only he leas i.e., 11% o hem
we e no in a o o women’s highe educa ion. Susilas u i (2003) also s a ed ha ge ing educa ion is basic igh
o women; i empowe s women and inc eases hei awa eness abou hei igh s. Simila ly, a as majo i y i.e.,
90% o he esponden s had hinking ha educa ion empowe s he women, while only 2 % o hem did no ag ee
wi h his opinion and 8% o hem had no knowledge ha whe he educa ion empowe s women o no . Fu he ,
a la ge majo i y i.e., 88.5% o he esponden s had hinking ha he educa ion enables a woman o ecognize he
igh s, while 11.5 & o hem hadno knowledge abou his issue. In addi ion, a huge majo i y i.e., 92% o he
esponden s epo ed ha he educa ed woman can assis he pa en s / husband inancially, while 4% o hem did
no ag ee wi h his s a emen and 4 % o hem had no knowledge abou his s a emen . Mo e han a hal i.e.,
54% o he esponden s had hinking ha he educa ion gi es hem con idence o be in ol ed in decision
making wi h in amily, while 42 % o hem did no ag ee wi h his s a emen and 4 % o hem had no knowledge
abou his hinking.
Khan (2006) epo ed ha in de eloping coun ies gi l’s educa ion is gene ally neglec ed in spi e o he
cons i u ional p o ision o up o he age o 14 yea s educa ion is compulso y o all. The pe cen age o gi l’s
en ollmen in school a ies om s a e o s a e. I has been obse ed ha educa ion con ibu es o make women’s
awa e abou o he igh s such as decision making, igh o ea n, igh o demand hei libe y and secu i y.
Table 4: knowledge abou igh o Educa ion ega ding nuclea and join amily sys ems
Awa eness abou igh o educa ion was measu ed h ough nuclea and join amily sys ems. Table 4 shows
ha ega ding “ he women had igh o ge educa ion” was di e en in nuclea and join amily sys ems.
The e o e, join amily sys emswomen had mo e awa eness abou igh o educa ion as compa ed o nuclea
amily sys emswomen.
Family s uc u e o he women will be associa ed wi h he awa eness le el abou hei igh s
0
20
40
60
80
100
120
140
160
180
200
220
Cha Ti le
46
Table 4 ep esen s he amily s uc u e o he esponden s and hei awa eness abou igh s o educa ion. I
means join amilies’ esponden s had mo e awa eness abou hei igh s o educa ion as compa ed o nuclea
amilies’ esponden s. Abo e able 4 also shows ha mos o he join amilies’ esponden s i.e., 50% had high
le el o awa eness abou igh o educa ion, while mos o he nuclea amilies’ esponden s i.e. 38% had low
le el awa eness abou igh o educa ion.
Islam (2017) despi e he inc easing a e o women in labo o ce and educa ional ins i u ions in he mode n
wo ld s ill he women a e ma ginalized and dep essed and behind he cu ains no only socially bu wi hin
amilies oo. Females a e ha ing lack o access o hei basic needs and always dependen on male membe s.
Khu shid (2017) h ough u ilizing e hnog aphic in o ma ion ga he ed wi h emale educa o s om us ic and
low-sala y g oups in Pakis an, he analysis show ha how pa hi likhi (ins uc ed) women's access o impo an
open doo s in b oad dayligh spaces is dependen upon hem ge ing o be no iceably subjec o new con ols,
pa icula ly in ega ds o hei gende . This gende ed p ocess o con olled s eng hening challenges he
con e se o women's aining as gene ally engaging and ea u es he unp edic able and mul idimensional e ec
o ins uc ion in a ious sociocul u al con ex s.
Pe een (2005) concluded ha educa ion is a ool o imp o e socio economic s a us o women. Educa ion
empowe s women o demand hei igh s.
Hea on e al; 2005, who concluded ha educa ed emale ha e mo e access o knowledge, paid jobs and o he
acili ies.
Conclusion
Educa ion is a i al ac o and back bone o socio-economic de elopmen o a coun y. I ’s concluded ha a
huge majo i y o women ecognize hei igh s bu hei igh s a e no p ac iced a la ge scale. Educa ion le el o
women is s ongly associa ed wi h he awa eness and p ac ices abou hei igh s. U ban women a e mo e
educa ed han u al women because he e a e less educa ional ins i u es o gi ls in u al a eas. Technical and
oca ional ins i u es o gi ls should be es ablished in bo h u al and u ban a eas o capaci a e women wi h skills
and mode n educa ion. Educa ion is mos impo an ac o o empowe women a indi idual and socie al le el.
Highe educa ion o women makes hem con iden in decision-making, con ol o e economic esou ces and
social mobili y.
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Au ho In o ma ion
Muhammad Kam an
