PARENTAL ATTITUDE ABOUT EDUCATION OF THEIR DAUGHTERS IN DISTRICT PESHAWAR

0336-9252954 (hajrakhan.2015@gmail.com)HAJIRA BIBIRoll No. 6133

M. Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With

UNIVERSITY OF PESHAWAR,

SESSION 2015-16

ii

PARENTAL ATTITUDE ABOUT EDUCATION OF THEIR DAUGHTERS IN DISTRICT PESHAWAR

HAJIRA BIBIRoll No. 6133

M. Ed

Submitted to the institute of education and research, university of Peshawar in partial fulfillment of the requirements for the award of the degree of Master in

education

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With

UNIVERSITY OF PESHAWAR,

SESSION 2015-16

ii

DEDICATION

I earnestly dedicate this irksome task of mine to

My loving Parents

Whose prayers are the assets of my life

and these prayers served as a guideline

and prop during every difficult moment

of my life and made me what I am today

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APPROVAL SHEET

This thesis entitled “Paternal Attitude About education Of Their Daughters in District Peshawar” conducted and submitted by Hajira Bibi, Roll No. 6133, in

partial fulfillment of the requirement for the award of degree of Master of Education (M.Ed.), is accepted.

Supervisor/Internal Examiner: _______________________________

External Examiner: _______________________________

Director: ______________________________

Date: ______-_____-2015

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With

UNIVERSITY OF PESHAWAR,

SESSION 2015-16

iv

ACKNOWLEDGEMENTS

Thanks to Almighty ALLAH the most gracious, the most merciful for helping me in

accomplishing this task. After that I would like to express my deepest gratitude to my

supervisor Sir. _________, ________, for his cooperation and for providing his

precious time in helping and guiding me.

I would like to pay a special thanks to Mr. _______ librarian of ______

I am also thankful to the workers of central library University of Peshawar, especially

____________ who help me in providing relevant information.

It is my great pleasure to thank my ___________ who help me & guide me during my

whole academic career.

Thanks to all my friends particularly ______________________ and all my class

fellows in general who has always helped me not only in conducting this study but in

all phases of life during my short stay in the University.

And thanks to all those people who were directly and indirectly involved in

completing this assignment.

And in the last but not the least thanks to my parents who always pray for my success

throughout my life and lead me in every walk of life.

Hajira

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TABLE OF CONTENTS

DEDICATION...........................................................................................III

APPROVAL SHEET..................................................................................IV

ACKNOWLEDGEMENTS...........................................................................V

TABLE OF CONTENTS.............................................................................VI

ABSTRACT............................................................................................VIII

CHAPTER–1 INTRODUCTION.............................................1-3

1.1 BACKGROUND OF THE STUDY........................................................................1

1.2 STATEMENT OF THE PROBLEM.......................................................................2

1.3 OBJECTIVES OF THE STUDY............................................................................2

1.4 SIGNIFICANCE OF THE STUDY.........................................................................2

1.5 DELIMITATION OF THE STUDY........................................................................3

CHAPTER- 2 LITRATURE REVIEW................................. 4-28

2.1 ISLAM AND EDUCATION.................................................................................4

2.2 FEMALE EDUCATION......................................................................................6

2.3 IMPORTANCE OF FEMALE EDUCATION...........................................................7

2.4 STATUS OF WOMAN EDUCATION IN ISLAM..................................................10

2.5 CONTRIBUTION OF MUSLIM WOMEN EDUCATION.......................................12

2.6 VIEWS OF SOME MUSLIM SCHOLARS ABOUT FEMALE EDUCATION.............13

2.7 VIEWS OF VARIES WESTERN EDUCATIONEST ABOUT FEMALE EDUCATION15

2.8 FEMALE EDUCATION IN PAKISTAN...............................................................16

2.9 WOMEN EDUCATION CHALLENGES AND OPPORTUNITIES............................18

2.10 IDEAL WOMEN EDUCATION...........................................................................18

2.11 EDUCATIONAL OPPORTUNITIES FOR WOMEN...............................................19

2.12 NATIONAL EDUCATIONAL POLICIES REGARDING FEMALE EDUCATION......20

CHAPTER- 3 METHODS AND PROCEDURES...........29-32

3.1 NATURE OF RESEARCH.................................................................................29

3.2 POPULATION.................................................................................................29

3.3 SAMPLING AND SAMPLING PROCEDURE.......................................................29

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3.4 INTRODUCTION OF STUDY AREA..................................................................29

3.5 SAMPLE SIZE................................................................................................31

3.6 TOOL OF DATA COLLECTION........................................................................31

3.7 SEMI STRUCTURED INTERVIEW....................................................................31

3.8 RECORDING OF INTERVIEW..........................................................................32

3.9 MAIN AREAS OF QUESTION..........................................................................32

3.10 ANALYSIS OF DATA......................................................................................32

CHAPTER–4 DATA ANALYSIS............................................33-39

INTRODUCTION.........................................................................................................33

4.1 FAMILY SIZE.................................................................................................33

4.2 FAVOUR IN DAUGHTER EDUCATION............................................................33

4.3 EFFECT OF POVERTY....................................................................................34

4.4 PARDAH SYSTEM..........................................................................................34

4.5 PROUD OF FEMALE EDUCATION...................................................................35

4.6 WASTAGE OF MONEY...................................................................................35

4.7 EDUCATIONAL FACILITIES............................................................................36

4.8 REASON OF DEPRIVENESS OF FEMALE EDUCATION.....................................36

4.9 IS FAMILY MEMBERS INTERFERENCE EFFECT DAUGHTER EDUCATION:.....37

4.10 FATHERS FEELING AT THE BIRTH OF DAUGHTERS.......................................37

4.11 IS FEMALE EDUCATION CORRUPT DAUGHTER CHARACTER........................38

4.12 FEMALE EDUCATION IS CONSIDER AGAINST ISLAM....................................38

4.13 ENGAGEMENT IN HOUSE HOLD ACTIVITIES.................................................38

CHAPTER- 5 FINDINGS, CONCLUSION & RECOMMENDATION40-44

5.1 FINDINGS......................................................................................................40

5.2 CONCLUSION.................................................................................................41

5.3 RECOMMENDATIONS:....................................................................................42

REFERENCES...........................................................................................45

APPENDIX................................................................................................46

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INTERVIEW SCHEDULE..........................................................................46

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ABSTRACT

Education is considered as one of the basic requirement of life. An educated mother

can better train and socialize her children and can participate in the national

development.

As far as the rural areas of our province are considered, there is a great concern

among the rural girls to seek education but they are not sent to school, colleges and

universities either due to poverty, cultural restrictions, traditions and misinterpretation

of religious belief. Most of the female consider only religious education important to

the girls. Female education plays significant role in the socio economic uplift of rural

areas. Education among the younger generation is in fact a great assert to the national

building up. An educated mother means an enligatened home because her contribution

in the socialization of children makes the house a hell or paradise. Female education

is also helpful for removing superstition and conservation from the society. The

present research was conducted keeping in view the importance of female education

and to know about the fathers attitudes towards daughter education in the area of

Ghareeb-Abad in Peshawar. The area is one of the back ward and special attention

regarding female education. this study was very helpful in finding the socio culture

and economic obstacles and the attitudes of fathers regarding daughters education.

The area of the research was Ghareeb-abad District Peshawar. The sample size of this

research was 20 respondents. The sampling procedure was accidental sampling in the

area of Ghareeb Abad. In this research the tool which is used for the collection of data

was interview. Interviews were taken from the individuals (Fathers) in the area of

Ghareeb Abad. The interview schedule was formulated through the consultation of

supervisor. The study revealed that there were various obstacles to female education

such as socio economic restrictions, poverty, pardah system, non-availability of

educational institutions, early marriages of girls and negative attitude of family

members and elders. At the end the researcher put forward some suggestions and

recommendations in order to promote female education in the area.

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CHAPTER–1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is a basic human need and Islam particularly lays great emphasis on

acquiring education. According to the Prophet (S.A.W) “The best form of worship is

the persuit of knowledge”. It is essential for the people to acquire a broad base of

knowledge, attitudes, values and skills on which they can build a sound future for

their country. Education contributes a great deal in discovering and developing human

talent. Education does not mean just acquisition of a degree but it means awareness

which is essential for character building. This quality differentiates human beings

from other species.

Education is to develop the potentialities and talents of individuals and prepare them

for practical life. In other words education modifies the behavior of the students

positively and enables him to adjust him self with the environment. Education is the

mean of developing the entire personality of an individual. It includes administration,

examination, discipline method of teaching etc (Numan, 1998).

Education is a social function that serves the society which maintains it the first and

foremost role is to conserve the existing culture by transmitting it from generation to

generation. Education is not only an instrument of social stability, but also an agent of

social change. Education is a process by which man and woman, young and old are

taught now to contribute to their own welfare and the welfare of the society stability,

but also an agent of social change. According to the Islamic view point education is

the process to develop attitudes of individuals in harmony with Islamic values and

keeping them to build a sound view of life.

In the world of today the status of nation in directly related to their quality and level

of education. Huge changes have evolved in fields like defense, agriculture,

economics etc because of scientific knowledge. When a child learn unconsciously

from parents and surroundings, it is informal type of education. And when a child get

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education in a specific environment through a planned programmers, it is the forma

type of education.

As education is the back bone of a nations developments, so a child having no

educational background in unable to work for the bright future of nation. It is the

foremost duty of govt and educational institutions to develop the overall personality

of the child in such away hat he/she can make full use of his/her potentialities

(Shahid, 2000).

1.2 STATEMENT OF THE PROBLEM

The topic selected for research was “Paternal Attitude About Education Of Their

Daughters” in Ghareeb-Abad area District Peshawar.

1.3 OBJECTIVES OF THE STUDY

1 To investigate the problems faced by girl’s parents.

2 To investigate the problems faced by girls.

3 To investigate why fathers not allowing their daughter for Education.

4 To suggest ideas for the improvement of girls education.

1.4 SIGNIFICANCE OF THE STUDY

The selected topic having the following significance.

i. The study point out the current condition of that area about Education.

ii. The study display the importance of girls education.

iii. The study spread awairness about girl education.

iv. The study will provide basic to the decision makers, planners, researchers and

administrators.

v. The study will play key role in policy making and taking decisions at various

stages.

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vi. The study is significant for the organizations which are interested in the

development and prosperity of the neglected areas.

vii. The study highlighted those hidden truths and causes which are behind the

screen.

1.5 DELIMITATION OF THE STUDY

The study was aimed at to know the Paternal attitude about education of their

daughters. The study was delimited to area of Ghareeb-Abad District Peshawar.

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CHAPTER- 2

LITRATURE REVIEW

Education is the positive change in social behavior of a person. Education is

considered the key factor in social development and superiority of a nation without

education is impossible. Education is the sum total of the experiences which mould

the attitude and determines the conduct of both the child and adult. Education is the

reconstruction of human mind.

Education is broadly viewed as the intellectual and moral training of an

individual through which their potentialities are developed. Education is an

instrument for material fulfillment as well as spiritual development. It is not mere

public instruction, it is a social institution which provides mental, psychological,

ideological and moral training of individual of the nations so as to enable them to

have full consciousness of their mission of their purpose in life and equip them to

achieve that purpose.

The concept of education as defined is appear to be unrealistic and unpractical

in the present day world where mundance values determined by the march of science

and technology are prize more than spiritual ones. It is clear from the various western

theories of education that the west has utilitarian and materialistic emphases, while in

Islam seeking knowledge is the duty of every Muslim, a form of Islamic worship for

the betterment of this world.

2.1 ISLAM AND EDUCATION

The first word of the first message of God to the holy prophet(PBUH) was

IQRA and that is the gist of Islamic philosophy of education. The stress on seeking

and acquiring knowledge is one of the basic concept of Islam, deemed as compulsory

on every Muslim male and female. The criterion in the Quran is those higher in

TAQWA (the right path) are higher in status.

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“O mankind, we have created you from male and female, and we have divided you

into tribes and sub tribes so that you could know each other. Verify the most honoured

AKRAMAKUM of you in the sight of God is the most righteous ATQAKUM of

you”(The Quran 49:13) and TAQWA is attained through knowledge and by the

application of that knowledge to every aspect of life.

The importance of knowledge and culture in Islam is fully reflected in the Qur’anic

ayah, “My God, increase my knowledge” (Al-Quran 20:114) and the prophet tradition

“seeking knowledge is an obligation on all Muslims”. One of the paramount attribute

of ALLAH is His transcendent knowledge “Lo!Your God is Wise and aware”

(knowledgeable) (Al-Quran

6:83). It is essentially knowledge and volition, which makes the human elevated over

the angels. This is why perhaps, the angels asked to bow down to recognize

transcendence of knowledge and to offer their cooperation to man in his volitional

activiries. “And we created you, then fashioned you, then told the angels. Fall you

prostrate before Adam, and they feel prostrate, all save Iblis(Al-Quran 7:11).

Men must seek knowledge from all possible sources, revelation, nature, life as well as

from others, who know and have wisdom, is an Islamic valve, “Ask those who know

if you know not” (Al-Quran 16:43 and 21:7). The Quran also refers to the sense of

ethic responsibility, consciousness and knowledge, which ALLAH creates in the

personality of a scholar. The empowerment through knowledge should not make a

scholar proud and arrogant. It should create in hint tenderness, responsiveness and

benevolence “The erudite highlights the superiority of persons with knowledge over

the others” “Say unto them O, Muhammad (PBUH) are those who know equal with

those who know not? But only men of understanding will pay heed” (Al-Quran 30:9).

It appears that education without purpose is not the be-all and end-all of everything.

Education like art must also have purpose. While knowledge is empowerment, a

purposeless empowerment tends to be a form of tyranny. While knowledge is power,

the problem with aimless power is that it corrupts absolutely. In the Quranic

paradigm, Iblis, later on given a qualitative name Satan, was not an ignorant person. It

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was his egotism, self-conceit, a pride in excellence in knowledge, which made him

arrogant and rebellious enough to be condemned forever. Similarly, Aim.

Lethal,another character in history was not an illiterate and uneducated person. It was

his arrogant denial of the obvious truth, which earned him the title of “Abu Jahal”

(father of ignorance).

These and many other references in the Quran refer to those who seek knowledge,

who conduct research, investigate, explore, interpret introspect and reason out. This

shows that Islamic vision of human conduct is based on a conscious rational and

meaningful volitation behavior. In short, it leaves no room for a dogmatic way of life.

For Muslims learning and knowledge are not a matter of individual choice or priority

but in fact it is a command, a duty imposed by God and defines as the path to

TAQWA and God’s favour. To gain knowledge is the highest priority of a Muslim.

The Holy prophet(PBUH) called himself MADINA-tul-ILM (the city of knowledge),

and strongly asserted that to seek knowledge is JIHAD, an effort in the way of God.

Those who die during that struggle are to be granted the high status of SHAJEED

(martyn) by God. Thus in Islam learning attains the status of a religious duty, aiming

at the development of man as a whole being so that she/he acts for the sake of God.

Because of this specific concept of knowledge in Islam and its role in the

development of NAFS (self), learning is FARAZ (incumbent) upon every Muslim,

man and women. The aims of seeking knowledge are not subject to spatial or

temporal limitations. Related to the belief of life after death, the effects of knowledge

extend beyond the physical existence, including promises of rewards in this life and in

the life hareafter, “if any do deeds of righteousness, be they male or female, and have

faith, they will enter paradise” (The Quran, 4:124).

The here and hereafter linked with the development of the self through knowledge

with clear emphasis on the indeterminacy of gender in this regard.

2.2 FEMALE EDUCATION

The education of women folk is called female education. Islam provides equal

opportunities for education of man and woman. If we study the pre Islamic history of

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the different nation of the world. We will come to know that there was no proper

place for a woman in these societies. They consider women as devil. They give no

social status to women but islam abolished all such objections against women. It give

them their proper status in the society. It gives them respect in the capacity of

daughter, sister, mother and wife. Islam says “heaven is under the mother’s foots”

Our religion laid great stress on the acquisition of knowledge without sex

discrimination. The Holy Quran says “ Are those who know and those who do not

know equal?” This shows that superiority is due to knowledge. A tradition says “ if a

person have slave girl then he educate her liberally and trains her in the best manner

in culture then set her free and marries her, he has double reward from his God”

Education for nearly 50 million women in the presents special problems. Given the

extra ordinary cultural constraints that currently prevail deterring the kinds of

education to make available to women and devilling it is highly problematic.

There is no means a consensus that women should be educated in the traditional sense

of the term. In fact even those who are sensitive and concerned about the matter talk

frequently in terms of vocational training, not education, sewing, knitting and cooking

are not education of them but are supplements to it, valuable certainly but

nevertheless supplements.

2.3 IMPORTANCE OF FEMALE EDUCATION

Educated woman can always prove themselves as good mother, under whose’s care

children are capable of useful citizen of the state. In fact no nation has ever reached

the height of glory unless her woman are educated. Uneducated woman are generally

superstitions. Consequently their children become cowardly and developed many

psychological complexes. Illitrate woman fail to look after their children properly.

This causes many pre mature deaths that bring misries to thousand families. Educated

woman generally prove to be good wives. They are able to keep balanced economy

and saves their husband to unnecessary worries. If the husband dies, she can manage

to bring up their children by adopting the profession of a teacher, a nurse etc. some

people think that the aim of female education should be prepare women for

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independent carriers and that matrimony should not be the sole aim but only one of

the aim of their lives. Women make better teacher than man. In our school, there

should more women than men as the former always more sympathetic children,

studying under their care. They prove to be more efficient than man also in nursing

and the sick and the wounded.

There is no claim in denying the fact that education plays a vital role in the progress

and development of any country. It is through education that human beings are

distinguished from the rest of the creatures of the world and it enables him or her to

enjoy a commanding position among them.

Was the first message of almighty ALLAH to Muhammad (PBUH) (Read) was the

message which clearly indicated the significance of reading, learning and education in

Islam. And the first to hear this message from the lips of the Holy prophet was his

wife, the lady Khadija with whom he shared all that was transmitted to him by

revelation. This established for all times the joint responsibility of both man and

women to learn.

Women education is the back bone of a civilized society. A women itself is an

institution, and there is an agreement among the intellectuals and scholars about the

assumption “to educate a male is to educate an individual, while to educate a female is

to educate a society”. Education is the right of every citizen irrespective of cast, creed

and sex. Female education is very important because in the uplifting of a civic service

amongst the citizen, where mother is educated, she can help her children in over

coming their academaic problems as well as boost them morally. Education is one of

the most striking problems of our society and we are facing difficulties and

inconveniences to run the need of families but an educated women who is good

economist can draw appropriate measures, psychologist assert that the initial five

years of every child are very important and in fact lay the foundation on which the

building of his future personality is raised. These formative years in which the child is

in highly impressionable stage are lived under the parent influence of his mother.

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Educated mothers increase the effectiveness of public health services and substitute

for them where none are available. Educated mothers also see the value of educating

their children and can teach their children basic literacy. Educated mothers are known

to be more conscious of health, hygiene sanitation and child care procedure. They are

less resistant to new ideas and better informed of available developmental options,

legal, social rights and the mechanism through which these rights can be safe

guarded. The outlook of an educated and economically independent women towards

life is almost different as compared to illiterate women.

Educated mother take batter care of their children, resulting in low morality rate of

both mother and child. They are more concerned about the hygiene of their family,

children and educated mothers are more stable emotionally and physically as

compared with un educated ones.

International evidence shows that the social and economic benefits of male education

are very significant. The social benefits relate primarily to the impact of mothers

education on their children. It was Nepoleon who aptly asserted that give me good

mothers and I will give you a good nation. In this apparently simple demand, he

spotlighted the predominately important role played by a women folk in the building

of a nation a better home economics systems and secondly, assist him in his income

by sharing her contribution. One of the most important role which women carries out

is the role of a mother. Here the feminine influence effects the children directly.

A mother help’s is said to be the first school of a child and she is the first teacher of

her child. The child learns and adopts the characteristics of her mother. If the mother

is well educated, her children would prove to be successful in their lives. She is the

source of love,affection and devotion in the role of daughter and sister. Coming out of

the family unit, woman is an integral part of our society. We certainly need educated

women in each and every walk of life, particularly in the field of medical profession

where there are so many disease of female sex, which can only be understood and

treated by a lady doctor as our culture does not permit as to cross the limits of

modesty and traditional values.

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Female education is also necessary for the education of girls at schools and colleges,

which could save the female students to be taught by the great teachers in co-

education environment. The women’s participation in education, sports, jobs and her

fields on equal footings with men has increased confidence and moral aptitude of

men. Her participation in each field has developed a sense of mutual working

relationship in people towards a common goal of achieving prosperity and

development.

Female education is important because of the following reasons.

She is able to move with the fast and changing world.

She is well equipped with up to date knowledge and can utilize it to the best of

her advantage.

She can have a secure financial future if she is facing any kind of financial

problem.

She can utilize all the four skills to the maximum i-e listening, speaking,

reading and writing.

Brought up her children in a better way.

Rate of literacy was increased.

Can become a more effective leader.

2.4 STATUS OF WOMAN EDUCATION IN ISLAM

In consonance with the spirit of equality, the prophet of Islam constantly reminded

his followers that female children should be treated exactly in the same manner as

male. Issues prior to Islam, daughters were looked upon with disfavor and as a kind of

economic and social burden. The result was that the male members of the family

enjoyed respect which was denied to those of the sex. There were marked fair

differences in the treatment and upbringing of sons and daughters. All this was

discouraged by the holy prophet(peace be upon him) who upheld the rights of female

children and insisted on their being treated on footing of equality. For example,

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according to a report of Ibn-e-Abbas, the prophet ‘s cousin, he is said to have

declared:

“If a daughter is born to a man and he brings her up affectionately, shows her no

disrespect and treats her in the same manner as he treats his sons, the Lord will reward

him with paradise” ( Kanzul Ummal,p.277)

According to another report from Anas bin Malik the prophet said:

“Girls are model of affection and sympathy and a blessing to the family, if a person

has one daughter, God will screen him for the fire of hell owing to his daughter , if he

has two daughter, God will admit him to paradise, if he has three, God will exempt

him from the obligation of charity and jehad” (kanzul Ummal)

Abu Huraira, a revered companion of the prophet says:

“The prophet of God that if a person has three daughter whom he provides for and

brings up, God will surely reward him with paradise”

According to Abdullah Ibn-e-Masood, the prophet is reported to have said:

“If a daughter is born to a person and he brings her up, gives her a good education and

trains her in the art of life, I shall myself stand between him and hell-fire” (Kanzul

Ummal, p.277)

The prophet went so far as to declare:

“A person who has a female slave in his charge and takes steps to give her a sound

education and trains her in art and culture, and then fees her and marries her, he will

be doubly rewarded” (Bukhari Kitabunnikah)

There is no doubt that the prophet encouraged woman in the spirit of understanding

and enquiry. His wife, Ayesha, was herself a very learned woman and during the

reign of the first fair caliphs her advice, even on political matters, was eagerly sought

by the rulers of islam on Islamic jurisprudence she was and still regarded as a great

authority. In this collection of tradition, Muslim reports that Ayesha praised the

woman of Ansar for their spirit of enquiry and learning, saying:

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“How praiseworthy are the woman of Ansar that their modesty does not prevent them

from attempts at learning and the acquisition of knowledge” (Muslim Kitabuttaharat)

In the early days of islam we get the shining name of Hazrat Bibi Ayesha Siddiqua

who appeared to be first systematic lady teacher in the history of Muslim education.

After the historical hijrat to Madina the Holy prophet himself established the

administration of instruction in which female education had a privileged

position.Once a week prophet was attending the assembly of Muslim ladies and

imparted the instructions by himself. He was replying all their questions and solving

their academic problems. It is in the tradition that once our prophet asked one learned

lady, to teach one of his harems.

2.5 CONTRIBUTION OF MUSLIM WOMEN EDUCATION

Islamic history is full of many examples of services rendered by Muslim women to

knowledge. Following are some of them.

Urwa Ibn-e-Zubair, a special pupil of Hazrat Ayesha (R.A).

Speaks of her depth of knowledge in these words, “I have not seen anyone having

more knowledge about Quran, the duties, the lawfull and the forbidden, poetry and

literate, the history of Arabs and their genealogy than”.

Al Hufaz vol (p 27)

Beside the above Ayesha (R.A) has also been reported to have pretty good commond

on accounting, medicines and Islamic jurisprudence.

Hazrat Ayesha (R.A) did not restrict the treasure of knowledge to her own self but

open heartedly distributed it among those who had thirst for knowledge. She was

therefore, the first systematic lady teacher in the history of Islam by having opened a

madrassa before prophet’s residence at the corner of Masjidi Nabvi (S.A.W) where

she taught girls, women, boys and relative males.

2 Umm-e-salamah Zainab was one ofv the greatest jurists of her time.

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3 Such was the case of knowledge and learning of the daughter of Imam Malik (R.A)

when his pupils made any mistake while learning Muwatta, she used to knock on the

door from inside her room. Imam Malik (R.A) had so much confidence in her

memory that he used to say (to the pupils) report it you are making a mistake.

4 One of the major factors which affect the female education in the rural set up is that,

people having very little knowledge about religion and Islamic history, consider

education of women to be un-islamic and unethical while in the life of the prophet

(PBUH) both women and men attended prophet’s mosque, to learn knowledge from

him. They also went to his home to get their questions answered about daily routine

matters. Especially prophet of ALLAH (PBUH) appreciated the boldness and

inquisitiveness of Ansar women.

2.6 VIEWS OF SOME MUSLIM SCHOLARS ABOUT FEMALE EDUCATION

-Al-Ghazali, the famous Muslim scholar and philosopher strongly claim, “ Islam

provided women with everything, freedom, economic rights, political rights, public

and private rights, though these rights were unfortunately not manifest in Islamic

societies”.

-Sir Syed Ahmad Khan emphasized that, “for the development of a national cultural

and civilization the education of women is essential”.

-Allama Iqbal, the scholar, philosopher and national poet stressed “the place

accorded to women in Muslim society today was derogatory both to human dignity

and to islam itself”.

-Maulana Maududi, upholds the golden principle of Islamic teaching with regard to

women education, “women should not be openly left, and they should be educated on

equal footing along with men but in separate institution. Co-education is a

problematic term in itself. It leads to the licentiousness of both sexes and goes against

the norms and teaching of islam. If women energies are to be properly channelized

they should be educated in separate institutions”.

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-Dr .Israr Ahmad, comments on the women status that a true Islamic state meant the

total segregation of the two sexes and the seclusion of women in their homes. He

debarred all the female students from co-education institutions as it could lead to

social disintegration, educational hazards, moral degeneration and political

backwardness in the state. Separate institution should set up for women folk across

the state.

-Justice (Retd) Aftab Hussain, comments that in co-education the sexes are at large,

and without caring the Islamic injunction about PURDAH. So, creates multi facet

problems in this way. Therefore separate University must be established.

-Durrani, F.K.K, is of the opinion that in co-education female students confront

several problems that is lack of participation in sports and games and auricular

activities, less opportunities of tour, less discussion with male teachers, feeling of

inferiority complex among female students. So separate institution is set up and

women be properly trained in congenial and peaceful atmosphere.

-Professor Rafiullah comments that co-education “contributes to make our young

men and young women responsible citizen, it creates a sense of socialization. In this

respect they refer to co-education in some of the prestigious institution like

Government College Lahore, which is giving positive results”.

“Higher education is the basic right of every women and no one should be deprived of

it. In co-education problems are but much more less as compared to other institutions.

It creates a sense of collaboration and team spirit in sexes”

-Professor Dr. Mohammad Amin comments, “In co-education administration

confronts no hurdle, parents can meet any time with their daughters without

hesitation. They have free access to these institutions”.

-Ghulam Nabi Saqib, speaks about the multidimensional aspects in co-education. He

comments, “Today women have gone tremendous changes in acquiring her

prestigious position in the so called conventional otiented strata. Women

emancipation results due to the revolution in ideas, trend, through convention and

women are now in safer and much more secure position than the immediate past. Now

14

only highly qualified and intellectually powerful women operate the new, modern and

sophisticated system. Co-education ushered in an area of challenges and issues for the

female, which they boldly faced”.

2.7 VIEWS OF VARIES WESTERN EDUCATIONEST ABOUT FEMALE EDUCATION

In the 13th century the west was not as developed as it is today. It was passing through

a dark age. The educational rate was very low in general and especially the women

education was highly low. Women was deprived of her civil rights. Education was

only for man and woman was restricted to home. With passage of time awareness

developed in the woman and parents and they started struggle for education. They

made sacrifice and today we see that man and woman are equal. They have been

equal civil rights and especially education is must for every one regardless of sex.

Plato’s View (427-347)

He says that up to the age of six years children of both sexes may play together. After

this age, they should be separated.

“Let boys line with boys and girls in like manner with girls”

Such is the scheme of education presented by Plato in the “Republic. Plato prescribed

the same kind of education for women also. Women were have the same training and

education, a training in music and gymnastic and in the art of war, which they must

practice like men.

Plato said, “For you must no of suppose what I have been saying applies to men only

and not to women as for as their nature can go”.

He admitting that physically woman is weaker than man, he nevertheless mountains

that with regard to political and governing ability the woman is the equal of man.

John Jacques Rousseau (1712-1778)

Unlike Plato, Rousseau has differentiated the education of woman from that of man

15

In “Nouvell Heloise” and the “Emile” he said that the aim of woman’s education is

the training of her heart rather than of the mind.

The man should be strong and active, the woman should be weak and passive. A man

seeks to serve, a women seeks to please the one need knowledge the other taste. What

is most wanted in a woman is gentleness, formed to obey a creature so imperfect as

man, she should early learn to submit to justice and to suffer the wrong inflicted on

her by her husband without complaint, she must be gentle for her own sake.

Woman’s education is to be planned in relation to that of man. It’s aim is to be

pleasing in this sight, to win his respect and love, to train her in childhood. These are

the duties of woman for all time and that is what she should be taught while she is

young. Their studies should be thoroughly practice.

2.8 FEMALE EDUCATION IN PAKISTAN

Pakistan inherited a colonial educational structure on its creation, and inspite of the

rational objectives stated by the successive governments to make it respond to the

national need, the education system in Pakistan today cannot claim to be much

different from the inherited model, either in structure or in practice. Socio-economic

demands have been re-working a discourse of education more oriented to the political

and economic considerations rather than Islamic philosophy. At the end of the

colonial rule, Islamic Republic of Pakistan stood lacing the tensions between the

Islamic philosophy of education and economy on the one hand and non-Islamic

concept of education and economy on the other, in a context of pressing globalization.

Despite the fact that Islam provides equal opportunities for the education of men and

women, female education in Pakistan has been grossly neglected. Cosidering that

female from more than 50% of our population and their education has tremendous

multiplying potential, high priority was not given to the rapid expansion of female

education at all levels. Female education has, therefore, suffered from an abysmally

low level of courage. This has resulted in a continuing illiteracy and ignorance among

the female masses, which in turn has hindered the development of clean, healthy and

disease free home environment and the up bringing of properly educated and

16

adequately nourished children. The society at large can only reap fruits of its efforts to

the extent it has invested in the education of its female. This neglect is contrary to the

injunctions of Islam, which makes it obligatory for each man and woman of faith to

seek knowledge.

So apart from the government, strong social and cultural prejudice, rigour of customs,

traditions and religious all affected the women education by the idea of separate

facilities for male and female. Primary grades were already segregated expect in large

cities. In fact, only a small minority of primary school age girls attended school, much

less than or boys. Many rural parents do not see the need or the appropriateness of

education for girls. Most secondary schools and colleges are also segregated. Only

universities are integrated.

Opinion on the subject of the women’s University differ widely. The idea was not

put forward on the basis of its educational merits. Advocates offer either religious or

sociological justification.

The argument holds that separate facilities are required by Islam or consistent with it.

Those who oppose the idea contend that Islam has nothing to do with women’s

education or that segregation of the sexes is contrary to Islam. Some people speak of

the dangers of mixing among boys and girls. Such “un necessary mingling of the

sexes” is considered a violation of social customs the integrity of which is tied to

religion. Support is also voiced by those who feel women would benefit by being free

from discrimination and the unwanted attention of man. Complete segregation of the

sexes, similar to that in Saudi Arabia is not possible in Pakistan. There is a significant

percentage of the population which has a different experience and which possess non

traditional view. They would likely resist efforts to restrict their behavior thus adding

to social tentions.

Another argument advanced by advocates of the woman’s University concept

concerns social advantages. Parents would be more inclined to send their daughters to

women’s University than they would to a co-educational one. This is especially true

17

for more conservative families and those in the frontier provinces who are suspicious

of big city life any way.

2.9 WOMEN EDUCATION CHALLENGES AND OPPORTUNITIES

Even the dawn of the new millennium, the educational opportunities for girls and

women remains distinctly below those open to boys and men. And this is true not only

in quantitative terms, but also in qualitative terms. On 7 November 1967 the united

nation adopted the declaration of the elimination of discrimination against women,

article 3 stipulate.

All appropriate measures shall be taken to educate public opinion and to direct

national aspiration towards the eradication of prejudice and the abolition of customary

and all other practice which are based on the idea of the inferiority of women.

Women do not enjoy all the opportunities they should have and often do not have any

at all. Nearly every where in the world they are less educated than men. The majority

of illiterate are women.

Once women had access to education there would be no problem in regard to their

rights and those same rights could become harmful if women were incapable of

exercising them. The inferior status of women is linked to their traditional role. This is

an inside role within the limits of the family home.

Women are as much human beings as men. She is equally entitled to develop her

abilities, all the activities, and assume all the responsibilities that go to make up

human dignity like work or scientific and economic progress. Education is a matter

for the whole mankind for men and women alike and not for one of the two sexes

only (Rao, 2006).

2.10 IDEAL WOMEN EDUCATION

For an ideal women education is essential the life roles of women are many, varied

and specific. She is the life builder of the future citizens of the society and guardians

18

of the country. For this a women required to do balanced parenting of her child not

too much of love and not too much of harshness. Showing of too much love over the

children make them emotionally disturbed.

Our present formal system of education has nothing to do with the ideal life building.

The present formal system of education only prepare the students for passing the

examination. This can never be said an ideal education. It is only a track to walk on

for employment which can not be said a real aim of education. Our present system of

formal education is an alien system of education imposed by Lord Macauly for

acculturating the Indians. As such for molding the women to do or perform their

desirable life roles, there is a need to educate the girls about the desirable ideal

women life roles. For achieving this end, there is need to inculcate certain life habits

and qualities in the girls in the initial stages first at home and later on in the school.

Self-learning by the girls would be women, through observation, thinking, reasoning

analyzing, comprehending and by driving influence is very necessary. Reading,

writing and remembering which is done through teaching in school and other

educational institution can be helpful in learning ideal roles of the live of girls. Now

the main sources of women education are educational institution. So it is necessary

that women should also be taught about their life roles first in girls school and later on

by the other educational institution, like college, polytechnics and engineering

colleges. This can only be done if the teachers of all these institutions are also

educated about the women’s life building role. The teacher education should look to

this important women educational aspect. Only a few teacher’s training college are

equipped to impart such education to teachers trainees. So first the teaching staff

should be trained about the women life roles, then only other sources of teacher

training can be helpful in this regard(Prasad, 2006).

2.11 EDUCATIONAL OPPORTUNITIES FOR WOMEN

Education is understood as an ongoing process of learning and empowerment which

transcend more literacy. The programmed, who is not constrained by present agenda

or predetermined target, responds and designs intervention to meet the articulated

19

needs of rural poor women. The sangha (village level’s collective, is nodal point

around which the programmed revolves. The process of mobilizing and organizing

women is facilitated by sahayogini( a cluster coordinator in charge of 10 villages, she

is crucial link between the village sangha and district implementation unit of the

programmed. The latter provide resource support and inputs to meet the needs ofv the

women(Rao, 2006).

2.12 NATIONAL EDUCATIONAL POLICIES REGARDING FEMALE EDUCATION

1. Education Policy 1959-1960

In view of the commission women in Pakistan has been playing effective role in

raising their status, their family and the nation. The role of all Pakistan women

association (APWA) was a case in point. Pakistan needed educated women. The task

was enormous because special problems will have to be included in women

education. Therefore it was thought desirable by the commission to consider the

education of women separately. The commission forwarded recommendations at

various levels for the education of women.

a. Primary Education For girls

Primary education was the first step in the educational programme. The main

objective of the programme was to prepare a large number of women for teaching

medicine, nursing and wide variety of careers. The commission proclaimed that all

these professions should be secured.

It was essential that Foundation of Education should be established. According to this

policy the facilities provided for girls should be equal to those provided for boys.

It was further maintained by the commission that women were temperamentally well

suited to develop the characters and capabilities of young children. So the qualified

women teachers should be appointed to teach the first three classes at primary level.

20

b. Secondary Education

It was the middle stage of education on wards that girls according to the report needs

to find expression of their potentialities. These are the subjects both common to boys

and girls. Subjects of particular wearing be introduced. After class 8 th then these

would be the first major diversion and girls should be guided either into secondary

school or into vocational schools offering causes suited their aptitude and interest.

Moreover the diversification of subjects such as typing stenography and book keeping

food, technology including dietetics, creating management textile design etc.

c. Higher Education

i. High priority must be given to the opening of department of home economics

education and women colleges and Universities, envisaged in the report.

ii. Commercial colleges and department should make special provision for each

training of women as was particularly suited. They would also offer them

opportunity in the field of book keeping accountancy and commercial

learning.

iii. The profession of nursing is also encouraged among women.

iv. Department of arts should be established as rapidly as resources in all women

colleges and Universities permit.

v. Girl’s schools and colleges should be provided with sports equipment and

ground facilities. Qualified and trained physical directress should also be

appointed.

vi. Every candidate for University degree should be required to participate in

organized, national programme, which in case of women would involve adult

education or training, the civil or military defense.

2. Education Policy (1972-1980)

Recommendations of the policy on various levels of education.

21

1. For universal education the policy minted

a. Education would be free and universal upto class X for all children in a phased

manner.

b. Primary education upto class V would become universal for boys by 1979 and

for girls by 1984 and upto class VIII 1982 and for girls by 1978.

c. In the 1st phase from I October 1972. Education up to class VIII would be

made free. In the second phase starting from October 1974 free education

would be extended to class IX-X in all schools.

d. In providing schools facilities priority would be given to rural and back ward

areas and to the education of girls.

3. Education Policy for Women in 1990

The participation rate at various levels of education is minimal. But the progress in

the education of universalization of primary education is far from satisfactory. The

women participation in education is minimal.

Women education and raising the literacy ratio has been difficult areas to tackle,

social, cultural and economic factors have put off the women participation rate.

Different types of incentives are needed to educate them through non-formal and

formal extensions.

Raising literacy rate is another equally challenging task. Universalization of primary

education has remained a desired goal of successive policies and plans. Unfortunately

it has not been achieved. The limitations which have obstructed universalization,

include a low female participation rate (because of insecurity of girls students and

distance of homes from schools).

In the KPK participation rate (primary level) is 60% for males and 75% for female. In

areas where women participation is low, special incentives based programmes will be

created to enroll them in schools. Distance education programmes for example

women Matric etc designed by AIOU will be used for the education of women. More

opportunities will be provided for the technical and vocational education of women.

22

The number of vocational institutions shall be increased so that one such institute for

male is located at tehsil level and one for female is located at the district level in line

with the need of the area. Each district head quarter shall have one polytechnic for

male and each division head quarter shall have a polytechnic for female depending

upon the needs of the area. The government is planning a second channel for T.V

which mainly address itself to the education of its clients particularly rural female and

other deprived population groups in the far flung areas.

4. Education Policy for Women 1992

The women participation in education is very minimal. The participation rate at

different levels of education is low. The government to introduce Islamic order in

society brings the education system into sharp focus. Women education continues to

be a difficult area to deal with social, cuktural and economic factors have put off the

women participation rates. For improvement of female education incentives

approaches both in the formal and informal sectors are clearly warranted. The policy

recognizing the difficulty attendant upon his vital issues. Proposes to make a shift

in the hitherto used approaches in education of female both in the formal and non-

formal sectors. Accordingly increase access of female to general and vocational

education through a wider spread of education facilities, use of mix of non-formal and

distance education modes based on new education technology, expansion of non-

governmental sector through financial incentives and motivation campaigns through

prints and broadcast media, among others are the measures which will form the basis

of new policy parameters. To ensure 100% of participation of co-education at the

primary level by the year 2002 and to eradicate illiteracy through formal and non-

formal modes of education.

Universalization of primary education has remained a desired goal of successive

policies and plans. The limitations which have obstructed universalization include low

female participation (because of insecurity of girls students and distance of homes

from schools). The female participation rate varies from 8% in Baluchistan to 20% in

the Punjab. In Sindh only 33% children out of 100% complete the cycle of five years.

In the KPK it is 60% for males and 75% for female. The present number of primary

23

schools including mosque schools stands at about 1.24.000 with an enrollment of

about 1.5 million. About 2.65.000 new primary school teachers will be trained and

recruited. Female teachers will be recruited for primary schools. In areas where

women participation is low, special incentive oriented programmes will be created to

retain them in different schools. Distance education programmes for example women

matric etc designed by AIOU will be used for the education of women. A planned

effort will be made to increase the literacy rate to 70% by the year 2002. Greater

attention will be focused on the deprived segments of society in rural areas and urban

slums with special emphasis on female population.

5. National Education Policy 1998-2010

Elementary education is the fundamental right of all people men and women. The

average private rate of return is 29% at primary level. Similarly, the social rate of

return is 27% at primary, 16% at secondary and 13% at the tertiary level. Education

and empowerment of girls and women are key factors contributing to social

development, well being and education of parents and future generation. Certainly, it

is more expensive and costly to keep a girl illiterate and uneducated than educating

her. Unfortunately girls and women have less than equal opportunity to participate in

education. At present the total number of primary schools in the public sector are

about 1.45.000 including about 37.000 mosques schools. One third of primary schools

are female schools. In addition 7.177 non-formal basic education schools are run by

the Prime Minister literacy commission. About 33% schools are under utilized.

Moreover, there is a considerable number of ghost schools across the country.

However around 11.000 high school in the country also provide middle level

education. Total number of educational institutions for middle level education in the

public sector is 26.000. A Total of 33.9.500 teachers in the public sector are teaching

at the primary level. 35% approximately or 11.7.600 are female teachers. The

distribution seems artificial because there is an acute shortage of female teachers,

especially in the rural areas which has been adversly effecting the development of

girls primary education.

24

To enhance gross participation rate at primary level from existing 71 to 90% by the

year 2002-2003 and 10% by 2010.

To increase participation rate at middle level from 46% to 65% by 2002-2003 and

85% by 2010.

To enhance retention and completion of primary education cycle up to 90% students

(boys and girls) by the 2010.

Parents perception plays vital role in children Education in terms of performance and

career choice. Numerous fathers shape parents perception regarding children

Education which ultimately influences the children attitude towards Education.

Parents with different demographic and psychographic characteristics have different

expectations for the education of their children. Plenty of researches have been done

in this regard at national and international level but it is matter of fact that very few

focuses the insight of parents perception.

1. Brittel (1977) describe that an attitude is a person’s point of view. It is a way

of looking at something.

2. (Wicker) People can hold attitudes of varying degrees of favorability towards

themselves and towards any indiscriminate aspects of their environment.

There is a wide range of attitudes towards relatively abstract goals like

courage, freedom and honesty. It has often been observed that the object of an

attitude is frequently perceived as having a goal character which gives

attitudes dynamiting character.

3. Navy (2001) parents have greater confidence in boys to take decision on

important life matters as compared to girls. Many parents feel that young

people have the right to make decisions, however, they are not same about

their capability to do so. Academic achievement is additionally influenced by

children’s perceptions of their parents educational expectations of them.

Children adults have high or low expectations, which influences academic

achievement.

25

4. Jone Johnson lewis (1994) comparison of data for men and women reveals

significant disparity in educational attainment. By 1992, among people older

than fifteen years age, 22 percent of women were literate, compared with 49

percent of men. The comparatively slow rate of improvement for women is

reflected in the fact that between 1980 and 1989, among women aged fifteen

to twenty-four, 25 percent were literate. United Nations sources say that in

1990 for every 100 girls of primary school age there were only thirty in

school, among girls of secondary school age, only thirteen out of 100 were in

school, and among girls of the third level, grades nine and ten, only 1.5 out of

100 were in school. Slightly higher estimates by National Education council

for 19190 stated that 2.5 percent of students, 3 percent of men and 2 percent of

women, between the ages of seventeen and twenty one were enrolled at the

degree level. Among all people over twenty five in 1992, women averaged a

mere 0.7 year of schooling compared with an average of 2.9 years for men.

5. Dr. Humala Shabeen and Dr. Eshya Mujahid (2002) reported that, the role of

media is extra ordinary in the development of education, especially in non

formal education programs. The trends of media in portraying women have

changed over the last few years, and the media is coming up as a strong

supporter of women in Pakistan. Foe over a decade, various drama serials have

been focusing on the issues of women’s status and their role in society. They

have highlighted many major issues women’s health and reproductive health,

women’s/girls education and employment, their increased work load and

domestic violence against women. This has created increased awareness

amongst the public about the constraints faced by women and girls in the

society.

6. Saleha Parveen (2008) stated that in fact the progress of any society largely

depends on the effectiveness of its educational system and the best educational

system is that which gives equal opportunities of getting education to all its

members. Female literacy plays a very significant and crucial role in the

development of nation especially in the economic development of a country.

26

But female education in Pakistan, its status and standard particularly is at the

lowest ebb. Thousands of girl’s otherwise intelligent and capable enough to

get education, but are deprived of because of multifarious socio-cultural and

economic reasons and gender prejudices. Due to this reason they are unable to

play active role in the development of society. This study reflects the views of

women activist about the role of females in national development and suggests

necessary measures for improvement of the situation.

7. Aamir Latif stated that the picture of illiteracy in Pakistan is grim. Although

successive governments have announced various programmes to promote

literacy, especially among women, they have been unable to translate their

words into action because of various political, social and cultural obstacles.

8. Official statistics released by the Federal Education Ministry of Pakistan give

desperate picture of education for all, especially for girls. The over all literacy

rate is 46 percent, while only 26 percent of girls are literate. Independence

sources and educational experts, however, are sceptical. They place the overall

literacy rate 26 percent and the rate for girls and women at 12 percent,

contending that higher figures include people in Pakistan, of which merely

40.000 cater to girls. Of these, 15.000 are in Punjab province, 13,000 in sindh,

8.000 in KPK and 4.000 in Baluchistan.

9. UNICEF (2005) stated that around the world 100 million primary school age

children do not go to school, two third of them are girls. Even those who do

attend school may leave before they reach grade five. Poverty, inequality and

culture are the main reasons children do not go to school. Parents may be too

poor to buy enough food to keep their children healthy, let alone pay school

fees and for uniforms and books. Children may also be sick or needed at home

to care for younger siblings or grandparents, or they may have to help the

family earn an income. Sometimes schools are too far away or very crowded,

there are not enough teachers or those who are available might not be well

trained or rapid. Sometimes teachers themselves may not be at school because

they have to earn a living elsewhere.

27

10. Qadir Bukhsh (2007) wrote that education is regarded as the key factor in

overcoming the barriers that women face and the basic tool for empowering

women and bringing them into the main stream of development. Education not

only provides knowledge and skills to improve health and livelihood, but it

empowers women to take their right place in the society and development

process. Education gives status and confidence in decision making. Educating

women is the key to reducing poverty.

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CHAPTER- 3

METHODS AND PROCEDURES

3.1 NATURE OF RESEARCH

It is a qualitative research to know the Paternal attitude about education of their

daughters in the area of Ghareeb-Abad. In this research the data is collected through

interviews. Interviews were taken from the individuals (fathers) .

3.2 POPULATION

Population is an area where the results of the study are generalized. The area of the

study was targeted to District Peshawar.

3.3 SAMPLING AND SAMPLING PROCEDURE

Depending upon the objectives of the study, the target population and the available

resources, there are many types of sampling. Sampling is a process of selecting

respondents from whom data has to be collected for research study.

The sampling was accidental sampling in the area of Ghareeb-Abad. Accidental

sampling is also called convenience sampling. As the name indicates it is a type of

sampling taken accidentally. Accidental sampling may be taken from anywhere.

3.4 INTRODUCTION OF STUDY AREA

Ghareeb-Abad is a small area near to University of Peshawar. Peoples of the area are

poor and usually uneducated.

a. Climate

The climate of the area is extreme. The summer season persists from May to

September, June is extremely hot and dry. The mean maximum temperature then rise

to over 40c while the mean minimum temperature is over 25c July to September are

the monsoon month. The months of July and August are hot and humid.

29

From December to mid February it is cold. January is the coldest month. The spring

comes some where around the middle of March which is the most pleasant period of

the year. Rainfall is received both in winter and summer.

b. Way of Life

The life of people of the study area are very simple.

c. Tradition and Customs

The people of the Ghareeb-Abad area follow old customs and tradition. They follow

their old tradition of their forefather, wedding ceremony and death ceremony.

d. Culture

All people of the area follow their old tradition, norms and customs. Peoples are very

strict to their customs, they love their old value belief.

e. Language

The language of the area is Pashto.

f. Dress

The people of the study area use simple dress. The male members use shalwar

qameez, caps and chadar. Female use shalwar qameez and dupatta in their homes

while out of homes for parda the female use burqas (shuttle cock).

g. Marriages and Deaths

The marriage festivities are called Shadi and consists of a wedding feast and the

procession (Junj) which accompanies the bridegroom to the bride’s house in the

company of friends of both parties on the appointed day. At the house of the bride

they ere welcomed by the elders of the bride’s family.

When a death occurs, the m en and women folk of the Kandi go to the house of the

deceased. The dead body is placed on the bed in the courtyard from where it is carried

to the graveyard and the Janaza prayer is held. After the funeral rites are completed

30

alms era distributed to poor people. Fateha Khawani continues for three days in the

house of the deceased.

3.5 SAMPLE SIZE

A “sample” is a representative unit of a given population. It is important because

without proper sampling, it is difficult to undertaken a research because of high cost,

time consuming and lower reliability of the study. 20 sample is taken from the area of

Ghareeb-Abad. All respondents were male.

3.6 TOOL OF DATA COLLECTION

Interview

“Interview is an oral communication between two persons, where one asks some

orderly organized questions and the other gives direct responses”

The tool which is used for the collection of data is interview. In this research

interviews were taken from the individuals (fathers) in the area of Ghareeb-Abad. The

interview schedule was formulated through the consultation of my supervisor.

Interview schedule was designed in order to collect the relevant information. Research

study was based upon the importance of daughter Education and to know the paternal

attitude about education of their daughters.

3.7 SEMI STRUCTURED INTERVIEW

Interview was used as a tool for collecting the data. Interview was semi structured to

know the attitudes of fathers with bit depth. Interview for this study was appropriate

because the responses and experiences of fathers could not be find out through

questionnaire which is not flexible. The responses of different fathers may be

different and we can not restrict them only to a fixed structured questionnaire. The

semi structured interview was used to collect the information. The houses were

visited. Initially rapport were developed with fathers in 2-3 meetings and after that

interviews were conducted.

31

3.8 RECORDING OF INTERVIEW

Recording of the interview done manually. Interview was conducted in Pashto for the

ease of fathers and then converted to English.

3.9 MAIN AREAS OF QUESTION

1. What perceptions do parents (especially fathers) hold about their daughters?

2. Do fathers treat their sons and daughters differently?

3. How does culture influence parental attitude about their daughter education?

3.10 ANALYSIS OF DATA

The analysis of data was done through interview. 20 samples was analysed. From the

analysis I conclude the result. The result was that, that the people (fathers) of

Ghareeb-Abad area District Peshawar are in favor of Education very much but

because of extreme poverty in the area they are against of daughter Education. There

are some other problems which effect the girls education but the main reason is

poverty because they cant afford the expenses of education.

32

CHAPTER–4

DATA ANALYSIS

INTRODUCTION

The purpose of this study is to know the paternal attitude about education of

their daughters. The study was delimited to area of Ghareeb-Abad District Peshawar.

Accidental sampling was done in the area of Ghareeb-Abad. For sampling, 20

samples were taken from the area of Ghareeb-Abad. All samples were male. It is a

qualitative research and the tool which is used for the collection of data is interview.

Interviews were taken from males (fathers). The analysis of data as prescribed in the

following lines.

4.1 FAMILY SIZE

This question was about the number of children (family size) during interview

it was noted that especially in the rural areas, families to have a fairly large number of

children. In majority of families the average number of their children were from 4 to

10 which indicate the effect of the finances required for education often proves to be

too much for many families. In many families the large family size was said to be the

result of traditional attitudes, an example of which is a source of free labour and a

source of security during parents old age. In such families the use of family planning

is forbidden resulting in families having large numbers of children. In was noted that

in majority case large family size is also the main hurdle in the way of daughters

education because due to large family size the economic resources are limited and the

parents were unable to provide the good quality of education to their all children.

4.2 FAVOUR IN DAUGHTER EDUCATION

According to many of the fathers in the study, girls education is very

necessary and a daughter is given the basic and important right to education. Majority

of fathers were strictly in favors of daughter education. According to these fathers,

education is very much essential for girls to survive in the society. They believe that

education makes girls wise and provide economic security to girls and makes girls

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confident. According to them education enable the girls to face all the challenges of

life. Majority of the fathers said that education is today’s basic need a person whether

male or female is nothing (has no social status or value) without it. Some of the

fathers believe that children become more obedient through education. In other words,

education is believed to play a positive role in their behaviors towards parents. It

indicted that fathers will like schooling for their daughter because they are likely to

value obedience by their daughters. These perceptions of fathers about daughters are

positive and are likely to contribute towards raising school enrolment in the area.

Some parents said that they are greatly in favors of daughters education but

they face some problems from their family members and elders, for example father,

brother etc. that’s why they didn’t give admission to their daughters or can’t continue

their education.

4.3 EFFECT OF POVERTY

It was also noted that in families where girls education was not valued, the

issue of poverty is the main hurdle in the way of educating girls. Majority of the

fathers had the great desire to educate their daughters but due to lack of finances they

can’t educate their daughters according to their desires and wishes. Financial

problems and poverty when faced by these fathers in the area, they choose and prefer

to educate only boys.

Those families where fathers were ware of the importance of education of

girls, enrolment levels were still low due to their inability to meet the costs of

education. They are unable to afford the expenses of education. It was pointed out by

fathers that the high cost of education coupled with the poor economy, had made it

difficult to provide an education for all the children regardless of sex.

4.4 PARDAH SYSTEM

Question was asked about the pardah system in the area from the fathers that

whether strict pardah system is the main hurdle or cause of deprivation of girls from

getting education. In response to this question the fathers have different views. Some

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of the fathers give importance to pardah. They were religious minded people. They

strongly favour pardah due to their Pakhtoon cultural tradition because in Pakhtoon

society they greatly emphasize the female pardah. Some fathers said that pardah is not

an obstacle in the way of female education. If the character of girls is strong, then

there is no bad effect of the environment on girls.

Some of the family members especially elder brothers or girls uncle consider it

a sin to send their daughters and sisters to school. Such father added that home is the

only safe place for the female. According to them the most important education for

the daughter is to teach them the Holy Quran I home easily therefore it is not

necessary to send them to school for getting school education

On the other hand some fathers have different view. They said that pardah is

not a hinder. Islam never forbidden the girls from educating they strongly oppose the

views of those fathers who consider female education un-important. Those fathers

said that they know very well about the day to day changes which is brought by

education in their lives and the atmosphere is also good in the area for female

education.

4.5 PROUD OF FEMALE EDUCATION

In the response of question asked from the fathers about the role of educated

girls, majority of the fathers have positive approach towards daughter education. In

their views educated daughter can play an important and beneficial role in the society.

They can lead useful life. They said that educate a woman is to educate the nation and

an educated mother best look after her child in best way.

4.6 WASTAGE OF MONEY

In response of this question majority of fathers didn’t agree to those who

consider the education of girl is the wastage of money. They consider the girls

education more beneficial for fathered life. Education can make them useful citizen

who cant support both of the families (husband family and mothers or her own

family) financially in difficult economic situations.

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Those fathers said that some of their family members for example father or

elder brother have the attitude that educating girl is a wastage of money because they

will eventually be marled off and their education would therefore only benefit their

husbands and the families they marry into speneling money on the girls education

would thus be considered lost to the girls family.

4.7 EDUCATIONAL FACILITIES

According to majority at the respondent, the majority of the respondent, the

main problem is the insufficiency of proper educational institutions in the area. Due to

which most of the girls do not get education. The study also shows that there are very

few educational institutions present but they are not in a good conditions. There is no

proper school building, not sufficient trained teachers and also the behaviour of

teachers are not good and they oftenly imposed carporal punishment on student.

Because of these reasons majority of the parents do not send their daughters to school

and prefer to engage them most of the in home activities like washing cloth, cooking,

cleaning and care of their younger siblings.

4.8 REASON OF DEPRIVENESS OF FEMALE EDUCATION

From the study it was clear that there are a number of reasons responsible for

the deprivensess of daughters from education in the area. These are the following.

a. Illiteracy

It is clear that one of the cause of depriveness of girls education in village

Ghareeb-Abad district Peshawar is illiteracy and un awareness at parents. They do not

know the value of female education. In majority cases it is note that if the fathers are

willing to send their daughters to school but the grand parents and uncle greatly

opposed girls education because they were strictly bound to their cultural norms and

values.

The second major reasons is early marriage tradition. During study it was also

noted that majority fathers were in the favor of daughter education while on the other

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hand the family members and elders were in the favor of early marriage of daughter

and they consider that female education is the wastage of money and time.

4.9 IS FAMILY MEMBERS INTERFERENCE EFFECT DAUGHTER EDUCATION:

The study revealed that in majority families, the grand parents and uncles were

greatly against the girls education. And they give more preference to boys education

rather than girls. They consider that only religious education is better for girls and

there is no need to provide school education to girls. In some cases the family member

allows girls to educate the girls up to class 5th only and not girl value to their further

education and instead of school education they give preference to only madrassa and

religious education. These family members consider that home is the only place for

girls which provide safety and security to girls, as it is a common thought in pathan

society because in pathan society majority of the people are conservative mind and

they don’t like to send their daughter to schools that are far away from their homes.

They consider that female education is against pakhtoon cultural and traditions and

pathan people are strictly bound to their traditions and they can not deviate from their

norms and values.

4.10 FATHERS FEELING AT THE BIRTH OF DAUGHTERS

It was noted that some of the fathers were unhappy on the birth of daughter

due to their personal desire and community perception because in pakhtoon society

more preference is given to boys rather than girls. While majority of fathers were

happy on the birth of their daughter. Those father said that there is no difference

between daughters and sons for us as it is a message of Quran and Islam gives equal

rights for both girls and boys and proper education is the basic right of both of these.

It is a common thought in pathan society that mostly parents give more

importance to son rather than daughters. The study shows that near to them daughter

and sons both are equal and both should be provided same standard of education.

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4.11 IS FEMALE EDUCATION CORRUPT DAUGHTER CHARACTER

It was noted that some at the fathers were reported to be reluctant to send their

daughters to school because of the belief that education and school could be a

corrupting influence. The main reason is that, that the schools are suited long

distances away so parents worried about their daughters safety while traveling to and

from school on that other hand majority of fathers does not think like that. They have

the opinion that that education bring moral information in the society rather than

moral degradation. In there opinion the educated girl become aware of all types

positive and negative aspects of life and can be able to differentiate between good and

bad, right and wrong.

4.12 FEMALE EDUCATION IS CONSIDER AGAINST ISLAM

It was also noted that fathers have different views towards religious education.

Some at the fathers were religions minded therefore they stated that female education

is un-Islamic. In the rural areas like Ghareeb Abad the Mollana and Masjid Imams

oppose the female education. They misguide the parents by religion. They said that

Islam strictly for bidden the female education due tot his some of the fathers deny the

daughters education and were against the daughter education due to religion. In their

opinion the only duty at the daughter are to rare their children and perform house hold

chores.

While majority at fathers said that Islam never restricted the female education.

Islam give importance to female education in their opinion the religion is not a hinder

in the way of daughter education. According to those fathers Islamic society gives a

very respectable position to women and Islam gives equal rights to both male and

female to acquire education and employment of girls is also not forbidden in Islam.

4.13 ENGAGEMENT IN HOUSE HOLD ACTIVITIES

Question was asked to find out the involvement at daughter in house hold

activities. The aim of this question was to look into the priority assigned to home

38

activities for girls because this priority is likely to have an impact on their education.

Some fathers said that it is better for girls to engage in house hold activities and help

their mothers in home rather than going to school while on the other hand majority of

fathers favour female education and it is the responsibility of mothers only to perform

home activities and give much opportunity for daughters to done their home work. It

was also noted these home activities were after performed by girls either early in the

morning before school going or in the evening after school so this effect girls

education in a number of ways.

The number of hours spend performing hours spent performing house hold

activities and other task means that girls have little time and energy left to

devote to the academic work.

Girls are often late for school in the morning as a result at having to complete

their house hold activities because girls are responsible for such a diverse

number of household tasks, some fathers prefer to keep their daughters at

home.

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CHAPTER- 5

FINDINGS, CONCLUSION & RECOMMENDATION

5.1 FINDINGS

1. Majority of the more populated family guardian were in favor of daughter

education but they can afford the expenses of education.

2. Majority of parents were in favor of daughter education but due to lack of

finance they cant permit their daughter for education.

3. Majority of parents were in favor of daughter education but due to poverty and

extreme burden on them they cant afford the expenses of education.

4. Majority of the parents were in favor of daughter education but because of the

ignorance, unawairnes, traditional and cultural habits of the people, they cant

permit their daughter for education.

5. Majority of the fathers were aware of power of daughter education. They

know that educated female make an educated nation.

6. Majority of fathers were ethically in favor of equilibrium of child education

but culturally they are bounded for their daughter education.

7. Majority of fathers were in favor of daughter education but due to lack of

government school, lack of facilities in the school and far away of schools

from the residential areas fathers were not in the favor of daughter education.

8. Majority of the fathers were in favor of daughter education but illiteracy and

ignorance in the area is the main cause of lack of daughter education.

9. Majority of fathers were in favor of daughter education but due to family

crises, traditional and cultural values, they are facing the objection of family

members.

10. Majority of the fathers were in favor of equilibrium of child education.

11. Majority of the fathers consider their daughter as a gift of GOD.

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12. Majority of the fathers considers consider that this is the misconception of

people that educations make the girl’s character corrupt.

13. Majority of the fathers were in favor of English education for daughters

because daughter education is the cry of the day.

14. Majority of the fathers were in favor of daughter education and they consider

that education is important and necessity for the betterment of the

management of home.

5.2 CONCLUSION

Female education has been a controversial and difficult subject, since the very day, it

was introduced in sub continent as a part of our existing system of education. Due to

poverty, socio-cultural problems, traditional and rigid attitudes of parents and the

elders, female of our country is unable to play their active role in development of the

society. After the analysis of the collected data, it becomes clear that majority of the

fathers are in the favor of female education. They are eager to equip their daughter

with education but there are also some hurdles which have negative impact on female

education. Schools at far off places, conservation and the rigid customs and traditions

are some of the major factors due to which the parents (fathers) are not ready to equip

their daughters with education. The higher education for females remain a dream in

most of the cases. The government has no useful hand in the promotion of female

education. Most of the female teachers are not willing to come to school for teaching

which are far away from homes. As a result such schools lack the female staff for

teaching. The schools present in the area are not well equipped with sufficient

facilities. The other thing is that, majority of the population is belong to middle class,

due to which they are unable to afford the educational expenses of their children.

After carrying out the research, we concluded that the area was having poor literacy

rate. Literacy rate of female education is very low.

In the final analysis it was concluded that the task of improvement of female

education is gigantic and it requires our continued efforts with determination to solve

the problems related to it. In oder to improve female education, as a first and basic

41

step, it is essential to change or improve the attitude of the family members and also

the community people’s attitudes towards the social and educational status of females

by emphasizing Islamic teachings.

In the connection public and private sector as well as media should also play their

positive role for the improvement of the situation. Unless as a nation we improve our

system of education in general and female education in particular. The dream of an

educated, strong and prosperous Pakistan will remain unfulfilled.

5.3 RECOMMENDATIONS:

On the basis of the study findings and personal observation of the researcher the

following suggestions are extended in order to improve the female education in the

area.

The study reveals that parents (fathers) attitude also effect the daughters

education. Hence in this regard it is suggested to change the attitude of those

parents (fathers) who are not in favour of daughter education. Hence the

parents (fathers) positive attitude will boost the female literacy rate, so for this

purpose social mobilization programmes should be launched to change the

parents (fathers) views regarding the value of education of girls.

Poverty was existing in the area and a lot of parents were not be able to bear

the expenses of education for their daughters. In this regard tangible incentives

should be provided to parents (fathers) so that they may educate their

daughters. Financial support should be provided in the form of scholarships,

fee concessions, free books, uniform and accommodations.

In the target area existing institutions were not enough and existing institutions

were having long distance from student residence. It is suggested that more

educational institutions for girls should be provided in the target area so that

the ratio of girls in education should be enhanced.

The study area is still under influence of traditional values. There is a concept

that women should be confined to the four walls of house otherwise they will

42

violate the cultural values. This factor is also responsible for low literacy ratio

among the females. Mass awairness compaign about the importance of

education for daughter should be started. It would be for great help if religious

leaders should be to play an important role in this compaign because they

possess a strong hold in the area.

Pardah remained one of the obstacles in the way of female education and it

was considered a religious and cultural issue. In this regard it is suggested that

separate educational institutions for girls should be established so that the

women of the area may be facilitated to obtain education in pardah and they

are not deprived from education.

In the target area majority of the parents had more children. Due to more

number of children the parents cannot afford the expenses of the education of

all the children. In this regard it is suggested that the parents should be made

aware of family planning programs and spirit of upbringing minimum

children, so that all the children whether they are male or female are not

deprived from education.

The study depicts that early marriages were a big hurdle in daughter

education and some of the parents were not taking interest in female education

because after marriages the daughter leave the parents home and hence they

thought that their education would not given them some economic benefits.

They should be made aware of the benefits of daughter education by telling

them that since they will one day be mothers of the next generations. They

must be educated to pass on this knowledge to their children, who are one of

the first beneficiaries of an educated mother. It is recommended that early

marriage should be motivated and made aware of the importance of daughter

education.

Mass media can play a vital role in education. It is suggested that better

educational programs about female on T.V and Radio be broad casted so that

the people may become aware of the benefits of female education. Also the

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print media such as news paper should play its due role by publishing various

supplements and articles highlighting the benefits of female education. hence

such programs may play a positive role in moulding the attitude of parents

towards daughter education.

Educationist should also give top priority to girls education, especially to be

rural areas. Education of girl should be provided with more than its allocated

share in order to disseminate it on wide dimensions. The present education

policy is expected to bring drastic changes of in accelerating the rate of girl’s

education.

In the research area it was observed that a lot of parents were not sending their

children for education because of lack of proper facilities at school. Either the

school had lack of teacher or the available staff was not attending the school

regularly. There was no check on the teacher’s attendance. They were not

taking interest in imparting education to their students. Hence to boost the

female education staff should be proper check and balance on the performance

and duties of teachers. Hence it will lead to the improvement of female

education in the area and will also compel the parents to send their daughters.

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REFERENCES

Khan.A, Mubarak and Ibadullah, (2008-09) “A Comparative Analysis Of Literate & Illiterate Parents Attitude Towards Female Education” (A Case Study of Village Munjai, Dir Lower, Institute of Social Development Stidies University of Peshawar. (Unpublished Thesis)

Afridi.F.M, Muhammad.I.A and Izhar.A, (1999-2000) “Female aeducational Problems at Dara Adam Khel F.R Kohat”, Institute of Education and Research, University of Peshawar. (Unpublished Thesis)

Saleem.A, (2007-08) “Role of F.G High School In The Promotion of Female Education”, Army Public College of Education For women Peshawar. (Unpublished Thesis)

Bashir.S, (2008-09) “An Analytical Study of Current Estimates and Future Expectations of Female Education In Peshawar”, Institute of Education & Research, University of Peshawar. (Unpublished Thesis)

Ghani.U.K, (208-09) “Impediments in The way of Female Education at secondary level at Peshawar”, Institute of Education & Research,University of Peshawar. (Unpublished Thesis)

Musarat.S, (2008-09) “Factors Associated With Female Education at Secondary Level in District Dir Upper”, Institute of Education & Research, University of Peshawar. (Unpublished Thesis)

Farmanullah.Q, (2007-08) “An OverView of Education in District Dir Lower”, Institute of Education & Research, University of Peshawar. (Unpublished Thesis)

Ahmad.N, (2003-04) “The study of Causes of Low Enrollment of Girls at Secondary Level In District Buner”, Institute of Education & Research, University of Peshawar. (Unpublished Thesis)

Burton.L.M and Dilworth-Anderson.p, (1991), “The interregnal Family Roles of Aged Black and Americans Marriage and Familf Review”

Stack.C.B and Burton.L.M, (1993), “ Kinscripts Journal of Comparative Family Studies” .

Numan.M, (1998). Foundation of Education. Peshawar: Institute of Education and Research, University of Peshawar.

Shahid. S. M, (2007). Educational Management and Supervision. Lahore: Z.A Printers.

Scciety For Educational advancement, Research and Training, (1999) “Factors Affecting Development of Female Education in NWFP, Issues and Problems of Female Teacher Education and Their Relation in The Teaching Profession”, Provincial Implementation Unit (PIU) Teacher Training Project Education Department, Govt of NWFP Peshawar.

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APPENDIX

INTERVIEW SCHEDULE

1. Do you think that daughter should be given education?

2. Are you in favor of daughter’s education?

3. How far poverty is the cause of not sending daughters to school?

4. Is it looked down upon in your area or locality that girls go out in public or seek education?

5. Is it true that an educated mother can bring up a child in a proper way?

6. Is it a wastage of time and money to educate your daughter?

7. Are you not in favor of daughter education because you think that she will get married one day and there is no need of spending money on her?

8. Do you have any school in your area?

9. Are the girl schools in your area well stocked and properly maintained?

10. Do you feel constrained from your family members about your daughter education?

11. Do you give more importance to sons as compared to daughters?

12. Were you happy on your daughters birth?

13. Do you think if your daughter gets educated, she would rebel against the cultural traditions?

14. Are you not in favor of your daughter college education because of liberal values and relatively unchecked pardah system?

15. Do you think that because English education is against our religion,you are against your daughter education?

16. Is it because of helping the mother in house hold activities that you do not allow your daughter to school?

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