A Critical Analysis of Educational Policies of Pakistan

Nabi, Mukhtyar; Nazir, Hifza

doi:10.52567/pjsr.v2i02.7

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…Research studies have also identified that the government of Pakistan has formulated new education policies regularly but ignored the factors and reasons that contributed to the failure of previous policies (Ahsan, 2003;Hussain, 2015;Nabi & Nazir, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This study adds the most important factor which is gender disparity to the non‐attainment of universal primary education in Pakistan. Research studies have also identified that the government of Pakistan has formulated new education policies regularly but ignored the factors and reasons that contributed to the failure of previous policies (Ahsan, 2003; Hussain, 2015; Nabi & Nazir, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017)

Ahmad,

Shaheen,

Hussain

2024

Euro J of Education

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This article analysed gender disparities in Pakistan focusing on access to primary education and women's education in light of National Education policies from 1947 to 2017 to achieve universal primary education. This study aimed to trace the evolution of National Education policies (1947–2017) in the attainment of universal primary education and gender disparities in Primary education in Pakistan. A qualitative document analysis technique was employed to extract relevant data related to policy objectives, strategies, and targets of primary education, gender disparities, and women's education. The quantitative data was extracted from the Pakistan Economic Survey 2022–2023, Pakistan Education Statistics 2020–2021, and all National Census 1951, 1961, 1972, 1981, 1998, and 2017. The study found that education policies highlighted the importance of primary education but did not dedicate larger sections to women's education in the first 40 years. The recent education policies addressed the importance of women's education for achieving gender parity. These findings, which stem from a review of national education policies' documents, are in line with the findings drawn from the quantitative data extracted from authoritative reports which stated that significant gender disparities existed in the numbers of primary schools, access to primary education, and students' enrolments throughout the history of Pakistan. The study also found significant gender disparities in the number of primary schools per 100,000 children, with male students comparatively attending schools more than female students. The study found consistent gender disparities in primary education enrolment in Pakistan with notable progress in recent years but have not been able to eliminate these disparities. Gender disparity is evident in literacy rate, gross enrolment rate (GER), and net enrolment rate (NER). The study recommended that the revision of existing policies and formulation of new education policies should be based on comprehensive documentation on women's education and its impact on the economy, literacy rate, and universal primary education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017)

Ahmad,

Shaheen,

Hussain

2024

Euro J of Education

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“…Therefore, it is substantial to explore all the elements of the education that foretell and sustain the academic success of the students to make them more successful and enduring learners who will make effective inspirations to society. Education is the greatest source of development and progress in all walks of life (Nabi & Nazir, 2020).…”

Section: Introductionmentioning

confidence: 99%

Relationship of Self-Concept and Student’s Academic Achievement at Bs (4-Year) Level.

2023

Russian Law Journal

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The purpose of the study was to examine the relationship of self-concept and student's academic achievement at BS level. The objectives of the study was to explore the relationship exists between self -concept and student's academic achievement. Population of the study was consisted of all students of BS level in district Lahore. There were 4 (Boys, 2 and Girls, 2) public colleges and accessible population was 5030 (Male, 2210 and Female, 2820) students. Proportional stratified sampling technique was used for selecting the sample to know about the relationship between self-concept and student's academic achievements at BS level in Lahore district. Thus, 500 students were selected as a sample of the study. The data were collected from respondents of the study by using five point Likert type research scale instrument. The questionnaire was used to find out the relationship between self-concept and student's academic achievements. For analysis of data, the descriptive and inferential statistics were used. Pearson Product Movement Method was applied to analyze the data. Pearson correlation was used to check the relationship between self-concept and student's academic achievement.

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A Critical Analysis of Educational Policies of Pakistan

Cited by 2 publications

References 1 publication

Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017)

Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017)

Relationship of Self-Concept and Student’s Academic Achievement at Bs (4-Year) Level.

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