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Girl Education is a global issue. Many reports and papers, including UNESCO reports on gender monitoring and education highlight the intensity of the challenge across the world. It is underpinned by myriad factors ranging from a genuine desire on the part of the family to protect and safeguard the girls in specific contexts to cultural determinants, social manipulations, gender discrimination, economic priorities, religious interpretations, political exploitations, vested interests, and simple pragmatics, among many others. However, the nature of these factors and their combinations vary in diverse societies influenced by dominant cultural and belief systems, as well as by the economic parameters.Girl education in rural Pakistan is a serious cause of concern. In some regions, the literacy gap between men and women is as large as 45 percentage points (Simons, 2007). It is alarming that in Pakistan, 47 percent of all girls never enrol in a school (McCutcheon, 2007). Economic imperatives emerge as a significant factor but the feudal patriarchal structure of the society (Mernissi, 1991; Shah and Conchar, 2008; Weiss, 1994), religious discourses (Al-Hibri, 1982; Talbani, 1996), gendered roles and stereotyping (Griffin, 2006; Shah, 2008), entrenched traditions and practices underpinned by public/private divide (Afshar, 1991; Seller, 1996; Shah, & Conchar, 2007) and a lack of relevant effective responsive policies exacerbate the situation. This paper attempts to debate the issue, inviting to respond to legitimate concerns, to involve all stakeholders, to solicit social mobilisation, to remove practical barriers, to facilitate acceptable structures, and to ensure effective outcomes. The underlying argument is that ensuring education for girls is crucial, not only for resolving gender inequities, but it is also critical for combating with personal and national poverty.
Girl Education is a global issue. Many reports and papers, including UNESCO reports on gender monitoring and education highlight the intensity of the challenge across the world. It is underpinned by myriad factors ranging from a genuine desire on the part of the family to protect and safeguard the girls in specific contexts to cultural determinants, social manipulations, gender discrimination, economic priorities, religious interpretations, political exploitations, vested interests, and simple pragmatics, among many others. However, the nature of these factors and their combinations vary in diverse societies influenced by dominant cultural and belief systems, as well as by the economic parameters.Girl education in rural Pakistan is a serious cause of concern. In some regions, the literacy gap between men and women is as large as 45 percentage points (Simons, 2007). It is alarming that in Pakistan, 47 percent of all girls never enrol in a school (McCutcheon, 2007). Economic imperatives emerge as a significant factor but the feudal patriarchal structure of the society (Mernissi, 1991; Shah and Conchar, 2008; Weiss, 1994), religious discourses (Al-Hibri, 1982; Talbani, 1996), gendered roles and stereotyping (Griffin, 2006; Shah, 2008), entrenched traditions and practices underpinned by public/private divide (Afshar, 1991; Seller, 1996; Shah, & Conchar, 2007) and a lack of relevant effective responsive policies exacerbate the situation. This paper attempts to debate the issue, inviting to respond to legitimate concerns, to involve all stakeholders, to solicit social mobilisation, to remove practical barriers, to facilitate acceptable structures, and to ensure effective outcomes. The underlying argument is that ensuring education for girls is crucial, not only for resolving gender inequities, but it is also critical for combating with personal and national poverty.
This paper is based on the premise that Islamic education plays a significant role in producing an integrated personality of young generation in order to fulfil the needs of present society. This study is important to address the key educational changes in pedagogy, curricular and teaching approach that relate directly to the effectiveness of the implementation of Islamic Education in Islamic schools. Questions raised in this writing is whether and how Muslim schools have transformed to meet the changes and challenges of the globalizing world and what should be done to ensure Islamic schools meet current needs. Thus, it argues that there is a need for reform in contemporary Islamic schools with particular reference to the changes in the curriculum, teaching style, role of Islamic schools and gender participation. The paper considers the possibility of integrating new perspectives across the curriculum and outlines the integrated approach to ensure the quality and excellence of their graduates.
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