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Relevant bibliographies by topics / Education – Pakistan

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Academic literature on the topic 'Education – Pakistan'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Education – Pakistan"

1

Lodhi, Maleeha. "Deterring Dissent in Education." Index on Censorship 14, no. 2 (April 1985): 28–30. http://dx.doi.org/10.1080/03064228508533866.

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‘Real scholars have been silenced and pseudo-scholars and sycophants have been promoted. It seems that the forces of darkness and obscurantism have succeeded in arresting the processes of scientific research.’ Pakistan under General Zia-ul Haq has had a regime of Martial Law since July 1977. According to a 1984 report on a mission to Pakistan published by the Paris-based International Federation of Human Rights, a climate of insecurity and arbitrariness has existed in the country since that date. It is characterised by the facility with which the Martial Law authorities may arrest whomever they wish, whenever they wish, and hold them for indefinite periods, as often as they choose; the absence of any scope for appeal against such decisions; and the absence of judicial surveillance of any kind whatsoever. In the following three articles, Pakistani writers describe the effects which Martial Law and the Islamic Law (Sharia) have had on higher education, the press and cultural life. Maleeha Lodhi teaches Politics at the London School of Economics and also works as a journalist with South magazine. The writer on Pakistan's press is a senior journalist who wishes to remain anonymous. And Farhad is the pseudonym of a Pakistani writer and journalist. For other articles on Pakistan see John Melville Williams ‘The Press in Pakistan’ (Index 5/1978), Shahid Nadeem ‘Imprisoned In Pakistan’ (Index 5/1979), Feroz Ahmed ‘Pakistan Curbs the Press’ (Index 4/1980), and Behroze Gandhy ‘Jamil Dehlavi Interviewed (Index 4/1981); and, of course, the Index Index section generally.

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Kamran, Taj, and Dr. Hussan Ara Magsi. "China –Pakistan Educational and Cultural Cooperation Under BRI." Pacific International Journal 6, S1 (March 5, 2023): 40–50. http://dx.doi.org/10.55014/pij.v6is1.292.

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China-Pakistan Economic Corridor (CPEC) is a mega-investment project that has accelerated Pakistan’s socio-economic growth. Pakistan’s higher education sector is one key area to be upgraded under CPEC. Since the conclusion of CPEC agreement in 2015, Sino-Pakistan collaboration in higher education is expanding. Beijing is offering scholarships, vocational training and Chinese language courses to Pakistani youth and providing opportunities for academic and research collaboration. This study is an attempt to examine China’s effective employment of higher education as a soft power tool to increase its influence and prestige in Pakistan. It argues that growing educational cooperation is fostering intercultural linkages as well as faculty and students’ mobility between Pakistan and China. The article suggests that Islamabad needs to expand cooperation with Beijing in areas such as faculty development, emerging fields of science and technology, industry-university linkages and digital collaboration of technology in higher education sector.

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Farooq, Chaudhry Ibrahim Tahir, Haider Nafees Ahmed, and Mohammed Nawab Shinwari. "Addressing Gender Disparities in Education: Empowering Girls through Education in Pakistan." Global Social Sciences Review VIII, no. II (June 30, 2023): 390–96. http://dx.doi.org/10.31703/gssr.2023(viii-ii).35.

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Education may transform everyone's life, regardless of gender. Gender bias remains widespread. Pakistan's rural areas are especially bad. Pakistani women have been exploited since independence. Pakistani women rarely receive constitutional rights. Discrimination against women in the job, school, economy, and politics predates the 20th century. 200 teachers and 200 students from around Pakistan were selected for a good sample. A typical questionnaire assessed the girls' school backgrounds, objectives, and gender equality beliefs. At the schools examined men and women had very different educational opportunities. Lack of resources, social pressures, and discriminatory laws and practices make it tougher for girls to receive an education, according to research. The report concludes that broad governmental action to close the gender education gap is important. It offers gender-sensitive classrooms and community-building projects.

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Khurram, Shakeela. "Students’ Perception about Sports and Education: A Case of University-Going Students in Pakistan." Bulletin of Multidisciplinary Studies 1, no. 1 (March 31, 2024): 25–33. http://dx.doi.org/10.48112/bms.v1i1.469.

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This study explored why Pakistan lags behind in its educational system and sports. The target population was Pakistani private University students. It was descriptive research. Moreover, the effectiveness and obstacles were identified in the pursuit of education and sports. The quantitative approach was utilized. Data was collected through questionnaires and 3 randomly selected private university students from Karachi (Sindh, Pakistan). In addition, several constraints that they encounter in their persuading of education and sports, relating to time, finance, and workload have been discussed. The main aim of this paper was to discuss the possibilities, and analysis of the current situation of Pakistan's sports and Education sector, and as an educational advocate; the Study discussed the future possibilities of the opportunities related to education and sports in Pakistan as a Muslim country.

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Farooq, Rabbia, Mavra Imtiaz, and M. Asif Munir. "Reforming Medical Education in Pakistan through strengthening Departments of Medical Education." Pakistan Journal of Medical and Health Sciences 15, no. 11 (November 30, 2021): 3479–80. http://dx.doi.org/10.53350/pjmhs2115113479.

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Introduction: Early medical education departments originated as medical education research offices, primarily in the United States of America (USA). Objectives: The main objective of the study is to analyse the reforming medical education in Pakistan through strengthening departments of medical education. Material and methods: This cross sectional study was conducted in Quaide Azam Medical College Bahawalpur in duration of Jan 2021-Sep 2021. The survey includes all of the city's PMDC-recognized medical schools. Respondents were medical school faculty members who were knowledgeable about the subject matter of the survey. Results: A total of 200 people took part in the study. All of the participants were interviewed by us. Education research (66.6 percent), faculty development (70.7 percent), and curriculum development (77.7 percent) were the top four tasks. Conclusion: This study concludes that well-established and effectively operating DMEs can play an effective role in increasing medical education quality. Medical and dental institutions should be supported in Pakistan by the Pakistani government's Ministry of Health & Family Welfare (PM&DC), the Higher Education Commission (HEC), as well as Pakistan's leading medical and dental universities in policy, governance, and regulatory matters. Keywords: Medical Education, Faculty Development, Lack of Resources, Infrastructure

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Abbas, Saleem, Firasat Jabeen, and Huma Tahir. "COVID-19 AND EDUCATION OF MASS COMMUNICATION:." Pakistan Journal of Women's Studies: Alam-e-Niswan 28, no. 2 (December 29, 2021): 1–18. http://dx.doi.org/10.46521/pjws.028.02.0092.

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The sudden closure of educational institutions in 2020 brought multiple financial and learning challenges for Pakistani female students. In our experience, not only formal and informal learning realms of female students have been affected in the post pandemic educational landscape, but a distinct gender and digital divide (GDD) is also noticeable between technology-equipped and deprived students. Considering the theoretical perspectives of digital divide, this paper will essentially explicate the chasms existing within female students of Mass Communication in Pakistan. Given Pakistan’s conservative and patriarchal culture, it is very important to study how female students of Mass Communication, from both urban and rural areas, responded to the change after the pandemic. Through in-depth interviews of twenty female students, we argue that the COVID-19 pandemic has aggravated already existing GDD in Pakistani educational landscape. Especially the first order GDD in education can be seen frequently in Pakistani rural locations. Moreover, economic limitations and socio-cultural norms also play an essential role in exacerbating second order GDD in the Mass Communication education. Thus, in this sense, the pandemic has brought a change that is charged with exclusion and disparity. Moreover, we argue that digital divide is a gendered concept for a periphery country such as Pakistan.

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Usmani, Muhammad AbdulWahid, and Suraiya Khatoon. "Impact of programmeevaluationthrough self-assessmentin higher education institutions in Pakistan." Contemporary Educational Researches Journal 8, no. 4 (November 22, 2018): 134–41. http://dx.doi.org/10.18844/cerj.v8i3.3638.

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Quality assurance in higher education in Pakistan was formally initiated when Quality Assurance Agency (QAA) was established under Higher Education Commission of Pakistan. The current study is a descriptive study which was conducted to review the impact of programme evaluation on Pakistani universities. Data available with QAA, Pakistan, Self-Assessment Report available for the programmes and field notes were used as tool in this study. Programme evaluation reports were graded on a rubric in order to rank departments within a university. The study shows that quality assurance mechanism has got its firm roots at micro level, that is, at university level in Pakistan under the supervision of QAA of Pakistan. The study would be of interest for all educationists as it shows both the role of QAA, Pakistan and the role of quality enhancement cells whose combined efforts have resulted into a systematic programme evaluation in Pakistani universities. Keywords: Programme evaluation, self-assessment, learning outcomes, feedback.

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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.

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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

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Habib, Muhammad Nauman, Uzma Khalil, Zunnoorain Khan, and Muhammad Zahid. "Sustainability in higher education: what is happening in Pakistan?" International Journal of Sustainability in Higher Education 22, no. 3 (February 4, 2021): 681–706. http://dx.doi.org/10.1108/ijshe-06-2020-0207.

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Purpose Sustainability in higher education has gained the attention of researchers and academia; however, there is still a need to explore and assess it from different perspectives that are unexplored. This study aims to evaluate and report sustainability and sustainable development in the higher education sector of Pakistan. Design/methodology/approach There are 195 recognized and registered degree awarding institutes in Pakistan. A survey-based study was designed using self-administered questionnaires distributed among the deans of 145 Higher Education Institutions (HEIs) using a simple random sampling technique. Responses were recorded using five-point Likert scale. In this study, 74 HEIs participated while 69 responses were complete in all respects and used for data analysis. Responses were recorded and analyzed using descriptive statistics. Findings The results show little evidence of sustainability in all areas of HEIs (including; curriculum, research, faculty, stakeholder’s engagement and governance). Sustainability of campus (operations) was evident and, to a certain extent, apparent in outreach activities. The core objective of HEIs is teaching and research, however, HEIs in Pakistan have yet to accommodate sustainability in these core areas. Sustainability in HEIs of Pakistan is in the preliminary and the introductory stage. For the attainment of sustainability in HEIs, comprehensive planning and internal governance are required. Research limitations/implications This study was based on a survey to report the overall situation of sustainability in Pakistan’s HEIs. Therefore, it has the limitation of being a descriptive study. Nevertheless, this study contributed to the body of knowledge by reporting sustainability practices from the Pakistani context. This study helped identify critical aspects of sustainability that require the attention of both regulatory authority and top management. Originality/value This is a comprehensive study based on extensive research survey techniques to present and report sustainability in higher education in Pakistan. The data collected represents the major HEIs in Pakistan and has contributed to the body of knowledge by presenting the contemporary and contextual situation of sustainability in HEIs of Pakistan.

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Ahmad, Riaz. "Fatima Jinnah’s Concern for Women’s Technical Education." Pakistan Development Review 42, no. 4II (December 1, 2003): 765–68. http://dx.doi.org/10.30541/v42i4iipp.765-768.

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Madar-i-Millat Mohtarma Fatima Jinnah is known for her contribution to the uplift of various segments of Pakistani society which is indicated through her speeches, statements, messages and addresses at different functions and institutions, delivered on various occasions. Her special concern was that women of Pakistan which formed 50 percent of the population should be moulded to play their role on various aspects of human life. An important aspect to which she felt attached, was the promotion of technical education in the country. Along with men, she desired women of Pakistan should equally contribute to the industrial development of Pakistan. This could be done by spreading technical education amongst the girls of Pakistan. For this purpose she delivered a number of speeches, addressed various institutions and established various industrial homes.

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Dissertations / Theses on the topic "Education – Pakistan"

1

Aslam, Monazza. "Gender and education in Pakistan." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439699.

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Naz, Farah. "Women, Education and Radicalisation in Pakistan." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19921.

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Violence has long been endemic to Pakistan. In the presence of continued political instability, extremism and terrorism, the Government of Pakistan has paid little attention to the role of women in violent extremism and in the radicalisation of society. Policymakers and academics have failed to identify linkages between either the types of education available to women, the lack of justice available to a woman or the grievances woman have against the state and their role in the rise of extremism. The aim of this study is to identify women’s attitudes as either supporters or opponents of violent extremism in Pakistan. These broad themes will lead this study towards a more focused approach to identifying which types of women and which types of education contribute to the radicalisation of society. This study will investigate: How do rigid interpretations of the verses of the Quran affect the role of women in society? Does the difference between formal and informal education aid our understanding of extremism and radicalisation? What is the role of education in understanding women’s support for or opposition to extremism in Pakistan? How far does the dysfunctional judicial system in The Federally Administered Tribal Areas and in The Provincially Administered Tribal Areas help explain extremism? What influences the attitude of women towards extremism? The above questions will be examined through the lens of Feminist Securitisation theory. It will use 120 semi-structured qualitative research interviews with the GOP, key institutions, academics, formal and informal education system and the local population.

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Naseem, Muhammad Ayaz. "Education, the state and subject constitution of gendered subjectivities inthrough school curricula in Pakistan : a post-structuralist analysis of social studies and Urdu textbooks for grades I-VIII." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85025.

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In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from the citizenship realm.
Educational discourse in Pakistan is the premier site where meanings of signs such as woman, man, mother, father, patriot, nationalist, etc., are gendered and fixed. It also provides the techniques of discipline and surveillance for naturalization of meaning and normalization of subjects. Urdu and social studies curricula and textbooks for classes 1-8 and 3-8 respectively constitute subjects and subjectivities and relations among them by means such as inclusion and exclusion from the text, hierarchization of the meanings ascribed to the subjects, normalization of the ascribed meanings (so that subjects stop questioning the meaning fixation), totalization (where all theoretical and explanatory differences are obfuscated), and classification of subjects in terms of binary opposites where one is superior to the other.
As a result of such gendered subjectivity constitution and subject positioning, women in Pakistan have been subjected to the worst kind of social, political, economic and juridical discrimination. However, Pakistani women have refused to be passive victims. They have used their agency to put up a spirited resistance against the unequal citizenship status and rights resulting from the gendered subjectivity constitution and subject positioning. In order to make education more meaningful and empowering for the women of Pakistan it is imperative that both women's groups as well as the educational policy makers understand the working and dynamics of the educational discourse in conjunction with the judicial and economic discourses and those of the state and the media. It is only from within the discourses that a change can be brought about.

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Tamim, Tayyaba. "Capability development : a sociological study of languages in education in Pakistan." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609049.

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Bhutta, Sadia M. "Health education practice in primary classrooms in Pakistan." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432110.

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Haque, Mozammel. "Education and political instability in Pakistan, 1937-1971." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10020178/.

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Akram, Sajid. "LEGAL EDUCATION IN THE ISLAMIC REPUBLIC OF PAKISTAN." Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018. http://er.nau.edu.ua/handle/NAU/32835.

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Malik, Rabea. "Exits, voices and social inequality : a mixed methods study of school choice and parental participation in Pakistan." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707991.

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Colbert, Jason M. "Pakistan, madrassas, and militancy." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2385.

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Following the terrorist attacks of September 11th, 2001, the US government has become increasingly concerned with madrassas, Islamic schools of religious education in Central and South Asia. U.S. Secretary of Defense Donald Rumsfeld and Secretary of State Colin Powell denounced these religious seminaries as radical institutions which produce Islamic jihadists capable of threatening U.S. national security and interests. This thesis examines the history and current evidence available on madrassas. Specifically, it analyzes their historical evolution and reaction to domestic, regional and international developments. It finds that there is little evidence to connect madrassas to transnational terrorism, and that they are not a direct threat to the United States. However, Pakistani madrassas do have ties to domestic and regional violence, particularly Sunni-Shia sectarian violence in Pakistan and the Pakistani-Indian conflict in Kashmir, making them a regional security concern. This thesis argues that the best path for combating religious militancy in madrassas is by helping to create better alternatives to madrassa education, including state run and private schools, and not by targeting madrassas directly.

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Oppenheim, Willy. "Imagining 'demand' for girls' schooling in rural Pakistan." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:6d27397d-b5f1-4a83-b423-382be42908f4.

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This study explores the normative frameworks through which selected parents, students, teachers, and education activists in three villages in rural Pakistan understand and articulate the value of girls' schooling. It argues that within the dominant analytical paradigms of human capital theory and neoliberalism, researchers and policymakers have tended to conceptualise 'demand' for schooling in terms that are narrowly focused upon measuring and boosting enrolment, and thus have failed to capture whether and how shifting enrolments correspond to shifting norms and to the broader imaginative regimes through which differently located actors experience and produce the gendered value of schooling. Typical analyses of 'demand' for girls' schooling have mostly focused upon what factors of schooling provision are most likely to increase parents' willingness to send their daughters to school, and thus inadvertently conflate 'demand' with 'supply' and reveal very little about whether or how such factors influence normative evaluations of girls' schooling by parents, children, teachers, and others across various contexts where enrolment is on the rise. This oversight hinders efforts at comparison that are critical for planning and interpreting transnational initiatives for achieving gender equality in and through schooling. To improve upon this trend, this study illustrates a) the normative evaluations that underpin selected instances of 'demand' for girls' schooling in three villages in rural Pakistan, and b) how these normative evaluations have changed over time and in relation to particular interventions. Using data from seventeen weeks of fieldwork spanning two villages in the southern Punjab and one in Gilgit-Baltistan, the study explores perspectives about the value of girls' schooling in relation to the key themes of marriage, employment, and purdah. By bringing this data into comparison with mainstream discouses about 'demand,' the study highlights the limitations of those discourses and charts a path for further comparative inquiry. Findings illustrate how normative perspectives about girls' schooling are differentially contested and transformed over time even as enrolment trends converge across contexts, and suggest that researchers and practitioners concerned with promoting gender equality in and through schooling should lend greater attention to the social interactions through which 'norm-making' occurs. This sort of attention to 'norm-making' can reveal new opportunities for intervention, but also, and perhaps more importantly, it inspires humility by demonstrating that all normative evaluations of schooling - whether emerging from education 'experts' or from farmers in rural villages - reflect socially and historically situated notions of personhood, none of which is more 'natural' than any other.

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Books on the topic "Education – Pakistan"

1

Force, Pakistan Education Task. Education emergency Pakistan. [Lahore]: The Pakistan Education Task Force, 2011.

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Mallick, Senaul H. Education market survey: Pakistan. [s.l.]: Education Counselling Service, 1995.

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Sabir, Hussain Kh, and Academy of Educational Planning and Management (Pakistan), eds. Basic education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2005.

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Sabir, Hussain Kh, Academy of Educational Planning and Management (Pakistan), and National Book Foundation (Pakistan), eds. Elementary education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2006.

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Pakistan, World Food Programme, ed. Pakistan education atlas, 2010. Islamabad: National Education Management Information System (NEMIS), Academy of Educational Planning and Management (AEPAM), Govt. of Pakistan, 2010.

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Conference, on Financing Higher Education in Pakistan (2007 Lahore Pakistan). Financing higher education in Pakistan. Lahore: GC University, 2007.

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Iqbal, Muhammad. Education in Pakistan development milestones. Karachi: Paramount Publishing, 2011.

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Pakistan, Human Rights Commission of. The education budget in Pakistan. Lahore: HRCP in collaboration with CEF, 2005.

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Hina, Nazli, ed. Education and earnings in Pakistan. Islamabad: Pakistan Institute of Development Economics, 2000.

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Academy of Educational Planning and Management (Pakistan) and Pakistan. Federal Bureau of Statistics., eds. National education census, 2005: Pakistan. Islamabad: Ministry of Education, Govt. of Pakistan, 2006.

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Book chapters on the topic "Education – Pakistan"

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Hussain, Irshad. "Pakistan." In Issues in Upper Secondary Science Education, 175–87. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_11.

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Kardar, Shahid. "Private sector in education." In Pakistan at Seventy, 249–58. Abingdon, Oxon; New York, NY : Routledge, 2019. | Series: Europa emerging economies: Routledge, 2019. http://dx.doi.org/10.4324/9780429426810-21.

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Naseem, M. Ayaz. "Pakistan." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 447–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_35.

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Rust, Val D., and Lucas Arribas Layton. "Islamic Education in Pakistan." In Springer International Handbooks of Education, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_26-1.

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Rust, Val D., and Lucas Arribas Layton. "Islamic Education in Pakistan." In International Handbooks of Religion and Education, 731–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_26.

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Ali Hayat, Gohar, Muzammal Hussain, Muhammad Qamar Khan, and Zafar Javed. "Textile Education in Pakistan." In Textile Science and Clothing Technology, 59–82. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8854-6_4.

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Jamil, Sadia, and Kriti Bhuju. "Journalism Education in Pakistan." In The Routledge Companion to Journalism in the Global South, 133–43. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003298144-14.

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Nasir, Jamil. "The Question of Education." In Development Challenges of Pakistan, 73–113. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-3064-3_4.

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Lall, Marie. "Pakistan’s philanthropic education alternative." In Routledge Handbook of Contemporary Pakistan, 277–88. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315696706-18.

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Khan, Muzammal Ahmad, Xiuli Guo, and Jayakumar Chinnasamy. "Advancing Entrepreneurship Education in Pakistan." In Entrepreneurship Education and Internationalisation, 163–83. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003378570-12.

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Conference papers on the topic "Education – Pakistan"

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Shah Yousafzai, Mukammil. "Childhood education in Pakistan." In the International Conference on Future of Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icfte.2019.03.195.

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Starkings, Susan. "Statistical education programme in Pakistan." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93408.

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Majeed, Zahid, and Zia Ul-Qayyam. "Disability Accommodations in Online Education: The Experience of AIOU Graduates." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9923.

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In Pakistan less than 1% of total differently able population have access to education and only 0.2% are in higher education. The reasons are many because of policies, accessibility, exclusion, facilities, equal opportunities, infrastructure and skilled faculty at the universities. In Pakistan Allama Iqbal Open University is the only university providing open and equal educational opportunities to all the disabled in Pakistan. Because of the blessing of Covid-19 higher education institutions of Pakistan are more open, accommodative and inclusive and providing opportunities to disabled students too. In this study the researchers interviewed more than 200 students graduated from AIOU and formal universities. The aim of this qualitative research was to determine their experiences of online education at AIOU and formal universities. Also, their perceptions of the relationship between inclusive educational environments and academic performance. The sample of the study was included students with hearing impairment, visual impairment and physically disabilities. The participants of the study indicated that disabilities presented concentration and scheduling challenges, the flexibility of online learning as well as participants' skills at self-accommodation and self-advocacy were instrumental in their academic performance/success. The study recommended that the online education at formal universities should be more supportive and accommodative online education environment. They further recommended formal universities with the help of AIOU should develop eContent (usability and accessibility), eAssessment and trained faculty to teach the disabled on online learning management system

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Jumani, Nabi Bux, Fouzia Ajmal, Samina Malik, and Fatima Maqsood. "Online Education as a Key to Bridge Gender Digital Divide in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9275.

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Educational systems are progressively attempting to provide equitable, comprehensive, and high-quality digital skills education and training. Females lag substantially behind males in digital abilities, paving the need for more learning and skill development, especially in developing countries. Creating equal opportunity in higher education for all individuals including both genders is a social responsibility. Gender equality is a cornerstone of a healthy, modern economy, and women may make a significant contribution to society and the economy as a whole. The current study was taken to analyze the gender digital divide among youth in Pakistan. The relevant policy documents such as Digital Pakistan Policy and reports were analyzed. The main causes identified included barriers to access, affordability, lack of technology literacy, and sociocultural norms. Moreover, the role of online education as an effort to bridge the gender digital divide was analyzed through interviews with key stakeholders in higher education in Pakistan. Women's use of ICT and digital platforms, mobile phones, and digital payments are among the recommendations, as are skills development for the digital era and enabling for better knowledge and meaningful use of digital technology. Individuals, communities, and the commercial sector will all need to work together to bridge the digital gender gap in Pakistan.

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MAȚOI, Ecaterina. "TEHREEK-E-LABBAIK PAKISTAN (TLP): A RISING EXTREMIST FORCE, OR JUST THE TIP OFA LARGER RADICALISED ICEBERG IN THE AFPAK REGION?" In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.26.

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As if Afghanistan’s recent takeover by the Taliban was not a sufficiently significant development in the AfPak region, reports indicate that Pakistan’s largest sect, the Barelvi, becomes increasingly militant and aggressive by the day. Since another important movement for the history of Pakistan - the Deobandi - has generally dominated the violence scene in Pakistan starting with the Soviet invasion of Afghanistan, this trend within the Barelvis is a rather new one, and deserves extensive attention keeping in mind the recent regional developments. Taking a brief look at the history of the region to identify possible causes that may underlie the radicalization of the Tehreek-e-Labbaik Pakistan group, it is noticeable that emergence of Barelvi and Deobandi sects in the first part of 19th century was part of a larger movement to revive Islam in the Northern part of India, but in different manners: while the Deobandi kept close to the Hanafi Sunni teachings in a strictly manner, the Barelvi sect – developed itself mostly on a Sufi legacy, as part of a larger Folk Islam inherited from the Mughal Empire, despite being itself affiliated with the Hanafi school. The differences between the two movements became critical from a political, security and social point of view, especially after the division of British India in 1947, into two states: a Muslim one – present day Pakistan, and a Hindu one - present day India, of which, the first, became the state entity that encompassed both Hanafi revivalist movements, Deobandi and Barelvi. Therefore, this research is aiming to analyse the history of Barelvi movement starting with the British Raj, the way in which Pakistan was established as a state and the problems that arose with the partition of the former British colony, the very Islamic essence of the new established state, and the potential for destabilization of Barelvi organisations in an already prone to conflict area. Consequently, the current research aims to identify the patterns of latest developments in Pakistan, their historical roots and causes, main actors active in religious, political and military fields in this important state-actor from the AfPak region, in order to project Barelvi recent in a defined environment, mainly by using a historical approach.

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Ahmad, Irshad, and Mukammil shah. "Pakistan Higher Education System (Policies & Reforms)." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.852.

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Sajjad, Rida, and Muazzam Ali Khattak. "AN ENHANCED DISTANCE EDUCATION MODEL FOR PAKISTAN." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0060.

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Qamar, Anisa, and Muhammad Ayub Jan. "Contemporary challenges to women’s education in Pakistan." In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175932.

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WANG,, YOU-SHENG, and AHMAD FAROQ. "COMPARISON OF HIGHER EDUCATION BETWEEN CHINA AND PAKISTAN." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35698.

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China Pakistan friendly relations have a long history and have cooperation in many aspects, including education. However, due to the different systems and policies, higher education in the two countries also has great differences. The paper compares and analyzes the secondary education, education policies and objectives, challenges and difficulties encountered in the two countries, which is conducive to better education exchanges between the two countries in the future.

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Iqbal, Assad, Qaim Ali, and Daniel Saeed Pirzada. "Productivity Measurement Issues in Education Sector of Pakistan." In 2012 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2012. http://dx.doi.org/10.1109/ghtc.2012.86.

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Reports on the topic "Education – Pakistan"

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Rizwan, Maleeha, and Kiyoshi Taniguchi. Strengthening School Teaching in Pakistan. Asian Development Bank, December 2023. http://dx.doi.org/10.22617/brf230611-2.

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This brief outlines how Pakistan could boost teacher numbers and enhance teaching quality by strengthening merit-based career progression and using technology to help improve student learning. Underscoring the disparities between rural and urban schooling, it looks at teacher recruitment, attendance, and training. It explains why Pakistan should focus on bolstering teaching quality, building institutional capacity, and enhancing teacher development in subjects including science and maths. It looks at the need to better incentivize Pakistan’s teachers and assesses how introducing e-learning into the education system may provide cost-effective and affordable ways to strengthen the quality of teaching.

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.

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Baloch, Imdad, and Abeba Taddese. EdTech in Pakistan: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0035.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Barrera-Osorio, Felipe, David Blakeslee, Matthew Hoover, Leigh Linden, Dhushyanth Raju, and Stephen Ryan. Delivering Education to the Underserved Through a Public-Private Partnership Program in Pakistan. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23870.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.

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Carneiro, Pedro, Jishnu Das, and Hugo Reis. The Value of Private Schools: Evidence from Pakistan. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/091.

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Using unique data from Pakistan, we estimate a model of demand for differentiated products in 112 rural education markets with significant choice among public and private schools. Families are willing to pay substantially for reductions in distance to school, but in contrast, price elasticities are low. Using the demand estimates, we show that the existence of a low fee private school market is of great value for households in our sample, reaching 2 percent to 7 percent of annual per capita expenditure for those choosing private schools.

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.

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