Nations that have made progress and development in the world have a sound education system (Ball, 1999). Education is a vital process in the development of any society, creating awareness among people about their lives and challenges. It fills empty minds with ideas and creativity.

Education is a fundamental right and a crucial driver of development, yet many girls in Pakistan are denied this basic right. Despite efforts to improve education, girls in Pakistan face numerous barriers that prevent them from attending school and reaching their full potential. The biggest and most significant issue is the hindrance to girls’ education, which remains a question mark for the government. One of the primary challenges is limited access to schools, particularly in rural areas. Schools may be far away or non-existent, making it difficult for girls to attend.

Additionally, security concerns and harassment on the way to school are significant barriers. Girls face verbal, physical, or sexual harassment, making them feel unsafe and uncomfortable attending school. Furthermore, poverty and economic constraints are another significant barrier. Many families cannot afford school fees, uniforms, and textbooks, and may prioritize educating their sons over their daughters.

Cultural norms and societal expectations also play a significant role in hindering girls’ education. Girls are often discouraged from pursuing education, leading to early marriages or prioritizing household chores over schooling. Moreover, girls face gender-based discrimination in educational institutions and society, which can further discourage them from seeking an education.

To improve girls’ education in Pakistan, several measures should be taken. These include building more schools, especially in rural areas, improving school safety and security, addressing gender stereotypes and biases, engaging local communities, parents, and religious leaders to support girls’ education, providing financial incentives like scholarships and stipends, training and deploying more female teachers, especially in rural areas, and fostering public-private partnerships to support girls’ education initiatives.

NASEER AHMED,

Sukkur.