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CHAPTER # 1

(Introduction)

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1.0 INTRODUCTION:

Education is only the weapon by which one can fight and conquer the battle of

life. The education has been a very essential part of the different civilization of the

world in historical perspectives. In olden times, cave men had no ideas regarding

communicating themselves with one another; the first step was taken in this regard

was the formation of language, and it had become the very inceptive source of

communication in the earliest history of mankind. They came to know that they

had already been bestowed upon a tongue as a source of communication by the

Allah Almighty, and now, it was their emphatic job to be civilized and moral

etiquettes were required to be shaped.

Then, the early sages made a format of alphabets and thoroughly worked on

philology. Thus, gradually grammar was made up, in which, different bifurcations

were made; as, man could easily operate the language as a source of

communication.

Since then, the world has witnessed the outflow of knowledge that has crossed the

boundaries of the different regions and made a world like a global village in recent

times, all it was done by the untiring efforts of mankind that has been imparting

valuable contributions in different walks of life especially EDUCATION.

Here, it is necessary to focus on the system of education in Pakistan; and how long

this department has been a victim of negligence by the people from different strata

of our society and it will be observed, being an individual, who is responsible for

the downfall of education in the country.

Basic Inputs

Inadequate resources in Pakistan play a crucial role in rendering schools

less effective. Schools lack the basic resources required such as buildings,

furniture, drinking water, latrines, instructional materials, and qualified teachers

necessary for them to function as learning institutions.

Pakistan is under-investing in education (two per cent of GDP, Education Policy,

and 1998-2010) which is amongst the lowest against the four per cent

recommended by UNICEF (Lall, 2008). On the other hand, rapid population

growth at the rate of 3.1 per cent per

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On the renders these little resources even scarce. The education system does not

provide access to all the school-age population of the country. Salem (1995) had

estimated that the number of children to be left out of school by the end of the

century would increase to 20 million resulting in a high rate of illiteracy.

Education is very important for the development of a country. An educated person

is that he has a perception and appreciation of things that ordinary individuals take

for granted. He therefore has a better understanding both of himself and of others,

and is more flexible in adjusting to new situations. Education is important for men

as well as for women. Especially female education is important for the

development of society. The first is that society is so large complex and diversified

that its citizens require a great amount of exact social knowledge to keep the whole

things going. In such a society, more over the division of labor is carried extremely

far, so that it seems feasible to meet the need for exact social information through a

special group of persons professionally engaged in social research and teaching.

Therefore, female education is very important for the development of society and a

country. An educated woman has a better understanding both of herself and others,

special her family. She is thus better judging long range consequences. Her life in

this way becomes richer and fuller than it would otherwise be.

But in our rural areas female education is completely neglected. Females are not

allowed to get education thats why our rural areas especially in D.G.Khan has low

literary rate as capered with other cities. Most of our girls remain illiterate due to

basic education trainings facilities. Females are not encouraged by their parents to

get education. They are considered only for household activities. Beside there may

be many factors of female education in rural sides. These factors may be fathers

educational level, income, social class, family size and occupations.

According tot Economic survey of Pakistan (2009 10), it has 64 percent literacy

(39 percent female, 64 percent male). Female literacy in some rural areas is little as

eight percent.

Teachers play a crucial role in making schools effective. The personal and

professional development of teachers has a direct impact on student achievement.

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However, the quality of teacher training is scarce and obsolete rendering it

ineffective for classroom teaching.

Pakistans first Five Year Plan (1955-1960) claimed to reduce the number of

untrained teachers in primary and secondary schools and to improve the quality of

training by the end of the Plan period (p.51).

Ironically, today, the situation has not much improved in relation to the quality of

training. Various researches suggest that the poor performances of teacher training

programmes are due to reasons such as:

Base education and duration of training both are insufficient. Pakistan needs to

increase basic education requirement from 10 years and duration of training by

more than one year to raise effectiveness.

1.1 STATEMENT OF THE PROBLEM:

This study investigates The role of socio economic factors on female education in

rural areas of Dera Ghazi Khan

1.2 SIGNIFICANCE OF THE PROBLEM:

Education play important role for the development of country but unfortunately in

Pakistan the literacy rate of female elucidation is low especially in rural areas. In

rural areas there are no schools. If in some area, school is available then the

condition of school is weak.

In Pakistan there are many factors on female education in rural areas. These are

greatly neglected.By this study, we hop our government and people will involve and play attention

to solve the problems related to the female education in rural areas of D.G.Khan

and they will be able to provide good education to their females for their bright

future.

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1.3 OBJECTIVES:

1. To see the educational infrastructure availability in schools of rural areas.

2. To explore the Socio-economic factors on female education.

3. To explore parents attitude on female education.

4. To explore the Government policies on educational development of rural

areas.

5. To identify and evaluate if the supply meets the demand for female education

in rural areas of D.G.Khan.

1.4 DELIMITATION:

This study is delimited to the female schools of rural areas of D.G.Khan only.

The purpose of this study is to make the government realization awareness.

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CHAPTER # 2

(Literature Review)

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2.0 LITERATURE REVIEW:

Traditional, agriculture and forestry were central to rural life. They were the major

employers of labor, the main source of income within the rural economy and

indirectly had a powerful influence on traditions, power structures and life styles.

(Lane, 1994:17)

There is not one common definition of rural anywhere in the literature and

various definitions that exist differ not only in scale but also in philosophy. While

many countries use specific criteria for reality, there is no universal agreement on

the critical threshold which distinguishes between urban and rural populations.(Roberts et al., 2001)

Education is potent tool in the emancipation and empowerment of women.

The greatest single factor which can incredibly improve the status of women in any

society is education. It is indispensable that education enables women not only to

gain more knowledge about the world outside of her hearth and home but helps

her to get status, positive self esteem, and self confidence, necessary courage and

inner strength to face challenges in life. Apparently it also facilitates them to

procure a job and supplement the income of family and achieve social status.

Education esp0ecially of women has major impact on health and nutrition as an

instrument of developing a sustainable strategy for population control. More over

educated women can play and equally important role as men in nation building.

Thus there is no denying factor that education empowers women. Indeed

the different organs of the United Nations and experts on womens liberation arguefor womens education as basic step to attain equality with men. ( Sambang: 2011)

The prime purpose of education is to shape the future by educating

societys members for their future roles and styles of life. Yet, few organizations

are so much tradition-bond, passive and resisting change as the education system

seems to be. Eleven main reasons are identified and examined than can be blamed

for this unfortunate situation. (Elboim: 2002)

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In the Bahas teachings there are two extraordinary statements about the

education of women. . First, that womens education is of greater importance than

mens education and secondly, that not until the equality of opportunity in

education for the sexes is established will the foundation of war be removed. These

challenging ideas deserve study in order for us to understand their meaning and

ramifications Human capital theory suggests that just as physical capital

(machines) augments peoples economic productivity

. Lloyd (1994) stated that Pakistani children's entering school and

completing the primary level are extremely low even in comparison with the

relatively poor situation in other South Asian countries.Survey explore some of the

determinants of parents' decisions about their children's schooling, giving

particular attention to factors at the household and community levels. The results

indicate that inequalities across households provide a major explanation for

variations among children in primary schooling levels. Even the basic decisions

relating to children's entry into school and completion of the primary level are

largely determined by parents' education, particularly income. The accessibility of

"appropriate" single-sex schools and the availability of quality schools are

important additional factors in children's schooling outcomes, particularly in the

rural areas. So human capital acquired through education improves the

productivity of individual Studies of the sources of economic growth demonstrate

persuasively that education plays a major role as a factor in the rise of output per

worker.

The new growth theories in economic place, education and human resource

development at the centre of their explanation for long-term economic growth.

Confidence has grown the positive correlation between a countrys educational

effort and its economic status. And causality has been attributed to education.

(Kingdon: 1997)

Violence in the schools has become a major issue that is affecting the

education and essentially, the lives of our youth. Schools are supposed to be a

place where children go to learn, experience, develop. School violence currently

exists in United States violence is increasing annually. Since 1992, the term

school violence became widely used in describing violent and aggressive acts

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that are according across all school campuses in the United States the researcher

that describes school violence. As being composed of the perpetration of violence,

violence victimization, antisocial behavior, criminal behavior, fear/ worry beliefs,

and discipline school climate, among other aspects.(Johnson, et al: 2004)

Over the last two decades or so, the whole ahs experienced raped changes

and socioeconomic transformation. The socioeconomic changes affected and

caused severe stress mainly to isolated, peripheral and rural areas of the world.

However, the changes in economic and social culture structure of the World caused

decreased farm revenues, changing in the farmland values and high rates of

unemployment, leading to mass exodus of the productive forces and lack of

balance in the demographics of rural areas. (Gannon: 1993)

It is obvious from the above that need of rural areas for socioeconomic

development and regeneration along with the need for diversification of their

economic base so as to meet the changes is today greater then ever. In that sense,

tuned to be a promising industry and one of the main sectors that national and local

governments support and promote as a vehicle for revitalization of the rural areas.

The development of rural tourism was followed by the changes on tourists

demands and behavior. Tourism in rural areas offer the potentials for alternative,

individual and more authentic tourism experiences satisfying the needs of the

experienced and highly demanded new tourists. In addition, there is a demand

for tourist and recreation activities in the countryside that is different than that of

traditional resorts and mass tourism destinations. (Pageetal: 1997)

Jonhson, (2004) violence in the schools has become a major issue that is

affecting the education and essentially, the lives of our youth. Schools are

supposed to be a place where children go to learn, experience, and develop. School

violence currently exists in the United States violence is increasing annually.

Since 1992, the term school violence became widely used in describing violent

and aggressive acts that are occurring across all school campuses in the United

States the researcher that describes school violence as being composed of the

perpetration of violence, violence victimization, antisocial behavior, criminal

behavior, fear/worry beliefs, and discipline/school climate, among other aspects.

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Pakistani Childrens entering school and completing the primary level are

extremely low even in comparison with relatively poor situation in other South

Asian Countries (SAC). Survey explores some of the determinants of parents

decisions about their daughters schooling, giving particular attention to factors at

the household and community levels. The results indicate that inequalities across

households provide a major explanation for variations among children primary

schooling levels. Even the basic decisions relating to childrens entry into school

and completion of the primary level are largely determined by parents education,

particularly income. The accessibility of appropriate single- sex schools are the

availability of quality schools are important additional factors in childrens

schooling outcomes, particularly into rural areas. (Zaba A et al: 1994)

Anna (2010) describe in International Journal of Educational Development.

Literacy policy and programming in developing countries continues to be

influenced by the assumption that without literacy, an adult is unable to function

on an equal basis in society and that an individual can be easily categorized as

either literate or illiterate. Although this has led to prioritization of primary

schooling over adult literacy in many national government and donor agency

budgets, there has recently been a movement away from regarding adult literacy as

only "second chance schooling" to explore how literacy programmes can build on

participants' existing practices. In the context of these changes in international

policy discourses, this article analyses how literacy and development policy and

programming in Nepal has changed over the of literacy programmes (including

links with formal schooling), literacy materials, language of instruction and

concepts of "post literacy" were influenced by political events during this period as

well as by donor agency discourses. Findings past decade. Drawing on interviewswith policy makers, trainers and literacy facilitators conducted in the 1990s and

2007, the author explores the shifts taking place. The structure from the Nepal case

has implications for the international policy discourse, such as the need to

problematic the term "political" to consider the intended and unintended

consequences of literacy interventions.

Dror (2002) investigated in the resistance to change of educational

administration .The prime purpose of education is to shape the future by educating

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society's members for their future roles and styles of life. Yet, few organisations

are so much tradition-bound, passive and resisting change as the education system

seems to be. Eleven main reasons are identified and examined that can be blamed

for this unfortunate situations

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CHAPTER # 3

(Research methodology)

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3.0 RESEARCH METHODOLOGY

Each scientific discipline has developed its own methods and techniques to collect

the data and information. Like other social sciences Education has also developed

its research methodology. The researcher had used the scientific method to collect

the data and information. In the research methodology the researcher had used such

techniques that helped in data collection, presentation, tabulation and analytical

techniques to be used in the literature survey.

3.1 Universe/population

The universe of the present study was district D. G. Khan.

3.2 Sample size

The researcher has taken 150 samples of the respondents for the

accomplishment of their research.

3.3 Sampling technique

As a researcher it is necessary to use a sampling technique. So, random

sampling was used for the data collection.

3.4 Tool for data collection

After drawing the sample and designed the appropriate search technique

data collected through self-administered structured and unstructured interview

schedule as the data collecting tool. Interview schedule was formulated on the

basis of information drawn from the review of literature and knowledge of the

indicators. Both structured and unstructured questions were added. The structured

questions were added to explore the response of the respondents because they were

pre-determined and the unstructured questions were exploratory. There were

interview schedule to saw the affect of the duration of imprisonment on the level of

alienation.

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3.5 Pre-testing

To ensure the validity and accuracy of pre-testing was done. Ten interview

schedules were filled for pretest. After pre-testing some hurdles were noticed and

some modifications were made in the tool. The researcher had changed some

questions of interview schedule for the research after pre-testing.

3.6 Coding

For the statistical purpose the process of coding was May different response

of categories were code by the mathematical members. So the relationship between

the variable statistically checked and data can be easily interoperated.

3.7 Data analysis

After completing data collection and processing the data was entered in the

computer and was analyze using SPSS software.

3.8 Percentage

For the description of the basis characteristics PF the sample simple

percentage was calculation. The purpose was the simply quantitative

characteristics in to numeric from the percentage were calculated by using the

following formula:

F= frequency

N= total number of frequencies.

3.9 Chi-square test

Chi square was applied to ascertain the relationship between certain independent

and dependent variables. The chi square was calculated by the following formula.

Where

O = observed value

E = expected value

= total sum

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In order to judge the significance of association between attributes, the

calculated value of chi square were compared with corresponding table 0.05 level

of significance. The result was considered significance if the calculated value of

chi square was greater than the tabulated value otherwise regarded a non

significance value.

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CHAPTER # 4

(Results & Discussion)

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4.0 RESULTS & DISCUSSION

Table# 1

Percentage distribution of respondents with respect to Age

Categories Frequency Percent

15-25 18 12.0

26-35 53 35.3

36-45 65 43.3

46-above 14 9.3

Total 150 100.0

Table #1 depicts that 12percent respondents age was between 15-25, 35.5percent

were between 26-35, 43.3 percent between 36- 45 percent and 9.3 percent

respondents were above then 46 percent. It is concluded that majority of the

respondents were between the 36-45.

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Table# 2

Percentage distribution of respondents with respect to occupation


Farmer 91 60.7

Labor 33 22.0

shopkeeper 20 13.3

Business 6 4.0

Total 150 100.0

Table # 2 depicts that 60.7 percent respondents were farmer, 22 percent

were laborers, 13.3 percent were shopkeeper and 4 percent were businessman. It is

concluded that majority of the respondents were farmers.

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Table # 3

Percentage distribution of respondents with respect to Income


2000-4000 71 47.3

5000-7000 69 46.0

8000-above 10 6.7

Total 150 100.0

Table No 3 showed that the income of the 47.3 percent respondents was

2000-4000, 46 percent respondents income was 5000-70000, and income of 10

percent respondents were above then 8000. it is concluded that majority of the

respondents income was between 2000-4000.

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Table# 4

Percentage distribution with respect to their family structure


Nuclear 44 29.3

Joint 100 66.7

Extend 6 4.0

Total 150 100.0

Table No 4 depicts that 29.3 percent of the respondents had nuclear family,66.7 percent had joint family and 4 percent had extend family. It is concluded that

majority of the respondents had joint family.

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Table # 5

Percentage distribution of respondents with respect to education


Yes 39 26.0

No 111 74.0

Total 150 100.0

Table No 5 depicts that 26 percent respondent were argued that they got

educated while 74 percent respondents argued 74 percents were not got education.It is concluded that majority of the respondents were not got education.

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Table # 6

Percentage distribution of respondents with respect to their qualification

Table # 6 showed that the education of 14.percnt respondents were primary,

8.7 percent respondents were middle, 2 percent respondent were metric and .7

percent was above then metric. It is concluded that majority of the respondents

qualification was primary.


Primary 22 14.7

Middle 13 8.7

Metric 3 2.0

above all 1 .7

Total 39 26.0

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Table # 7

Percentage distribution of respondents with respect to children they had


1-3 62 41.3

4-7 80 53.3

8-more 8 5.3

Total 150 100.0

Table No 7 depicts that 41 percent of the respondents had 1-3 children, 53.3percent of the respondent had -7 children and 5.3 percent respondents had more

then 8 children. It is concluded that majority of the respondents had 4-7 children.

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Table # 8

Percentage distribution of respondents with respect to school in their village


Yes 71 47.3

No 79 52.7

Total 150 100.0

Table No 8 depicts that 47.3 percent of the respondents argued that they

had a school in their village while 52.7 percent respondents argued that they had no

school. It is concluded that majority of the respondents had school in their village.

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Table No 9

Percentage distribution of respondents with respect to distance of school

locates in other village


3-5km 13 8.7

6-8km 41 27.3

More then 8km 25 16.7

Total 79 52.7

Table No 9 depicts that 8.7 percent respondents argued that the distance

from the home was 3-5 km, 27.3 percent respondents argued that distance of

school located in other village was 6-8 km and 16.7 percent argued 16.7 percent. It

is concluded that majority of the respondents argued that distance of school located

in other village was 6-8 km.

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Table # 10

Percentage distribution of respondents with respect to their children went

school


1-3 44 29.3

4-6 9 6.0

7-9 2 1.3

Not at all 95 63.3

Total 150 100.0

Table # 10 depicts that 29.3 percent respondent argued that their 1-3

children went to school,6 percent argued that their 4-6 children went to school, 1.3

percent respondents argued that their 7-9 children went to school, 63.3 percent of

the respondents agued that their children not went to school. It is concluded that

majority of the respondents 1-3 children went to school.

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Table # 11

Percentage distribution of respondents with respect to Teachers qualified.


Yes 105 70.0

No 45 30.0

Total 150 100.0

Table No 11 showed that 70 percent respondents argued that the teachers in

the school were qualified while 30 percent argued that teachers in their school were

not qualified. It is concluded that majority of the teachers were qualified.

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Table No 12

Percentage distribution of respondents with respect to what extent teacher

was qualified


To great extent 11 7.3

To some extent 90 60.0

Not at all 4 2.7

Total 105 70.0

Table No 12 showed that 7.3 percent of the respondent argued that teacher

were qualified to great extant, 60 percent argued that teachers were qualified to

some extant and 2.7 percent of the respondent answered not at all. It is concluded

that majority of the respondents were answered that teacher were qualified at some

extant.

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Table No 13

Percentage distribution of respondents with respect to Teachers takes class

properly.


Yes 114 76.0

No 36 24.0

Total 150 100.0

Table No 13 depicts that 76 percent of the respondents answered that the

teachers took classes regularly while 24 percent of the respondent argued that the

teachers not took classes regularly. It is concluded that majority of the respondents

argued that teachers took classes regularly.

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Table # 14

Percentage distribution of respondents with respect to teacher took classed

properly to what extent




Not at all 8 5.3

Total 114 76.0

Table No 14 depicts that 10 percent of the respondents answered that the

teacher ware took classed properly at great extant while 60.7 percent of the

respondents argued that teacher did not take classes regularly, 5.3 percent of the

respondent that teacher took classes not at all. It is concluded that majority of the

respondents answered that teacher took classes to some extant.

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Table # 15

Percentage distribution of respondents with respect to Condition of school

building


Yes 114 76.0

No 36 24.0

Total 150 100.0

Table No 15 depicts that 76 percent of the respondents argued that the

condition of school was batter while 24 percent of the respondents disagreed. It is

concluded that majority of the respondents argued that condition of school was

better.

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Table #16

Percentage distribution of respondents with respect to Condition of school

building to what extent




Not at all 6 4.0

Total 114 76.0

Table No 16 depicts that 8.7 percent respondents argued that the condition

of school building was appropriate to great extant while 63.3 percent respondents

argued that building condition was better to some extan .It is concluded that

majority of the respondents were argued that building condition was better to some

extan.

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Table # 17

Percentage distribution of respondents with respect to Furniture availability


Yes 105 70.0

No 45 30.0

Total 150 100.0


Furniture availability was batter while 45 percent of the respondents disagreed. It is

concluded that majority of the respondents argued that furniture availability was

good.

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Table # 18

Percentage distribution of respondents with respect to Furniture availability

to what extent

Table No 18 depicts that 8.7 percent respondents argued that the furniture

availability was appropriate to great extant, while 56.0 percent respondents argued

that Furniture availability was better to some extant and 6.0 percent respondents

argued that the furniture availability was not good. It concluded that majority of

the respondents were argued that furniture availability to some extant.




Not at all 9 6.0

Total 106 70.7

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Table #19

Percentage distributions of respondents with respect to Class rooms are in

good condition.


Yes 90 60.0

No 60 40.0

Total 150 100.0


Class rooms are in good condition was batter while 60 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that their were

furniture availability.

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Table # 20

Percentage distribution of respondents with respect Class rooms are in good

condition to what extent.




Not at all 4 2.7

Total 93 62.0

Table No 19 depicts that .3 percent respondents argued that the Class rooms

are in good condition was appropriate to great extant, while 52.0 percent

respondents argued that Class rooms are in good condition was better to some

extant and 2.7 percent respondents argued that the Class rooms are in good was not

good. It concluded that majority of the respondents were argued that Class rooms

are in good condition to some extant.

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Table # 21

Percentage distributions of respondents with respect to Availability of library


Yes 42 28.0

No 108 72.0

Total 150 100.0

Table No21 depicts that 28.0 percent of the respondents argued that the

Availability of library was batter while 72.0 percent of the respondents disagreed.

It is concluded that majority of the respondents argued that were not availability of

furniture.

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Table #22

Percentage distribution of respondents with respect Availability of library to

what extent




Not at all 11 7.3

Total 42 28.0

Table No 22 depicts that 9.3 percent respondents argued that the

Availability of library appropriate was to great extant, while 11.3 percent

respondents argued that Availability of library was better to some extant and 7.3

percent respondents argued that Availability of library was not good. It concluded

that majority of the respondents were argued that Availability of library to some

extant.

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Table #23

Percentage distributions of respondents with respect to School has a wall

boundary


Yes 118 78.7

No 32 21.3

Total 150 100.0

Table No23 depicts that 118 percent of the respondents argued that the to

School has a wall boundary was batter while 32 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that School has a

wall boundary was good.

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Table #24

Percentage distribution of respondents with respect School has a wall

boundary to what extent




Not at all 16 10.7

Total 118 78.7

Table No 24 depicts that 10.7 percent respondents argued that School has a

wall boundary was appropriate to great extant, while 57.3 percent respondents

argued that School has a wall boundary was better to some extant and 10.7 percent

respondents argued that School has a wall boundary was not good. It concluded

that majority of the respondents were argued that School has a wall boundary to

some extant.

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Table #25

Percentage distributions of respondents with respect to Availability of

electricity in school

.


Availability of electricity in school was batter while 33 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that Availability

of electricity in school was good.


Yes 117 78.0

No 33 22.0

Total 150 100.0

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Table # 26

Percentage distribution of respondents with respect Availability of electricity

in school to what extent




Not at all 6 4.0

Total 117 78.0

Table No 26 depicts that 28.7 percent respondents argued that Availability

of electricity in school was appropriate to great extant, while 45.3 percent

respondents argued that Availability of electricity in school was better to some

extant and 4.0 percent respondents argued Availability of electricity in school was

not . It concluded that majority of the respondents were argued that Availability of

electricity in school to some extant.

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Table # 27

Percentage distributions of respondents with respect to Availability sport

ground


Yes 48 32.0

No 102 68.0

Total 150 100.0

Table No27 depicts that 32.0 percent of the respondents argued that the to

Availability sport ground was batter while 68.0 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that to

Availability sport ground was not good.

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Table # 28

Percentage distribution of respondents with respect Availability sport ground

to what extent




Not at all 11 7.3

Total 48 32.0

Table No 28 depicts that 4.0 percent respondents argued that was

appropriate Availability sport ground to great extant, while 20.7 percent

respondents argued that Availability sport ground was better to some extant and 7

percent respondents argued Availability sport ground l was not good. It concluded

that majority of the respondents were argued that Availability sport ground to some

extant.

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Table # 29

Percentage distributions of respondents with respect to Availability of mineral

water system


Yes 23 15.3

No 127 84.7

Total 150 100.0

Table No29 depicts that 15.3percent of the respondents argued that the

Availability of mineral water system was batter while 84.7 percent of the

respondents disagreed. It is concluded that majority of the respondents argued that

to Availability of mineral water system was not good.

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Table # 30

Percentage distribution of respondents with respect Availability of mineral

water system to what extent




Not at all 6 4.0

Total 23 15.4

Table No 30 depicts that 2.7 percent respondents argued that was

Availability of mineral water system to great extant, while 81. percent respondents

argued that Availability of mineral water system was better to some extant and 4.0

percent respondents argued Availability of mineral water system was not good. It

concluded that majority of the respondents were argued that Availability sport

ground to some extant.

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Table # 31

Percentage distributions of respondents with respect to Availability of

computer lab


Yes 102 68.0

No 48 32.0

Total 150 100.0

Table No31 depicts that 68.0 percent of the respondents argued the

availability of computer lab was batter while 32.0 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that their were

Availability of computer lab.

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Table # 32

Percentage distribution of respondents with respect Availability of computer

lab to what extent




Not at all 41 27.3

Total 103 68.6

Table No 32 depicts that 4.0 percent respondents argued that Availability of

computer lab was to great extant, while 37.3 percent respondents argued that

Availability of computer lab was better to some extant and 27.3 percent

respondents argued Availability of computer lab was not good. It concluded that

majority of the respondents were argued that Availability sport ground to some

extant.

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Table # 33

Percentage distributions of respondents with respect to School offer science

subject


Yes 123 82.0

No 27 18.0

Total 150 100.0

Table No. 33 depicts that 82.0percent of the respondents argued that School

offer science subject was batter while 18.0 percent of the respondents disagreed. It

is concluded that majority of the respondents were argued that School offer science

subject.

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Table # 34

Percentage distribution of respondents with respect to School offer science

subject to what extent




Not at all 53 35.3

Total 123 82.0

Table No 34 depicts that 18.7 percent respondents argued that was School

offer science subject to great extant, while 28.0 percent respondents argued that

School offer science subject was better to some extant and 35.3 percent

respondents argued School offer science subject was not good. It concluded that

majority of the respondents were argued that School offer science subject was not

at all.

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Table #35

Percentage distributions of respondents with respect to Availability of science

laboratory


Yes 93 62.0

No 57 38.0

Total 150 100.0

Table No. 35 depicts that 62.0 percent of the respondents argued that

Availability of science laboratory was batter while 38.0 percent of the respondents

disagreed. It is concluded that majority of the respondents argued that to

Availability of science laboratory

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Table # 36

Percentage distribution of respondents with respect to Availability of science

laboratory to what extent




Not at all 50 33.3

Total 92 61.3

Table No 36 depicts that 3. percent respondents argued that Availability of

science laboratory was to great extant, while 24.7 percent respondents argued that

Availability of science laboratory t was better to some extant and 33.3 percent

respondents argued Availability of science laboratory was not good. It concluded

that majority of the respondents were argued Availability of science laboratory was

not good.

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Table #37

Percentage distributions of respondents with respect to what extent are you

satisfied with the educational facilities in your area?




Not at all 84 56.0

Total 150 100.0

Table No 38 depicts that 8.7 percent respondents argued that they satisfied

with the educational facilities in their area was to great extant, while 35.3 percent

respondents argued they satisfied with the educational facilities in their area was

better to some extant and 56.0 percent respondents argued that they satisfied with

the educational facilities in their area not at all. It concluded that majority of the

respondents were argued that they satisfied with the educational facilities in their

area not at all.

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Table # 38

Percentage distributions of respondents with respect to what extent your

children complete their education.




Not at all 84 56.0

Total 150 100.0

Table No 38 depicts that 6.7percent respondents argued that children

complete their education was to great extant, while 37.3 percent respondents

argued they children complete their education were to some extant and 5.6 percent

respondents argued that children complete their education not at all. It concluded

that majority of the respondents were argued that that children complete their

education not at all.

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Table # 39

Percentage distributions of respondents with respect to what extent teacher

fulfill the educational need of your children.




Not at all 77 51.3

Total 150 100.0

Table No 39 depicts that 11.1percent respondents argued that teacher fulfill

the educational need of their children was to great extant/ while 37.3 percent

respondents argued teacher fulfill the educational need of their children were to

some extant and 51.3 percent respondents teacher fulfill the educational need of

their children not at all. It concluded that majority of the respondents were argued

that teacher fulfill the educational need of their children not at all.

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Table # 40

Percentage distributions of respondents with respect to what extent do you

think your children as a source of income in their childhood




Not at all 45 30.0

Total 150 100.0

Table No 40 depicts that 26.7percent respondents argued that their children

were as a source of income in their childhood to great extant. While 43.3 percent

respondents argued that their children were as a source of income in their

childhood were to some extant and 30.3 percent respondents that their children

were as a source of income in their childhood not at all. It concluded that majority

of the respondents were argued that their children were as a source of income in

their childhood were to some extant.

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Table # 41


children willing to get education




Not at all 28 18.7

Total 150 100.0

Table No 41 depicts that 35.3percent respondents argued that children were

willing to get education to great extant. While 46.0 percent respondents argued that

children were willing to get education were to some extant and 18.7 percent

respondents that children were willing to get education not at all. It concluded that

majority of the respondents were argued that children were willing to get

education were to some extant.

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Table # 42

Percentage distributions of respondents with respect to what extant do you

afford the educational expenditures.




Not at all 57 38.0

Total 150 100.0

Table No 42 depicts that 9.3percent respondents argued that they afford the

educational expenditures to great extant. While 52.7 percent respondents argued

that they afford the educational expenditures were to some extant and 38.0 percent

respondents they afford the educational expenditures not at all. It concluded that

majority of the respondents were argued that afford the educational expenditures

were to some extant.

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Table # 43

Percentage distributions of respondents with respect to what extent your area

literacy rate.




Not at all 58 38.7

Total 150 100.0

Table No 43 depicts that 15.3percent respondents argued that their area

literacy rate were to great extant. While 46.0 percent respondents argued that their

area literacy rate was to some extant and 38.7 percent respondents they their area

literacy rate was not at all. It concluded that majority of the respondents were

argued their area literacy rate were to some extant.

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Table # 44


common behavior towards getting education.




Not at all 20 13.3

Total 150 100.0

Table No 44depicts that 47.3 percent respondents argued that their common

behavior towards getting education were to great extant. While 39.3 percent

respondents argued that their common behavior towards getting education was to

some extant and 13.3 percent respondents they their common behavior towards

getting education was not at all. It concluded that majority of the respondents were

argued that their common behavior towards getting education common behavior

towards getting education were to great extant.

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Table # 45

Percentage distributions of respondents with respect to what extent you are

satisfied with the standard of convince for school.




Not at all 73 48.7

Total 150 100.0

Table No 45 depicts that 10.7 percent respondents argued that they were

satisfied with the standard of convince to great extant. While 40.7 percent

respondents argued that they were satisfied with the standard of convince to some

extant and 48.7 percent respondents they were satisfied with the standard of

convince not at all. It concluded that majority of the respondents were argued that

they were satisfied with the standard of convince not at all.

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Table #46

Percentage distributions of respondents with respect to what extent you

motivate your children to get education.




Not at all 48 32.0

Total 150 100.0


motivate their children to get education to great extant. While 48.7 percent

respondents argued that they were motivate their children to get education to some

extant and 32.0 percent respondents they were motivate their children to get

education not at all. It concluded that majority of the respondents were argued that

they were motivate their children to get education to some extent.

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Table # 47

Percentage distributions of respondents with respect to what extent are you

satisfied education play any role in future building.




Not at all 19 12.7

Total 150 100.0


satisfied that education play role in future building to great extant. While 57.3

percent respondents argued that they were satisfied that education play role in

future building to some extant and 12.7 percent respondents they were satisfied

that education play role in future building not at all. It concluded that majority of

the respondents were argued that they were satisfied that education play role in

future building to some extent.

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Table #48

Percentage distributions of respondents with respect to what extent you think

the education is necessary for your children.




Not at all 19 12.7

Total 150 100.0

Table No 48 depicts that 27.3 percent respondents argued that education

was necessary for their children to great extant. While 60. percent respondents

argued that education was necessary for their children to some extant and 12.7

percent respondents they education was necessary for their children not at all. It

concluded that majority of the respondents were argued that education was

necessary for their children to some extent.

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Table #49

Percentage distributions of respondents with respect to what extent you are

satisfied educational facilities provided by government in your area.




Not at all 78 52.0

Total 150 100.0


satisfied with educational facilities provided by government in their area to great

extant. While 41..3 percent respondents argued that that they were satisfied with

educational facilities provided by government in their area to some extant and

52.0 percent respondents they that they were satisfied with educational facilities

provided by government in their area not at all. It concluded that majority of the

respondents argued that that they were satisfied with educational facilities provided

by government in their area not at all.

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Chapter # 5(Summary, Findings, Conclusion)

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5.0 SUMMARY, FINDINGS & CONCLUSION:

5.1 SUMMARY

Pakistan is agricultural county and its most of the population live in rural

areas. Education is necessity for the development of country, but importunely in

Pakistan the literacy rate has low especially in rural areas most of the population

are uneducated. The main reason is behind this not access the quality of education.

In rural step there will be no schools if school is available condition of school was

week.

School infrastructure improvement can have different meanings and

implications in different contexts. Pakistan is challenged by material constraints

such as well-constructed and well-furnished school buildings and classrooms,

resources, well- designed curriculum, teachers experience and a manageable class

size. And non material factors such as lack of vision and goals, a learning

environment, professional leadership and pupil rights and responsibilities. These

factors being inadequate are affecting school effectiveness. Pakistan has a

tremendous diversity of language, culture, tradition and ethnicity, which play a

major role in the lives of the people. Cultural tenets and tribal codes produce a

conservative environment, specially affecting female education. Female seclusion

and gender segregation and other similar factors particularly in some areas of

Pakistan influence education in general and schools in particular in terms of their

effectiveness.

The main objective of this study was to measure to see the educational

infrastructure availability in rural areas, to explore the socio-economic factors on

female education, to identify and evaluate if the supply meets the demand for

female education in rural areas of D.G.Khan.

For this purpose, 150 samples of the respondents were taken through random

sampling. A questioner will be used as a tool for data collection. The universe of

the present study was rural areas of D. G. Khan. The target population of the studywas the house hold female.

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5.2 KEY FINDINGS

1. Majority of the respondents infrastructure level were lesser.

2. Majority of the people trend toward getting education was less.

3. Majority of the Educational infrastructure were getting relation between

infrastructure availability were less.

4. Majority of the 43.3 respondents were between the 36-45 ages.

5. Majority of the 60.7 respondents were farmers.

6. Majority of the66.7 respondents had joint family.

7. Majority of the74.0 respondents were illiterate.

8. Majority of the53.3 respondents had 4-7 children.

9. Majority of the52.7 respondents had school in their village.

10. Majority of the63.3 respondents not went to school.

11. Majority of the 70.0 teachers were qualified.

12. Majority of the60.0 respondents were answered that teacher were qualified at some

extant.

13. Majority of the 60.7respondents answered that teacher took classes to some extant.

14. Majority of the63.7 respondents were argued that building condition was better to some

extant.

15. Majority of the56.0 respondents were argued that furniture availability to some extant.

16. Majority of the52.0 respondents were argued that Class rooms are in good condition to

some extant.

17. Majority of the70.0 respondents argued that no availability of library.

18. Majority of the (56.0%) early children not complete there education.

19. Majority of the (51.0%) respondents argued that teacher not fulfill the educational need

of their children.

20. Majority of the (46.0%) respondents argued that their children want education.

21. Majority of the (52.0%) respondents argued they can afford education some way.

22. Majority of the (47.0%) the respondents argued that parent common behaviour to wards

getting education.

23. Majority of (48.0%) argued that they were not satisfied with convince for schools.

24. Majority of the (51.0%) argued that government provide educational facilities in there

area were lesser.

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5.3 CONCLUSION

It was concluded that the availability of educational infrastructure was poor.

Teachers were less qualified and not take classes regularly.

Condition of school building was not appropriate. There were required more

building for the science laboratory for computer lab and library.

People trend toward education was less due to lack of un-furnished school building

teachers was less qualified. Mostly school are far and not proper transport

availability.

So there was not relationship between the infrastructure availability and trend

toward getting education.

In the end government has not provide better facilities of educational need .There

were no check and balance in rural areas schools.

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Questionnaire

On

The Role of Socio-Economic factors on female education in

rural areas of D.G.Khan

Name ______________________________

1. Age ______________________________

2. Occupation ______________________________

3. Income ______________________________

4. What is your family structure?

a) Nuclear b) Joint

c) Extend

5. Do you get education?

a) Yes b) No

6. If yes then what is you qualification.

a) Primary b) Middle

c) Metric d) above all

7. How many children do you have?

a) 1-3 b) 4-7

c) 8-more

8. Do you have school in your village?

a) Yes b) no

9. If no distance of school locates other village?

a) 3-5km b) 6-8km

c) More then 8km

10. How many your children go to school?

a) 1-3 b) 4-6

c) 7-9 d) Not at all

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Statement

School infrastructure

Yes No If Yes then

To

great

extent

To

some

extent

Not

at

all

11 Teachers are qualified.

12 Teachers take class properly.

13 Condition of school building

14 Furniture availability.

15 Class rooms are in good

condition.

16 Availability of library.

17 School has a wall boundary.

18 Availability of electricity in

school.

19 Availability sport ground.

20 Availability of mineral

water system.

21 Availability of computer

lab.22 School offer science

subject.

23 Availability of science

laboratory.

24. To what extent are you satisfied with the educational facilities in your area?

a) To great extant b) To some extant

c) Not at all

25. To what extent your children complete their education?


c) Not at all

26. To what extent teacher fulfill the educational need of your children?


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c) Not at all

27. To what extent do you think your children as a source of income in their

childhood?


c) Not at all

28. To what extant your children willing to get education?


c) Not at all

29. To what extant do you afford the educational expenditures?


c) Not at all

30 To what extent your area literacy rate?


c) Not at all

31. To what extent your common behavior towards getting education?


c) Not at all

32. To what extent you are satisfied with the standard of convince for school?


c) Not at all

33. To what extent you motivate your children to get education?


c) Not at all

34. To what extent are you satisfied education play any role in future building?


c) Not at all

35. To what extent do you think the education is necessary for your children?


c) Not at all

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36. To what extent you are satisfied educational facilities provided by

government in your area?


c) Not at all

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