http://freevideolectures.com/Course/2642/Chemistry-51A-OrganicChemistry/10Education is universally recognized as one of the most fundamental building blocks for human development and poverty reduction.

When given the opportunity to learn, people are empowered to contribute fully to the development of their lives, their communities, and their countries. Education remains one of the most powerful instruments for reducing poverty and inequality and helps lay the foundation for sustained economic growth. BASIC EDUCATION What does "Education for All" mean and why does it matter? Education is a basic human right and has been recognized as such since the 1948 adoption of the Universal Declaration on Human Rights. Since then, numerous human rights treaties have reaffirmed this right and have supported entitlement to free, compulsory primary education for all children. In 1990, the Education for All (EFA) commitment was launched to ensure that by 2015 all children, particularly girls, those in difficult circumstances and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality. There is much work to do before the goal of Education for All is achieved. 75 million children are not in school according to UNESCO and by 2005-2006, as many as 90 million children were without access to education. A 2007 UNESCO and UNICEF report addressed the issue of education from a rightsbased approach. Three interrelated rights were specified and must be addressed in concert in order to provide education for all:

The right of access to education - Education must be available for, accessible to and inclusive of all children. The right to quality education - Education needs to be child-centered, relevant and embrace a broad curriculum, and be appropriately resourced and monitored. The right to respect within the learning environment - Education must be provided in a way that is consistent with human rights, equal respect for culture, religion and language and free from all forms of violence. [1]

Beyond the basic need for education to support ones self and family in later years, many social ills occur in the vacuum of free and accessible education. UNICEF underscored the link between child labor and a lack of education in their 2008 Education for All Global Monitoring Report. According to UNICEF, over 100 million children who account for 70 percent of all child laborers, work in agriculture in rural areas where access to schools, availability of trained teachers and educational supplies is severely limited. Though, the education gap runs much deeper than a rural-urban divide. Even in urban areas, poor and marginalized children are unable to benefit from greater access to school facilities because of cost, caste and culture.[2] Also, a lack of free education encourages sexual exploitation of children. Some orphans turn to prostitution to earn the money for school fees and, in the process, contract HIV/AIDS. For many parents who

are dying of HIV/AIDS, the greatest worry on their minds is who will pay for the school fees, supplies and uniforms for their children once they have passed? No parent or child should face such terrible choices or worries. The link between education and public health is strong. Access to education affects HIV/AIDS infection rates, child survival figures and maternal health. According to the Global Campaign for Education, if all children received a complete primary education, as many as 700,000 cases of HIV could be prevented each year.[3] An inextricable link exists between education and well-being. It is extremely important that girls have access to an education. For every additional year girls go to school, they receive 20 percent higher wages and suffer 10 percent fewer child deaths. Women with some formal education are more likely to seek medical care, ensure their children are immunized, be better informed about their childrens nutritional requirements, and adopt improved sanitation practices. As a result, their infants and children have higher survival rates and tend to be healthier and better nourished. According to The International Center for Research on Women, the education that a girl receives is the strongest predictor of the age she will marry and is a critical factor in reducing the prevalence of child marriage. The World Bank estimates that an additional year of schooling for 1,000 women helps prevent two maternal deaths. Also, each additional year of formal education that a mother completes translates to her children staying in school an additional one-third to one-half of a year. IMPORTANCE OF EDUCATION Education has an immense impact on the human society. One can safely assume that a person is not in the proper sense till he is educated. It trains the human mind to think and take the right decision. In other words, human being man becomes a rational animal when he is educated. It is through education that knowledge and information is received and spread throughout the world. An uneducated person cannot read and write and hence he is closed to all the knowledge and wisdom he can gain through books and other mediums. In other words, he is shut off from the outside world. In contrast, an educated man lives in a room with all its windows open towards outside world. The quality of human resource of a nation is easily judged by the number of literate population living in it. This is to say that education is a must if a nation aspires to achieve growth and development and more importantly sustain it. This may well explain the fact that rich and developed nations of the world have very high literacy rate and productive human resource. In fact these nations have started imparting selective training and education programs so as to meet the new technical and business demands of the 21st century. However, unfortunately we have places in the world, where not everyone has an opportunity to receive this formal type of education. The opportunities that are offered are greatly limited. Sometimes there are not enough resources to provide schooling. Furthermore because parents need their children to help them work in factories, have odd

jobs, or just do farm work. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success. The importance of education cannot be neglected by any nation. And in todays world, the role of education has become even more vital.

Education in Pakistan: fifty years of neglect

"You know that importance of education and the right type of education, cannot be overemphasised.... If we are to make real, speedy and substantial progress, we must earnestly tackle this question ... having regard to the modern conditions and vast developments that have taken place all over the world". Quaid-i-Azam Pakistan was created in the name of Islam under the outstanding leadership of Quaid-iAzam. The Quran placed great emphasis on education. The Quaid as quoted above also highlighted its importance for the new nation. Unfortunately, despite high and repeated rhetoric, education remained the most neglected aspect of national life during the last half century. The literacy level are low, the female literacy levels are among the lowest in the world and the lowest in the Muslim countries. The emphasis in education is still on a general and liberal type of B.A. or M.A. degree. The change towards scientific and technical education has still not taken place. The quality of education is low, the teachers are under-paid, under-trained and dispirited. The students are apathetic as they see no relationship between education and higher earnings or status in the society. A few decades ago education was sought for cultural, religious and social progress. In 1960s, the pioneering work of Schultz and Becker working on the concept of investment in human capital proved that a high level of education is a necessary condition for economic growth and no country can make significant economic progress if majority of its citizens are illiterate. The rapid progress of East Asian Countries is largely attributed to their excellent system of education. Despite the exhortation of Quran and the Quaid as well as the international experience of education promoting rapid economic growth. Pakistan's planners continued to allocate insufficient resources for education, especially for primary education. Moreover. the money allocated was not effectively spent. The hostility of the feudals and the indifference of the educated elite (who educated their children in English medium schools in Pakistan and sent them abroad for higher education) are primarily responsible for the neglect of education in Pakistan. As we are on the threshold of a new millennium, we must turn towards the high road of education, knowledge, leaning, sciences and technology. We are living in an age revolution through knowledge. It is only by education at all levels, specially technical education that Pakistan can enter the privileged club of developed nations. I. HISTORICAL REVIEW OF RHETORIC WITHOUT ACTION ON

EDUCATION: Over the last fifty years a number of attempts have been made to analyse the educational problems of Pakistan and to devise a proper strategy for following the advice of the Founder of the Nation. It would be pertinent to briefly describe the aims and purposes which the education policy documents of the Government of Pakistan from time to time have targeted for achievement. Since independence almost a dozen educational reports and four major education policies have been produced. A chronology of these reports and policies is given below:
Report/Policy --All Pakistan Education Conference --Education Conference --National Commission on Education --Education Policy with Nationalisation --National Education Policy --Education Policy Year 1947 1951 1959 1972 1979 1992

The main areas of emphasis in all these reports and policies are: (a) the ideological basis; (b) national unity; (c) individual development; (d) social development (e) economic progress; (f) equality of opportunity for education; (g) emphasising vocational education; and (h), above all, improving the spread and quality of education at different levels. All-Pakistan Education Conference 1947 The importance of education was fully realised soon after the establishment of Pakistan. The All Pakistan Education Conference was convened in 1947, at the behest of Quaid-iAzam. He provided the basic guidelines for future education development by stressing, inter-alia, that the system of education should suit the genius of our people, it should be consonant with our history and culture and instil the highest sense of honour, integrity, responsibility and sellless service to the nation. It should also provide scientific and technical knowledge for economic uplift of the new state. The Conference therefore, made three basic recommendations: (a) education should be inspired by Islam; (b) free and compulsory elementary education; and (c) emphasis on technical education. National Education Conference 1951 The National Education Conference held in 1951, led to the formulation of a Six Year National Plan for Educational Development by translating various objectives into physical and financial targets. Nevertheless, it failed to evoke political commitment and financial resources for achieving its objectives. However, due to sheet pressure of numbers arising out of influx of displaced persons from India, there was substantial expansion in enrolments at all levels during the period 1947-55 and increase in overall expenditure. This expansion proceeded at the cost of quality as over half of school teachers were untrained, classrooms over-crowded and equipment highly depleted. The deluge of numbers seeking admissions led the education system to expand at the cost of quality and ideological orientation of free independent Pakistan. There pre-independence colonial pattern of education underwent no structural change and was in fact further strengthened. National Commission on Education 1959

The Ayub era saw high-level commissions to examine and guide all walks of life. Education being a very important aspect of national development received priority during this period. The National Commission on Education dealt comprehensively with the system of education and made recommendations to emphasise (a) character development through compulsory religious instructions, (b) compulsory schooling for age group 6-11 within 10 years and for 11-14 within 15 years (c) diversification of curricula to introduce technical/vocational subjects in secondary stages and enhancement of middle level technical (poly-technical) education (d) extension of degree programmes at the Bachelor's level from 2 to 3 years. The Commission's recommendations were incorporated in the Second Five-Year Plan (1960-65) which provided enhanced allocations to education as a whole and specially for primary and technical education. Quantitatively, the Plan was an exceptional success, as its implementation was upto 96 percent of planned investments. Nevertheless, the targets for primary education and technical education were still far from fulfilment. Qualitatively, curriculum revisions were made to emphasise ideology and modern concepts in sciences and technical subjects, yet these were introduced without adequate preparations and failed to give the desired results. The recommendation to prolong the BA/B.Sc. studies by another one year triggered students unrest and vitiated the whole report of the Commission. Another Commission was appointed in 1964, to look into the problems of students, manifested by the growth of student indiscipline and rapid deterioration of educational standards. This Commission stressed the role of education in creating unity and the idea of nationhood among the people of Pakistan and inculcating the moral and spiritual values of Islam. This combined with the freedom, integrity and strength of Pakistan should be the ideology which inspire our educational system. The Commission rightly emphasised that education is a public investment which should be used as a vehicle to create a welfare state whose foremost objectives should be to constantly improve the standard of living of the common people. Education Policy and Nationalisation 1972 The national objectives were identified as: (a) equalising the opportunities for education; (b) arresting the declining educational standards; and (c) correcting the growing imbalance between various types of education. The statement of goals was accompanied by broad-based guidelines which were to provide a framework within which the Provincial Government and non-government agencies were to prepare detailed plans and programmes. The role of the Ministry of Education was to ensure that adequate and effective programmes are developed for the achievement of the educational goals and targets at the desired place. This was to be monitored by continuous study and evaluation. The strategy used in developing the goals relied on two principles, (a) education should be inspired by the nation's ideological and cultural heritage; and (b) education should be dictated by universal structures of human knowledge and concepts of human progress. National Education Policy 1979 With the change of government in 1977, a National Educational Conference was convened by the President in October 1977 for evolving a set of fresh recommendations

for a new education policy. The policy was announced in 1979. The major aims of this policy again focused on fostering deep and abiding loyalty to Islam, creating awareness that a Pakistani is also a part of Universal Muslim Ummah, inculcation of character in accordance with Quran and Sunnah, providing equal opportunities to all citizens for cultural and religious development, development of creative and innovative faculties of people, functional literacy to all citizens, fostering discipline and promotion of scientific and technological education needed for socioeconomic growth. THE COST OF NEGLECTING EDUCATION IN PAKISTAN The importance of education in different walks of life has been emphasised since Aristotle and Plato. Human development in culture, science, social life, communal harmony, social cohesion, political participation and overall refinement of human personality are promoted and enhanced by good and effective education. The progress of any civilisation has depended upon its educated classes. Recent strides in human knowledge have highlighted the importance of education in economic growth. This universal recognition became part of accepted economics in 1960s when Theodore Schultz and Gary Becker, both Nobel Laureates of the Chicago School enunciated the concept of human capital. Schultz provided the theoretical under-pinning and Becket calculated the rates of return on human capital and proved that investment in human capital has higher return than investment in physical capital in many situations. The Table I indicates the rate of return to investment in different sectors of the economy calculated by the World Bank in 1994 in their cross-section study. This clearly shows that investment in primary education has a higher return for the economy than investment in any physical capital be it agriculture, industry or infrastructure. Hence, if it investments were made strictly on economic criteria of rates of return then primary education should have received the highest priority in the development plans of Pakistan. This concept of human capital was accepted part of economic literature in 1960s and all our leading economists and framers of Five Year Plans fully knew the importance of human capital in economic growth but for reasons which will be attempted later, they continuously ignored it till today and our female literacy rate is hardly 20 percent whereas Larry Summers in his recent Quaid-i-Azam Lecture on 'Investing in All the People' has calculated the benefit of females education in Pakistan.
He has calculated that by incurring a recurrent cost of one year of education for 1,000 women the expenditure is US$ 30,000 whereas the benefits are $88,000. There can be no other development expenditure with a higher benefit in relation to cost. The benefit cost ratio of these health and fertility externalities in Pakistan has been estimated about 3:1. Despite this clear calculation we continue to ignore female education and the disparity between male and female education in Pakistan is about the highest in the world.

THE PRESENT STATE OF EDUCATION IN PAKISTAN AS COMPARED WITH OTHER COUNTRIES

The deplorable present state of education in Pakistan is a direct result of education not receiving national priority in any regime during the last half century or in any development plan out of the eight Five Year Plans which have been implemented so far. Any thing for which resource are not allocated and which does not receive the attention of the rulers is bound to languish. Although every new regime formulated its own educational policy but none of them implemented them with any seriousness. The problems and the solutions, which were obvious, were repeated from one education policy to another but none of them received attention. The Tables 3 and 4 indicate the expenditure on primary education in different Five-Year Plans. The above table clearly indicates that the allocations for primary education till the Fourth Five-Year Plan were highly inadequate and it is only in the last Four Five-Year Plans that the allocations for primary education have increased. Allocation aside, the percentage of utilisation has been extremely poor in the entire five year plan except in the fourth plan and seventh plan. Hence, not only inadequate funds were provided for primary education but whatever was provided was utilised only to the extent of half on the average. The obvious results were a very low rate of literacy. Pakistan stands 31 out of 35 among Muslim countries in literacy rate and globally Pakistan has been placed at 134 out of 186 countries whose data has been given in the World Bank Atlas of 1996.
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Big Ideas for Better Schools: Ten Ways to Improve Education

Students
1. Engage: Project-Based Learning .Students go beyond the textbook to study complex topics based on real-world issues, such as the water quality in their communities or the history of their town, analyzing information from multiple sources, including the Internet and interviews with experts. Project-based classwork is more demanding than traditional book-based instruction, where students may just memorize facts from a single source. Instead, students utilize original documents and data, mastering principles covered in traditional courses but learning them in more meaningful ways. Projects can last weeks; multiple projects can cover entire courses. Student work is presented to audiences beyond the teacher, including parents and community groups. Reality Check: At the Clear View Charter School, in Chula Vista, California, fourth- and fifth-grade students collected insect specimens, studied them under an electron microscope via a fiber-optic link to a nearby university, used Internet resources for their reports, and discussed their findings with university entomologists. 2. Connect: Integrated Studies .Studies should enable students to reach across traditional disciplines and explore their relationships, like James Burke described in his book Connections. History, literature, and art can be interwoven and studied together. Integrated studies enable subjects to be investigated using many forms of knowledge and expression, as literacy skills are expanded beyond the traditional focus on words and numbers to include graphics, color, music, and motion.

Reality Check: Through a national project called Nature Mapping, fourth-grade students in rural Washington learn reading, writing, mathematics, science, and technology use while searching for rare lizards. 3. Share: Cooperative Learning. Working together on project teams and guided by trained teachers, students learn the skills of collaborating, managing emotions, and resolving conflicts in groups. Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens. Reality Check: In Eeva Reeder's tenth-grade geometry class at Mountlake Terrace High School, near Seattle, student teams design "schools of the future" while mentoring with local architects. They manage deadlines and resolve differences to produce models, budgets, and reports far beyond what an individual student could accomplish. 4. Expand: Comprehensive Assessment :Assessment should be expanded beyond simple test scores to instead provide a detailed, continuous profile of student strengths and weaknesses. Teachers, parents, and individual students can closely monitor academic progress and use the assessment to focus on areas that need improvement. Tests should be an opportunity for students to learn from their mistakes, retake the test, and improve their scores. Reality Check: At the Key Learning Community, in Indianapolis, teachers employ written rubrics to assess students' strengths and weaknesses using categories based on Howard Gardner's concept of multiple intelligences, including spatial, musical, and interpersonal skills.

Teachers
5. Coach: Intellectual and Emotional Guide :The most important role for teachers is to coach and guide students through the learning process, giving special attention to nurturing a student's interests and self-confidence. As technology provides more curricula, teachers can spend less time lecturing entire classes and more time mentoring students as individuals and tutoring them in areas in which they need help or seek additional challenges. Reality Check: Brooklyn fifth-grade teacher Sarah Button uses exercises and simulations from the Resolving Conflict Creatively Program with her students, helping them learn empathy, cooperation, positive expression of feelings, and appreciation of diversity. 6. Learn: Teaching as Apprenticeship :Preparation for a teaching career should follow the model of apprenticeships, in which novices learn from experienced masters. Student teachers should spend less time in lecture halls learning educational theory and more time in classrooms, working directly with students and master teachers. Teaching skills should be continually sharpened, with time to take courses, attend conferences, and share lessons and tips with other teachers, online and in person.

Reality Check: Online communities such as Middle Web, the Teacher Leaders Network, and the Teachers Network bring novice and expert educators together in a Web-based professional community. The online mentorship gives novice teachers access to accomplished practitioners eager to strengthen the profession at its roots.

Schools
7. Adopt: Technology :The intelligent use of technology can transform and improve almost every aspect of school, modernizing the nature of curriculum, student assignments, parental connections, and administration. Online curricula now include lesson plans, simulations, and demonstrations for classroom use and review. With online connections, students can share their work and communicate more productively and creatively. Teachers can maintain records and assessments using software tools and stay in close touch with students and families via email and voicemail. Schools can reduce administrative costs by using technology tools, as other fields have done, and provide more funds for the classroom. Reality Check: Students in Geoff Ruth's high school chemistry class at Leadership High School, in San Francisco, have abandoned their textbooks. Instead, they plan, research, and implement their experiments using material gathered online from reliable chemistry resources. 8. Reorganize: Resources : Resources of time, money, and facilities must be restructured. The school day should allow for more in-depth project work beyond the 45minute period, including block scheduling of classes two hours or longer. Schools should not close for a three-month summer vacation, but should remain open for student activities, teacher development, and community use. Through the practice of looping, elementary school teachers stay with a class for two or more years, deepening their relationships with students. More money in school districts should be directed to the classroom rather than the bureaucracy. New school construction and renovation should emphasize school design that supports students and teachers collaborating in teams, with pervasive access to technology. Schools can be redesigned to also serve as community centers that provide health and social services for families, as well as counseling and parenting classes. Reality Check: The school year at the Alice Carlson Applied Learning Center, in Fort Worth, Texas, consists of four blocks of about nine weeks each. Intersession workshops allow its K-5 students time for hands-on arts, science, and computer projects or sports in addition to language arts and math enrichment.

Communities
9. Involve: Parents : When schoolwork involves parents, students learn more. Parents and other caregivers are a child's first teachers and can instill values that encourage school learning. Schools should build strong alliances with parents and welcome their active participation in the classroom. Educators should inform parents of the school's educational goals, the importance of high expectations for each child, and ways of

assisting with homework and classroom lessons. Reality Check: In the Sacramento Unified School District, teachers make home visits to students' families. Teachers gain a better understanding of their students' home environment, and parents see that teachers are committed to forging closer home-school bonds. If English is not spoken in the home, translators accompany the teachers. 10. Include: Community Partners :Partnerships with a wide range of community organizations, including business, higher education, museums, and government agencies, provide critically needed materials, technology, and experiences for students and teachers. These groups expose students and teachers to the world of work through schoolto-career programs and internships. Schools should enlist professionals to act as instructors and mentors for students. Reality Check: At the Minnesota Business Academy, in St. Paul, businesses ranging from a newspaper to a stock brokerage to an engineering firm provide internships for three to four hours per day, twice each week. BestPrep, a philanthropic state business group, spearheaded an effort that renovated an old science building for school use.
Education is a progressive discovery of our own ignorance. - Will Durant Education is what remains after one has forgotten everything he learned in school. - Albert Einstein (1879-1955) "Education is not the answer to the question. Education is the means to the answer to all questions." -- William Allin "Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave." -- Henry Peter Broughan "An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't." -- Anatole France Teachers open the door, but you must enter by yourself." -- Chinese Proverb "Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don't know, and be imbued with a lifelong desire to know it." -- Sir William Haley "Education's purpose is to replace an empty mind with an open one." -- Malcolm Forbes -

Women's Empowerment through Education : The Millennium Development Goals (MDGs) are often criticised on the basis of their idealistic targets. In this context some view MDGs as yet more capitalist rhetoric with the likes of the WTO and the Poverty Reduction Strategy Papers. Nevertheless, there is not much controversy over the stand the MDGs have taken regarding many urgent development issues.

One such issue is womens empowerment. The 3rd MDG has rightly acknowledged that the key to this goal lies in educating women: "Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015". Though the timeframe is arguably too strict, the goal is legitimate. Furthermore, Article 10 of the Convention on the Elimination of Discrimination Against Women (CEDAW) specifically provides that women shall not be discriminated against and shall have equal opportunities in the field of education. Despite this recognition, education for women continues to be a low priority and remains under-funded in most countries in the South. Women and girls tend to receive fewer resources, less encouragement and little assistance in accessing their right to an education. Despite great emphasis among the intelligentsia and policy makers on the education of women, progress towards equal opportunities for the education for women in the South is still dismal. Who is to blame for the failure of this MDG which sought to empower women? Since the MDGs were primarily a Northern initiative, one probable answer is that MDGs were never followed up with the vigour and spirit in which they were proposed. Donor initiatives are still focused on pro-growth strategies and macro-economic stability in the South, and as an outcome at the governmental level in developing countries, only lip service is paid to the larger developmental agenda. As yet there is no significant policy in any of the developing countries which specifically caters to gender issues and womens rights in general, although there are some notable exceptions in South Asia, such as Sri Lanka and the Indian state of Kerala. Women's education aside, developing countries even find it difficult to allocate sufficient resources to primary or secondary education as a whole. In most developing countries, funds are channelled to higher education, rather than to primary or secondary, in an attempt to increase the skilled labour force which is expected to bring significant international outsourcing from developed countries. Since education is already skewed and has a significant male bias in the South, the focus on higher education only exacerbates this male bias. Gender inequality in education leads to a bias in skill accumulation and therefore earnings in favour of men, particularly once (a) the Southern economies open up to international competition or (b) significant international outsourcing from North to South takes place. This has been the case in India and China where returns to skilled labour have increased primarily to the benefit of men amid international trade and outsourcing since most women in both countries are still uneducated and marketable skills are still male-dominated. As yet there is no sign of reversal of this situation in favour of women, despite a lot of government rhetoric articulated in the Southern media. The problem is that traditionally

the trend in developing countries has been for policies to be pro-growth and marketoriented. Though at present most developing countries are channelling resources towards poverty alleviation, the old trends still prevail and undermine the wider developmental agenda in the name of macro-economic stability. The impression is that much of the talk of channelling resources to the development sector in the South is basically to satisfy donor demands: thus action is widely absent, especially in areas where the donors are less active. Gender equality in education is one such area. However for the anti-capitalist, pro-socialist lobbies the equation is much simpler. They find no surprise in the apparent failure of the development agenda of gender equality dictated by the North. According to them, the problem does not lie in the fact that women earn less than men on average, or that more women than men are uneducated - the real problem is the lack of economic security for the household as a singular unit in the wake of international competition and depletion of social capital and social safety nets. According to the pro-socialist stance, women have been exposed to the demands of capitalism, and are exploited because they are less equipped to benefit from the promarket forces. The limitation faced by capitalism is that it does not distinguish between male and female, as all are labour. The increasing gender inequalities in education under a capitalist, pro-market oriented system have been an "indirect prophecy" of socialism, as it suggests that free markets further deepen existing inequalities between the haves and have-nots, as it is inherent to the capitalist system that major gains can only accrue to the powerful. Though the widening inequalities between various sections of the population in the contemporary global economic system has been widely accepted by proponents of the free market paradigm, they still believe in the efficacy of a trickle-down effect from the rich to the poor if a significant development strategy is in place. This is the essence of the PRSPs and the MDGs. However, the slow pace of progress in most areas of the development sector in many developing countries, as well as the persistent neglect of inequalities at the policy level in the South, have caused doubts about these strategies. What, then, is the way forward, specifically with respect to gender? The issue here is not only one of rights but also of choice. To get high quality education is the right of every individual, irrespective of gender, and it should be the free choice of women either to stay in the household or to work outside or to retain some combination of both. Socialism suggests that the household work done by women should be recognised as economic activity. However, this also means that socialism limits womens choices by overemphasising her role in household work. Actually, neither socialism nor capitalism has been able to accommodate free choice for women. If she wishes to, she can work in the market place or in the household as both should be considered labour and it is her right to retain both options. Economic returns to education should not only be attributed to markets but also to household labour. Education is generally seen in monetary terms in the capitalist economic theory. However, the trend is changing, and the qualitative dividends of womens education are increasingly discussed in development theory. Although research has shown that higher

education among women leads to significant decreases in child mortality and fertility rates, mainstream economics still talks about education in terms of market skill value which accrues higher monetary dividends. This means that a woman who gains higher skills through education has only one option if she wants to gain monetary returns from her education and that is to enter the labour force. If she decides to stay at home, her choice would bring no monetary value as there is no value added associated with household work. This paradigm is the prime cause of the apparent neglect of womens education in the South where most women work in the household. Growth strategies will be seriously jeopardised if they do not prioritise the education of women. This can be done by finding direct linkages between women's education and processes of growth. In other words, if we could show that countries will benefit more from trade if their female populations are educated, policy makers would be more inclined to focus on womens education.

Girls' and Women's Education Initiative: For girls and women living in
poverty, education is not only the key to a brighter future it is also a key to survival. Using education as a primary strategy, the Girls' & Women's Education Initiative aims to harness the potential of girls and women to learn, lead and act on their vision of change for themselves, their families, and their communities.Consider this:

Women in Sub-Saharan Africa are more than 1.5 times as likely as men to contract HIV. Millions of women in America have difficulty understanding practical health information. More than 10,000 girls a day will get married before they turn 15. More than 60% of the 110 million children out of school are girls. One in three women and girls in the developing world live on less than $2 a day.

Educated girls and women are less vulnerable to HIV infection, human trafficking and other forms of exploitation, are more likely to marry later, raise fewer children who are more likely to go to school, and make important contributions to family income.
Situation analysis of women education and gender gap in Pakistan - Empowerment of women through distance education in Pakistan: Female literacy rate was 36% while male literacy rate was 63% and female to male ratio was 0.57%.The enrollment in primary education for female was 56% while for male was 76% and enrollment ratio of female to male was 0.73%. Similarly enrollment ratio of female to male at secondary level was 0.73%. The enrollment in tertiary education for female was 3% while for male was 4% and enrollment ratio of female to male was 0.80% (Gender Gap Report 2006).The Report of the Government of Pakistan, 1998 reflects the huge gender gap in literacy rate Gender Gap Report 2006s as: the literacy rate for female was 52.2% and for male was 74.3% in urban areas while female literacy

was 19.1% against literacy rate of male 48.6%.The gender disparities also presented with the number of institutions at primary, middle and high level .Table below shows the institutions by year and gender .It reflects that there exists a great difference in the number . Azam, Z (1993) pointed out that exploitation of the women in different ways exists in both east and west and indicate an important point that country remains backward if the half of the population is not playing its role in the national development. Women are about 50% of humanity. In Pakistan they are over 50% (52%) of the total population. It is but logical to state that no society can progress where half of its population is kept backward-prevented from playing its due role in social change, human development and social progress. Yet the reality remains that the women continues to be exploited in the different ways, both in the east and west. The situations and circumstances vary and the methods of exploitation are different.
This backwardness of the women is due to the non-equal chances to education n of the women. There may be equal chances to education for male- female the development of the country may be doubled. There may economic revolution in the country, if the gender disparities in the literacy rate minimized to zero as in Sri Lanka. The above data presents the picture that he formal system of education is providing inadequate facilities to female education as the number of institutions are less than the boys. The enrollment of the girls is less than the boys at primary, middle and high level. This unequal situation in the country put the women backward and women are lagging behind of the men. There is need of another system of education with equal opportunities of education to male and female. We need a system to remove injustice in gender. Such system of education is Distance System of Education.

Women in Education: The right to become educated has been long sought after by
women. The history of womens education parallels the beginning of feminism. Women have made huge strides toward receiving an equal education, but there is still much work to be done. This revolution is far from over. Material gains have been made, but an inequality of expectations and results of education for men and women remains.

Social Relevance:

Education has been the stumbling block keeping women from attaining equal status in society, separating them from their male counterparts. It has also been the door to this elusive dream of equality. Before women gained the right and privilege of higher education they were believed to be lower-class citizens, not worthy of voting or owning property, or any number of other inalienable rights. It was not only men who believed that women should hold a lower position than they. Queen Victoria said: " I am most anxious to enlist everyone who can speak or write to join in checking this mad, wicked folly of 'Women's Rights', with all its attendant horrors, on which her poor feeble sex is bent, forgetting every sense of womanly feelings and propriety. Feminists ought to get a good whipping. Were woman to 'unsex' themselves by claiming equality with men, they would become the most hateful, heathen and disgusting of beings and would surely perish without male protection."(Victorian Station) Without education to empower them, many women believed that they should not hold the power to influence politics or even make decisions about their own property. Women were stripped of their dignity and privileges by men of the community and even by their own husbands. However, they were finally able to break free from these social constraints through education. It is telling that most of the early feminists were set apart from their complacent sisters by education. They were educated, and through this knowledge gained a sense of self-worth and the power to change history. Higher education is the foundation

of the empowered women of today. The struggle for womens education has been an uphill battle that has not yet reached its citadel. This journey took root in the Victorian period and branched even to modern times. During the mid-eighteen hundreds women were expected to live up to a feminine ideal. This ideology required women to be pure, pious, domestic and submissive (Eisenmann Apendix). None of these ideals would be achieved through education. In fact, receiving an education in the Victorian Period was considered an act of nonconformity(Solomon xviii). A woman could not fill her preordained place in society if she wasting her time gaining knowledge. Education was thought to make women discontented with their current status, and possibly even irritated with men (McClelland 12). Education for women was thought to disrupt the social balance of the time. On the contrary, the earliest push for Victorian women to become educated was because they were mothers of men and eventually teachers of men (Solomon xviii). It was not until the twentieth century that women began to desire knowledge for themselves as individuals.

History of Women in Education: In order to understand the womens

education movement, it is important to have a brief background of its history. During the time of the ideal subservient woman a few bold women and events stand out as milestones in history. The first is in 1833; Oberlin College was founded. It was the nations first university to accept women and black students. The next important event was the Seneca Falls Convention in 1848. This convention added fuel to the flame of education and suffrage. The Seneca Falls Declaration has been called the single most important document of the nineteenth-century American womans movement. At the convention a declaration concerning womens rights was adopted modeling the Declaration of Independence. Appearing in addition to issues of suffrage were issues of education and employment. The Declaration of Sentiments states: He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration. He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known. He has denied her the facilities for obtaining a thorough education - all colleges being closed against her. (Schneir 77) This event is of utmost importance to the womens rights movement. It laid the foundation for future achievements even though suffrage was not achieved until 1920. After the Seneca Falls Convention women continued to achieve milestones in education. In 1877, Helen Magill became the first woman in the United States to earn her Ph.D. By 1880, women comprised eighty percent of all elementary school educators, and by 1910 women made up 39 percent of all collegiate undergraduate students and even 20 percent of all college faculty. Finally, in 1920 womens suffrage was achieved, giving women a secure foothold in society. In 1945, the first woman was accepted to Harvard Medical School, and by 1972 Title XI was passed to help end the discrimination based on sex for any educational program that received federal funding. In 1980 women equaled men in numbers enrolled in colleges with 51 percent. Finally, in 1996 Virginia Military Institute was forced by the Supreme Court to become coeducational (Eisenmann appendix). There are many other events along the path to education that helped women achieve the status they enjoy today. This brief chronology merely traces a few of the hundreds of thousands of victories women had to win in order to become educated.

Reasons for Oppression:

One of the main values that necessitated all of this arduous labor in order to simply become educated was that, people feared that the social system would break down if women were allowed to be educated. They worried that women would cease to fulfill their traditional roles if they received a higher education. It was even thought that a woman risked brain fever or sterility if she became educated (Delamont 109). These Victorian ideas seem ridiculous from a twentieth century perspective, but educated women today still have to deal with a certain measure of social stigma. It is often overlooked, however, because it has been adapted to fit the social constraints of today. They are forced at times to choose to live up to the dreams of their education or to live up to the societal implications of being a mother and wife (Solomon xix). This is only one of many reasons that the fight for adequate womans education is far from over.

University of Texas Compared to Cambridge:

The fact that the need for reform in womens education is not over is illustrated in two parallel cases. During the early feminist movement and the beginnings of the reform of womens education, the best case to study is Cambridge in England. At the time this university had established authority in academia there was not a comparable university in the United States. Therefore, it is necessary to compare universities across the boundaries of nations. Women first gained notoriety at Cambridge when in the 1860s Emily Davies was successful in her campaign to allow women to attend Cambridge University. However, they did not have the same status as the male students there (Acker 51). Even though Cambridge was one of the first universities to encourage women to study they did not award women the same degrees as men upon completion of the same tests (Vicinus 117). This is a testament to the slow but steady progress of women in education. These women were dedicated and willing to study despite sub-par compensation upon completion of school. It was not until 1947 that women were admitted to Cambridge as equal members (Acker 51). While it was a promising start for women in the Victorian period to even be allowed to study, it is necessary to evaluate the staggering length of time this progress took to occur. It took almost a century for women to gain the same recognition as men. In light of these facts, it is dangerous to assume that women today have equal educational opportunity. As little as fifty-five years ago women were celebrating the fact that they could finally earn a degree at Cambridge University. That is not a very distant past. When asked if women at The University of Texas still face issues of educational bias, the answer is an unequivocal yes. Women make up almost half of the undergraduate student population at forty-nine percent. Sadly, these women are outnumbered in fields that have traditionally been male-dominated such as architecture and medicine. However, the average grade point average of women is higher than men in every field of study(Office of Inst.). This makes it clear that it is not a discrepancy of ability that keeps women from pursuing these vocations. There must be some sort of lingering Victorian attitudes that keep women from living up to their potential. Women today aspire to more diverse areas of study and vocation. However, they are realistic about what the world has in store for them and therefore gravitate towards more typically female professions (Kramarae 489). Another important fact is that the percentage of women faculty is a meager 33 percent (Office of Inst.) Research has found that students tend to seek out classrooms and vocations in which they will feel comfortable and successful. Some students report

avoiding courses that are overwhelmingly male because of the unwelcome feeling they experience in the classroom. How can women feel comfortable pursuing any field of study when male mentors and educators surround them and when the only contributions taught are those of males (Kramarae 498)? The battle for womens education will not be won until women feel free and comfortable to pursue any academic field. Conclusion: While existing social mores change as time passes, an underlying social tendency to oppress women remains. Despite the progress women have made towards equal opportunities in education, the bias in favor of men has not been erased. Women must continue to fight to receive the education they deserve.

Co-education: Co-education means the education of boys and girls in same school,
colleges or universities. This is a modern concept and has brought remarkable change in the societies. It was first introduces in Switzerland, but now it has become popular almost in all Europe and America. The supporters of this system favour the system mainly on two grounds, one economical and other sociological. In first place they say that co-education is an economical measure for poor countries like India, Pakistan and many others.

It is not possible for poor countries to build separate colleges for both sexes as it requires a lot of capital. A lot of money is required to build libraries, laboratories and the whole building of a college or university.In second place people claims that when both sexes will study in same class rooms their confidence level will increase and the relation between both sexes will deepen and strengthen its roots and that will be beneficial for both sexes in their future life. When the both sexes will study together the environment will be totally changed, boys will become less coarse and girls less morbid and that will be beneficial for both sexes. More over, this type of system will blow the spirit of fight in getting more numbers so, there will be more competition and more intellectuals will be produced.When both sexes will spend time in same class they will be able to understand their natures and that will be helpful when they will .marry.To educate both sexes under the same roof will require number of teachers and that will be much better from the economic point of view. When both sexes will be taught in same class room the fence of shyness will be removed and will encourage both sexes to talk and discuss matters freely and confidently. On the other hands some people have different opinion they claims that this system will bring vulgarity and obscenity in the society. They claim that youth is blind, so both sexes should not be taught under same roof. They says that both sexes in their teen ages when they meet freely; there are chances that they may become the victims of their emotions. They claims that this type of educations will remove the necessary distance between the two sexes and that can be harmful. Co-education means that boys and girls attend the same school. For primary aged boys and girls, research and experience shows that a mixed education is better than a single sex education. In infant schools children between 5 and 7 years old generally have friends of both sexes. From 5-11 years girls and boys generally speaking do not like one another hence the oft heard complaint from boys that girls are "sissy" and from girls that boys are

dirty, rough and smelly. It is in secondary education where the differences between single sex and co-educational education are seemingly most apparent. In the end one can conclude that in some situations this system of education is necessary but in some situations not. Research shows that girls aged 11 to 18 do better in maths and the sciences at single sex schools in the UK. Boys do better at many subjects. This may be because most single sex secondary schools in the country are grammar, faith and fee-paying schools; there are very few single sex state schools now. Grammar, faith and fee-paying schools generally have much smaller classes than state schools, so there is far more individual teacher attention for each pupil. They are also known as "good schools" and, therefore tend to attract the best teachers. Their behaviour ethos is usually much stricter than state schools and unruly pupils are generally asked to leave. It is very difficult these days to expel an extremely unruly and disruptive child from an ordinary state secondary school. Even where a Head teacher in an ordinary state secondary school expels a pupil for extreme unruliness or even violence, the decision is often reversed by the education authority or the governors. The head teacher, after having his authority undermined in this way, is required to have the errant pupil back in his or her school even though this may adversely affect other children's learning. Teachers in state schools no longer have the authority to discipline children effectively. In state schools often there is no competitive element because it has been removed on account of political correctness. Also there is a tendency to give a one-size fits all education. State secondary schools these days are absolutely enormous, 2 or 2.5 thousand pupil schools are common, and children simply get lost by sheer force of numbers. In faith, grammar, and fee-paying schools pupils generally behave better because they are expected to do so. Also the education is better tailored to the needs of the child. There is a competitive element in lessons and in sport. The head teacher in these schools generally has more power and his authority is respected. Grammar, faith and fee-paying secondary schools tend to be smaller and are organized in such a way that several teachers will actually know each child and his/her background personally. Parents who make the effort to send their children to such schools have a vested interest in how their child performs in school. The partnership between home and school is far better than in an ordinary state school. The often cited and pat response to the question as to what are the advantages and disadvantages to a mixed or single sex education are that single sex schools are better for both boys and girls educationally. That socially boys do better in a mixed secondary school because the presence of girls softens their behaviour. In Britain these responses may not show the true picture since it is not often possible to compare like with like. The few single sex state schools that there are just as likely to be good or bad schools as are the mixed state secondary schools. The vast majority of single sex schools are grammar schools, fee paying or faith schools they are just not the same thing as the vast majority of mixed schools.