# **Detailed SUMMARY of the Article "Girls’ education," by Jan-e-Alam Khaki, Dawn, February 14th, 2025**: The article discusses the dire state of girls' education in most Muslim societies, as highlighted by a recent conference in Islamabad. A 2018 study by Clandon and colleagues revealed that Muslim women are less educated and face wider gender gaps compared to other religious groups globally. This is ironic, given that education is considered integral to Islamic teachings. The author argues that the appeal to religion for promoting literacy has not been effective, as evidenced by the lagging educational standards in Muslim countries. Education is essential for survival in today’s competitive world, and those without it are vulnerable. The author cites the example of Hunza Valley, where girls' education saw a significant boost in the 1980s when Prince Karim Aga Khan established girls' schools. Aga Khan III’s slogan, urging parents to educate girls over boys if they could afford to educate only one child, played a pivotal role in changing mindsets. Educated girls in Hunza became professionals, improving their families' fortunes and inspiring others to follow suit. However, the broader picture of girls' education in Pakistan remains bleak due to disabling factors such as poor school infrastructure, lack of basic facilities (e.g., washrooms, electricity, security), irrelevant curricula, and inadequate teaching methods. The author emphasizes the need for an "enabling environment" involving all stakeholders, including parents, community leaders, and women, to address these challenges. Cultural and tribal prejudices often hinder girls' education, but urban migration has shown that environment plays a crucial role in changing attitudes. The article concludes by calling for innovative solutions and a combination of top-down and bottom-up approaches to tackle the persistent barriers to girls' education. # **Easy/Short SUMMARY**: The article highlights the poor state of girls' education in Muslim societies, with Muslim women being less educated globally. Despite Islam’s emphasis on education, many Muslim countries lag behind. The author gives the example of Hunza Valley, where girls' education improved after Prince Karim Aga Khan established schools and promoted the idea that educating girls benefits entire families. However, in most of Pakistan, girls face barriers like poor school facilities, lack of security, and cultural prejudices. The author calls for creating an enabling environment with the help of parents, communities, and leaders to ensure girls can attend school safely and with dignity. # **SOLUTIONS of The Problem**: ## **Improve School Infrastructure** Upgrade school facilities by providing basic amenities like washrooms, electricity, and secure boundary walls to ensure a safe learning environment for girls. ## **Revise Curricula** Develop relevant and engaging curricula that cater to the needs of students and prepare them for modern challenges. ## **Train Teachers** Provide training for teachers to improve teaching methods and eliminate practices like corporal punishment. ## **Community Involvement** Engage parents, community leaders, and women in promoting girls' education and creating a supportive environment. ## **Address Cultural Barriers** Challenge cultural and tribal prejudices against girls' education through awareness campaigns and role models. ## **Provide Financial Support** Offer scholarships and financial aid to families to reduce the economic burden of educating girls. ## **Enhance Security Measures** Ensure the safety of girls by providing secure transportation and safe school environments. ## **Promote Role Models** Highlight success stories of educated women to inspire families and communities to prioritize girls' education. ## **Leverage Technology** Use technology to provide access to quality education in remote areas through online learning platforms. ## **Government and NGO Collaboration** Encourage collaboration between the government and NGOs to implement effective education policies and programs. # **IMPORTANT Facts and Figures Given in the Article**: - A 2018 study found that Muslim women are less educated and face wider gender gaps compared to other religious groups globally. - In Hunza Valley, girls' education improved significantly after Prince Karim Aga Khan established schools in the 1980s. - Aga Khan III’s slogan emphasized educating girls over boys if only one child could be educated. - Disabling factors for girls' education in Pakistan include poor school infrastructure, lack of basic facilities, and cultural prejudices. - Educated girls in Hunza have become professionals, improving their families' economic conditions. # **IMPORTANT Facts and Figures out of the Article**: - Pakistan has one of the lowest female literacy rates in South Asia. - Cultural and tribal norms often prioritize boys' education over girls'. - Educated women contribute significantly to economic growth and social development. - Urban migration has shown that changing environments can positively impact attitudes toward girls' education. # **MCQs from the Article**: ### 1. **What did the 2018 study by Clandon and colleagues reveal about Muslim women?** A. They are more educated than other religious groups. **B. They are less educated and face wider gender gaps.** C. They have equal access to education globally. D. They prioritize boys' education over girls'. ### 2. **What was the impact of Prince Karim Aga Khan’s initiative in Hunza Valley?** A. Boys' education improved significantly. **B. Girls' education saw a significant boost.** C. Schools were closed due to financial constraints. D. Cultural barriers increased. ### 3. **What is a major disabling factor for girls' education in Pakistan?** A. Overabundance of teachers **B. Lack of basic facilities like washrooms and electricity** C. High-quality curricula D. Excessive security measures ### 4. **What did Aga Khan III emphasize about girls' education?** A. Boys should always be prioritized. **B. Educating a girl benefits the entire family.** C. Girls should only learn religious studies. D. Education is not important for girls. ### 5. **What is the author’s primary call to action?** A. Ban girls' education in tribal areas. **B. Create an enabling environment for girls' education.** C. Focus only on boys' education. D. Ignore cultural barriers. # **VOCABULARY**: 1. **Appalling** (adjective) (ہولناک): Shockingly bad or terrible. 2. **Integral** (adjective) (لازمی): Necessary to make something complete. 3. **Invincible** (adjective) (ناقابل شکست): Too powerful to be defeated. 4. **Impetus** (noun) (تحریک): A force that encourages progress or action. 5. **Menial** (adjective) (گھٹیا): Lowly or unskilled work. 6. **Enabling** (adjective) (قابل بنانے والا): Providing the means or opportunity to do something. 7. **Disabling** (adjective) (معذور کرنے والا): Preventing something from functioning effectively. 8. **Corporal** (adjective) (جسمانی): Relating to the body. 9. **Pretext** (noun) (بہانہ): A reason given to justify an action that is not the real reason. 10. **Detrimental** (adjective) (نقصان دہ): Causing harm or damage. 11. **Stakeholders** (noun) (حصہ دار): Individuals or groups with an interest in a particular issue. 12. **Curricula** (noun) (نصاب): The subjects comprising a course of study. 13. **Infrastructure** (noun) (بنیادی ڈھانچہ): The basic physical systems of a community or nation. 14. **Scholars** (noun) (علماء): People who study a subject in great detail. 15. **Envious** (adjective) (حسد کرنے والا): Feeling or showing envy. 16. **Stimulus** (noun) (تحریک): Something that encourages activity or growth. 17. **Boundary** (noun) (حد): A line that marks the limits of an area. 18. **Relevant** (adjective) (مناسب): Closely connected or appropriate to the matter at hand. 19. **Innovative** (adjective) (جدت پسندانہ): Featuring new methods or ideas. 20. **Persistent** (adjective) (مسلسل): Continuing firmly in spite of difficulty. 📢 *Attention Please!* We appreciate your commitment to acquiring knowledge through our summaries. Please be reminded not to remove the attribution label affixed to this article. It is crucial to acknowledge the source and the effort invested in creating this summary. We discourage any unauthorized distribution without proper credit. Thank you for your understanding and cooperation. 🔍 ⚡ *Explore More Summaries, Solutions, and Vocabulary Meanings!* 💡 Join our WhatsApp Channel for timely and comprehensive summaries of the latest articles, along with well-crafted solutions and helpful vocabulary meanings. Click the link below to join now: 🔗 [Dawn Article Summaries](https://cssmcqs.com/dawn-editorials-articles-summary-for-students-pdf-download/) *WhatsApp Channel Link* https://whatsapp.com/channel/0029Va7tT3o35fLnJeFbpS2y dawn.com Girls’ education Jan-e-Alam Khaki 5–6 minutes A RECENTLY held conference in Islamabad on the aforesaid subject is a valuable move to address the appalling condition of girls’ education in most Muslim societies. The conclusion of Clandon and his colleagues’ study of Muslim societies (2018) tells us what is obvious, that “at the global level, Muslim women are less educated and have wider gender gaps than all other religious groups. ...” This is a predictable conclusion, given our perceptions and attitude towards education. This is regrettable because we claim that education is an integral part of our faith. Yet it seems that the appeal to religion for literacy has not always helped. If it had, most Muslim countries should have been ahead of other nations. We do not hear non-Muslim communities begging parents to educate their girls. Education today is essential to survive in a competitive world. It is said that weakness invites aggression, and anybody today not armed with education is a very weak person indeed! If knowledge is power, the knowledgeable are invincible in a knowledge society. I am inclined to think that often, the need and necessity of the times push people to seek education. I want to cite an example to demonstrate the point. Hunza valley was very backward till around the 1970s, girls’ schools being non-existent. But when the late Prince Karim Aga Khan started establishing girls’ schools (although boys’ schools existed since the 1940s) in the 1980s, that is when girls started attending schools. A famous slogan inspired the local community. It had been given by Aga Khan III, grandfather of Prince Karim. He had urged his community that if a couple had two children — a girl and a boy — and if they were able to educate only one, educate the girl! He had argued that if you educate the girl, she would educate the whole family. The boy can survive by doing even menial jobs, but an educated girl is an asset to the family. This guidance inspired the community but it took some time before schools were established due to the financial constraints of the time. If you educate the girl, she’ll educate the whole family. However, the actual impetus for girls’ education came when girls engaged in gainful employment after receiving higher education. When their family fortunes improved, others were inspired to send their girls to school despite cultural barriers. Today, there are many young women professionals, doctors, nurses, PhD scholars, police and public administrators in rural and urban Pakistan. Many have even moved overseas for better opportunities. Today, education, in that area, is not necessarily only a religious duty but a basic human need to survive. They are now in an envious position as they live with dignity and respect with a better quality of life. The community provided an ‘enabling environment’, which provided stimulus for girls to excel. Coming to the larger picture of girls’ education, the ‘enabling environment’ that is being talked about is largely missing. In fact, disabling factors abound in Pakistan. Studies show that some of the primary disabling factors includethe pathetic state of schools, lack of basic facilities, such as washrooms, absence of electricity and lack of security, especially for girls. Ansari and Ali (2024) of the Aga Khan University cite security of school buildings (no boundary wall), as one of the major factors standing in the way of girls’ education. In addition, lack of educational materials, boring and irrelevant curricula, shortage of teachers, bad teaching methods, corporal punishment, absence of libraries and other learning materials, are other disabling factors. As an educator at a private university for many years, working with heads of schools and district education officers, I am inclined to believe that all stakeholders — not just the government — parents, community leaders, and particularly women, need to be involved in making sure they create an enabling environment for all children to go to, and come back from, school with dignity. Apparently, in some tribal societies, girls’ education has been perceived as being against Islam, but to me, this is more a cultural and tribal pretext, rather than a religious issue. In most tribal or conservative societies, women are seen as less than human, and their education is perceived to be least rewarding, in fact, detrimental, to the tribal way of life. Yet those who move to urban societies start sending their children to educational institutions. Environment does make a difference. In conclusion, the basic disabling factors cited above need to be addressed. We need to find more out-of-the-box solutions. Both top-down and bottom-up approaches must be tested. It is an unending struggle, but we have no other choice. The writer is an educationist with an interest in the study of religion and philosophy. Published in Dawn, February 14th, 2025