Suchergebnisse

Pakistan has declared itself an Islamic state, but in terms of gender, its constitutional provisions are equal to all citizens. The gendered UN-evenness is embedded in the social fabric of society due to men's domination over the mode of production. This unevenness is causing gendered segregation and alienation by women in a society. How does 'state' ideological orientation influence women's politics and their involvement in Islamic Legislation? This is a fundamental question that has been addressed in this paper. The available scholarship explained the nature of Islamic legislation and place of women in Islam. The present study is an attempt to explore the nature of the state and its ideological implications on women's role in Islamic legislation. Applying the qualitative approach, it has been found that the ideological nature of the state is structuring and re-organizing the relationship between women and legislation.Despite representation in the legislative process, women are yet alienated from control over the decision-making process.

Examines Islamization as a product of attempts by a state held captive by the landed elite to augment its autonomy; 1977-85.

Background The constant rise in demand for higher education has become the biggest challenge for educational planners. This high demand has paved a way for distance education across the globe. Objectives This article innovatively analyzes the policy documentation of a major distance education initiative in Pakistan for validity that will identify the utility of policy linkages. Research Design The study adopted a qualitative research design that consisted of two steps. In the first step, a content analysis of distance learning policy framework was made. For this purpose, two documents were accessed titled "Framework for Launching Distance Learning Programs in HEIs of Pakistan" and "Guideline on Quality of Distance Education for External Students at the HEIs of Pakistan." In the second step, the policy guidelines mentioned in these two documents were evaluated at two levels. At the first level, the overall policy documents were assessed against a criterion proposed by Cheung, Mirzaei, and Leeder. At the second level, the proposed program of distance learning was assessed against a criterion set by Gellman-Danley and Fetzner and Berge. Conclusion The distance education program initiative in Pakistan is of promising nature which needs to be assessed regularly. This study has made an initial attempt to assess the policy document against a criterion identified from literature. The analysis shows that the current policy documents do offer some strengths at this initial level, however, they cannot be considered a comprehensive policy guide. The inclusion or correction of missing or vague areas identified in this study would make this policy guideline document a treasured tool for Higher Education Commission (HEC). For distance education policy makers, this distance education policy framework model recognizes several fundamental areas with which they should be concerned. The findings of this study in the light of two different policy framework measures highlight certain opportunities that can help strengthening the distance education policies. The criteria and findings are useful for the reviewers of policy proposals to identify the gaps where policy documents can be improved to bring the desired outcomes.

The investment in primary and secondary education is a
fundamental premise for achieving social and economic development, for
increasing labour productivity and for facilitating expansion in higher
education. Ensuring that new generations of children receive at least
primary education and that substantial proportions continue up to
secondary levels of schooling, an accurate monitoring of the educational
change becomes essential for assessing past progress and planning the
future course of educational development. This paper is an attempt in
this direction to examine the existing differentials and gaps in
enrolment, educational retention and capacity utilisation at primary and
secondary levels of schooling in Pakistan with special attention given
to the impact of educational plans and policies on these trends. The
study is based on both enrolment statistics and data on educational
institutions during the seventies and mid-eighties. The enrolment
statistics permit calculation of enrolment and continuation ratios for
measuring the magnitude of non-participation of children in schools,
while information on number of schools provides the possibility of
assessing the extent of utilisation of educational facilities and
measuring the gaps between existing and needed facilities for schools.
We have focused on primary and secondary schooling with a view to
recognise and address the basic issue concerning the development of
school education in Pakistan.