A CRITICAL ANALYSIS OF THE DEVELOPMENT OF FEMALE EDUCATION IN THE PROVINCE OF SINDII (1941-1990)

Abstract

This study was conducted to critically analyze the development of female education at Secondary School level in the pro\'cnance of Sindh from 1947 to 1990. The parameters of development used for analysis are increase in the number of schools, enrollment of students, number of trained teachers, availability of in service training for teachers, physical condition of school buildings, provision of science laboratories and equipment, availability of libraries and books, provision of vocational and technical education. conveyance facilities, residential facilities for oul orma students, and provision for co-curricular activities. Survey research method was used in the study 10 collect data, get information and critical views and opinions from a sample of Teachers, Students and District Education Officers of all the 19 districts of the province of Sindh. The tools of the survey rescarch used were open and closc ended questionnaires, interviews, factual infonnation obtained from the official documents of the Directorate of education, and personal visits to the schools by the researcher. The findings of the research study show, that there were only 5 secondary schools for girls in the province in 1947. This number increased to 366 in 1990, out of these 304 are in urban areas as compared to only 62 in rural areas. The number of girl students in these school in 1990 was 11392 in rural schools and 187036 in urban areas. The study also points to the fact that there is a provision of one trained teacher for an average of 26 students. This presents an encouraging picture. However there are more trained teachers working in urban area schools than in rural areas secondary schools. Majority of the teachers agreed that due to the de\"elopmental disparities between rural and urban areas in the province they arc not willing to work in rural area schools some of which even lack medical facilities, clear water and means of transportation. Majority of the schools working in rural areas do nOI offer science and Agro-technicai subjects making it impossible for the female students of these localities to avail of the facilities. This research study confirms that the tradition of having only literacy oriented type general education imparting secondary schools and administrator structural system has been so strong thaI nol much could be achieved from the reforms and invocations introduced by the government from time to time. Much of the schemes failed becausc they could not be implemented in true sense due to the unwillingness of Ihe administrators or lack of enthusiasm on the part of teachers, parents, or member local community. As such the targets for quantitative and qualitative development of female secondary education from 1947 to 1990 could not be achieved in full.

This study was conducted to critically analyze the development of female education at Secondary School level in the pro\'cnance of Sindh from 1947 to 1990. The parameters of development used for analysis are increase in the number of schools, enrollment of students, number of trained teachers, availability of in service training for teachers, physical condition of school buildings, provision of science laboratories and equipment, availability of libraries and books, provision of vocational and technical education. conveyance facilities, residential facilities for oul orma students, and provision for co-curricular activities. Survey research method was used in the study 10 collect data, get information and critical views and opinions from a sample of Teachers, Students and District Education Officers of all the 19 districts of the province of Sindh. The tools of the survey rescarch used were open and closc ended questionnaires, interviews, factual infonnation obtained from the official documents of the Directorate of education, and personal visits to the schools by the researcher. The findings of the research study show, that there were only 5 secondary schools for girls in the province in 1947. This number increased to 366 in 1990, out of these 304 are in urban areas as compared to only 62 in rural areas. The number of girl students in these school in 1990 was 11392 in rural schools and 187036 in urban areas. The study also points to the fact that there is a provision of one trained teacher for an average of 26 students. This presents an encouraging picture. However there are more trained teachers working in urban area schools than in rural areas secondary schools. Majority of the teachers agreed that due to the de\"elopmental disparities between rural and urban areas in the province they arc not willing to work in rural area schools some of which even lack medical facilities, clear water and means of transportation. Majority of the schools working in rural areas do nOI offer science and Agro-technicai subjects making it impossible for the female students of these localities to avail of the facilities. This research study confirms that the tradition of having only literacy oriented type general education imparting secondary schools and administrator structural system has been so strong thaI nol much could be achieved from the reforms and invocations introduced by the government from time to time. Much of the schemes failed becausc they could not be implemented in true sense due to the unwillingness of Ihe administrators or lack of enthusiasm on the part of teachers, parents, or member local community. As such the targets for quantitative and qualitative development of female secondary education from 1947 to 1990 could not be achieved in full.