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"Girls Education Pakistan."
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Malala Yousafzai
Malala Yousafzai is a young woman who nearly lost her life after being shot for speaking out in favor of womens education in a part of the world where that is still a rarity. Instead of hiding after such a frightening experience, she became even more outspoken in her belief that all girls and women should be able to go to school.
BOOK
ADDITIONAL RETURNS TO INVESTING IN GIRLS' EDUCATION: IMPACT ON YOUNGER SIBLING HUMAN CAPITAL
This article estimates the effect of the oldest sister's education on child human capital development. In many developing countries, the oldest sisters share significant childcare responsibilities in the household and can influence younger siblings' learning. I propose a model that predicts competing effects of increasing the oldest sister's schooling on younger sibling human capital. Using an identification strategy that exploits the gender segregation of schools in Pakistan, I find that the oldest sister's schooling significantly improves younger brothers' literacy, numeracy and schooling. These results indicate that evaluations of programmes targeting girls' education that ignore these spillovers on younger siblings systematically underestimate total benefits.
Journal Article
Malala Yousafzai
\"Tells the story of Malala Yousafzai, who has campaigned for education for all children across the world despite being shot by the Taliban for her belief that everyone, including girls, has the right to education\"--Provided by publisher.
BOOK
Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks
Using government secondary school English language textbooks from Malaysia, Indonesia, Pakistan and Bangladesh, we conducted a quantitative content analysis in order to identify gender stereotypes in school education. In total, 21 categories of exclusion and quality of representation were used to study gender stereotypes. Our analysis confirms a pro-male bias in textbooks: the aggregate female share is 40.4% in textual and pictorial indicators combined. Female occupations are mostly traditional and less prestigious while the characters are predominantly introverted and passive in terms of personality traits. Women are also shown to be mostly involved in domestic and in-door activities while men have a higher presence in professional roles. Systematic underrepresentation of females is evident regardless of whether we look at the text or pictures. A cross-country analysis shows that the female share in picture content is only 35.2% in Malaysia and Bangladesh. Overall, the proportion of female to male characters (text and pictures combined) is balanced in Malaysia and Indonesia (44.4% and 44.1% respectively) while this share is only 24.4% and 37.3% in Pakistani and Bangladeshi textbooks respectively. The finding of underrepresentation of women in Pakistani textbooks, in terms of quality and quantity, is robust to the selection of province-, grade- and subject-specific textbooks, as well as the range and type of categories used.
Journal Article
Malala Yousafzai
\"At the age of 11, Malala Yousafzai began writing a blog in support of education for girls in Pakistan. As the blog gained popularity and Yousafzai became famous, she faced opposition from religious extremists who were against womens right to education. Readers will discover how Yousafzai stood her ground against terrorist activists, even after being shot for her beliefs. They will also learn how Yousafzai achieved international recognition and how she continues to support the rights of women in her home country.\"--Provided by publisher.
BOOK
Empowering adolescent girls in Pakistan: development and feasibility of the Girls’ Voices Curriculum for advocacy and leadership
Background Adolescence is a pivotal stage of life, yet many adolescent girls in Pakistan face significant challenges due to gender inequality and limited opportunities for empowerment. To address these gaps, Rise Up and Girl Up introduced the 'Girls' Voices Curriculum': a 10-week program to empower underprivileged girls through girl-led advocacy and decision-making. Methods Piloted in three suburban schools in Sindh Province, Pakistan, the curriculum was evaluated for cultural acceptability and feasibility through workshops with 86 teachers and school administrators. Results The findings highlight its relevance, cultural sensitivity, and potential to address adolescent girls' needs. Ongoing efforts aim to integrate the curriculum into schools and evaluate its effectiveness in fostering gender equality, problem-solving, and leadership skills. Conclusion This initiative holds promise as a scalable model for empowering adolescent girls in Pakistan and similar contexts.
Journal Article
Malala Yousafzai : shot by the Taliban, still fighting for equal education
Sixteen year old Malala Yousafzai is an international advocate for the right for education for all, especially girls. At age 15, the Pakistani youth survived being shot by the Taliban on her way home from school.
BOOK
How adolescent motherhood is perceived and influenced by sociocultural factors: A sociological qualitative study of Sindh province, Pakistan
In Low and Middle-Income Countries (LMICs), 21 million adolescent girls aged between 15 and 19 years become pregnant each year. Adolescent girls in South Asia have the shortest interval to begin maternity, i.e., within 1-2 years of marriage. There is limited evidence on the associated factors of adolescent pregnancy and motherhood in rural areas where socioeconomic indicators about women are weak. This study examined the sociocultural factors intertwined together and gave rise to adolescent motherhood.
This exploratory qualitative study was conducted in rural and less privileged areas in Pakistan's Sindh province. Data was collected from August 05 to September 17, 2023, and 37 young women, who experienced early marriage, adolescent pregnancy and motherhood, were interviewed. The data was translated and transcribed verbatim. Braun & Clark's six-step data analysis Model was used to create codes, develop themes and generate a report.
The findings of the study show that child and close kin group marriage, poor socioeconomic conditions and social norms encouraged adolescent motherhood among young women. One's association with the extended family also increased the likelihood of early maternity because different family members exerted social pressure to become a mother. This made the girls anxious to begin motherhood soon after marriage. However, these young mothers were unaware of adolescent's motherhood's social, psychological and physical consequences. They embraced it happily because it was considered a way of strengthening their position in the family.
This study confirms the negative consequences of adolescent motherhood in terms of school dropout and poor health outcomes. Based on these findings, we suggest addressing poverty and female dropout rates to prevent child marriage and adolescent pregnancy. Health providers must be trained to provide awareness and psychological support to girls experiencing adolescent motherhood. The government must initiate sexual and reproductive health education and engage community heads and religious leaders to educate communities about the social and health consequences of child marriage, adolescent pregnancy and motherhood.
Journal Article
Malala Yousafzai : champion for education
An educational activist in Pakistan, Yousafzai has emerged as a leading campaigner for the rights of children worldwide and in December 2014, became the youngest-ever Nobel Peace Prize Laureate.
BOOK
Dietary diversity and social determinants of nutrition among late adolescent girls in rural Pakistan
The conditions in which adolescent girls mature shape their health, development and nutrition. Nutrient requirements increase to support growth during adolescence, but gaps between consumption and requirements exist in low‐ and middle‐income countries. We aimed to identify and quantify the relationship between dietary intake and diverse social determinants of nutrition (SDN) among a subset of adolescent girls 15–18.9 years (n = 390) enrolled within the Matiari emPowerment and Preconception Supplementation (MaPPS) Trial. The primary outcome, dietary diversity score (DDS), was derived by applying the Minimum Dietary Diversity for Women 10‐item scale to 24‐h dietary recall data collected three times per participant. To examine the associations between the SDN‐related explanatory variables and DDS, we generated a hierarchical, causal model using mixed effects linear regression to account for the cluster‐randomized trial design. Using all data, diets lacked diversity (DDS mean ± SD: 3.35 ± 1.03 [range: 1–7; n = 1170]), and the minimum cut‐off for dietary diversity was infrequently achieved (13.5%; 95% CI: 11.6–15.6%). Consumption of starches was reported in all recalls, but micronutrient‐rich food consumption was less common. Of the SDN considered, wealth quintile had the strongest association with DDS (P < 0.0001). The diets of the sampled Pakistani adolescent girls were insufficient to meet micronutrient requirements. Poverty was the most important predictor of a diet lacking in diversity, indicating limited purchasing power or access to nutritious foods. Dietary diversification and nutrition education strategies alone are unlikely to lead to improved diets without steps to tackle this barrier, for example, through fortification of staple foods and provision of supplements.
Journal Article