Female Teacher Problems at Primary Level in Pakistan Administered Kashmir
Author: Farooq, Muhammad Sabil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Women Faculty,Elementary School Teachers,Barriers,Teacher Qualifications,Teacher Certification,Teacher Education,Teacher Competencies,Teaching Conditions,Ethics,Teacher Promotion,Politics of Education,Teacher Placement,Faculty Workload,Teacher Shortage,Faculty Development,Accountability,Educational Improvement,Educational Environment

It is mandated in the Constitution of Pakistan to enhance adult literacy and quality education at primary level through provide free and compulsory education to all children between the ages of 5-16 years. The year 2015 was the deadline for the participants of Dakar declaration (Education for All [EFA] commitment) including Pakistan but they fail to do so. Education related statistics coupled with Pakistan's progress regarding education targets set in Vision 2030 and Pakistan's lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended. This study finds that Pakistan school system in seems as lowest in the globe. Many reasons involve in this state of affairs. i.e the quality of learning and competency level of both students and teachers in Pakistan is among the poorest in the region. One of the reasons is educational qualification is not enough to become a primary school teacher. Another is inadequate training certification program for teachers. Because teacher is key part of learning progression in education sector which faces many problems owing to which they cannot play their roles efficiently in the education process. Same the problems faced by female primary school teachers in Azad Jammu and Kashmir) AJK &quot;Pakistan Administered Kashmir&quot;. Methodology of the study followed the procedure of descriptive research, in which existing status of female teachers in AJK was thoroughly analyzed. The problems of female school teachers were identified using the tools such as a questionnaire, and an interview schedule. Conclusion of this study presents that most of teachers affected due to their appointments, transfers, place of posting and individual promotions, rapid rate of bribery, political affiliations and interference relatively high than the merit. In many cases female teachers appointed in far flung areas where transportation is very pitiable. In addition that female teachers are overburdened with extra classes due to lack of teaching staff in primary schools, especially on one side female teachers face huge shortage of teaching and learning resources in schools and on the other hand there are smaller amount proficient development opportunities for all teachers especially for female teachers. These few mentioned factors have very much affected the procedure of schooling and education quality. The study recommends this problem could be resolved by considering some basic measures e.g. system of accountability, schooling environment and education assets, providing ongoing talented advancement opportunities and incentives, making transparent appointments system and on merit promotions procedure, provide enough teaching and non teaching staff to female primary schools and control political interference and involvement.