Study of the Effectiveness of Girls' Stipend Program in Public Schools -Sindh
Abstract
Women empowerment through education process is the key element for the national development by providing basic resources & facilities. Every country has made systemic initiatives for the development of girls’ education at all levels. Pakistan has also started many motivational steps for girls education especially government of Sindh has taken many initiatives to promote girls education. In this connection, girls’ stipend program was started in 2001 for girls studying at VI to X level in public schools of Sindh. The primary purpose of this study was to know effectiveness of girls’ stipend program in public schools of Sindh on the enrollment, attendance of girls, encouragement of parents’ motivation & interest level of parents’ towards continuity of education process as per the perception of head teachers. The study was descriptive in nature and quantitative by method. Population of this study was all head teachers of elementary, middle and secondary schools of Sindh. Targeted population of this study was all head teachers of elementary, middle and secondary schools of district Shaheed Benazir Abad. Seventy percent head teachers of elementary, middle and secondary schools were selected by convenient random sampling from the targeted population of the study. Questionnaire with five points Likert scale was developed for exploring the perception of head teachers’ about effectiveness of girls’ stipend program. Data were analyzed with the help of percentages. Findings of this study identified that girls’ stipend program proved as motivational factor for the enrolment, attendance, continuity and encouragement of parents and for girls who were studying in 6th to 10th classes in public schools.
References
Dollar, D., & Gatti. R. (1999). Gender Inequality, Income, and Growth: Are Good Times Good For Women? Policy Research Report on Gender and Development, Working Paper Series 1, Washington, DC: World Bank.
Government of Pakistan (2008). Education for All: Mid Decade Assessment Country Report. Islamabad: Ministry of Education
Government of Pakistan (1947). Proceedings of the Pakistan Educational Conference. Islamabad, Ministry of the Interior (Education Division).
Hahn, Y., Islam, A., Patacchini, E., & Zenou, Y. (2015). Teams, Organization and Education Outcomes. London: Centre for Economic Policy Research.
Herz, B. (1991). Letting Girls Learn: Promising Approaches in Primary and Secondary Education. World Bank Discussion Papers, No. 133. Publication Sales Unit
Khandker, S., Pitt, M., & Fuwa, N. (2003). Subsidy to Promote Girls' Secondary Education: The Female Stipend Program in Bangladesh, MPRA Paper, University Library of Munich, Germany.
Mahmud, S. (2003). Female secondary school stipend programme in Bangladesh. United Back ground paper prepared for the Education for All Global Monitoring Report, 4
RSU. (2018). Retrieved from http://www.rsu-sindh.gov.pk/units/girlsStipend.php
School Education and Literacy Department. (2018). Retrieved from http://www.sindheducation.gov.pk
Sen, A. (2000). Social Exclusion: Concept, Application and Scrutiny. Manila: Asian Development Bank, Office of Environment and Social Development.
Sindh Education Foundation. (2018). Retrieved from https://www.sef.org.pk
Sperling, G. B., & Barbara, H. (2004). What Works in Girls’ Education: Evidence and Politics from the Developing World. New York: Council on Foreign Relations.
United Nations. (2012). Millennium development goals gap task force report 2012. United Nations Pubns.
World Bank (2005). Donor Appraisal and Endorsement Report: National Strategy for Education Development of the Republic of Tajikistan.
All articles published in IJITL are open-access articles published and distributed under the Creative Commons Attribution-NonCommercial 4.0 International License which allows reproduction, distribution, derives and non-commercial use, provided the original work is cited and authors and publisher are properly identified.
IJITL allows the authors to retain copyright under the CC BY NC license.
