1

The Role of NGOs to Promote Woman Education in

Balochistan: A Case Study of Muslimbagh

By

Ali Ahmad

National University of Modern Languages

DEPARTMENT OF PAKISTAN STUDIES NUML ISLAMABAD

(Session February2020- January 2024)

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The Role of NGOs to Promote Woman Education in

Balochistan: A Case Study of Muslimbagh

By

Ali Ahmad

This thesis is submitted to fulfill the certain

Requirement for the degree of

Bachelor in PAKISTAN STUDIES

To the Department of Pakistan Studies

Faculty of Social Science

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NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD

APPROVAL SHEET BY COMMITTEE

This is to certify that we have read the thesis, submitted by Ali Ahmad and we judge that this

Thesis is up to the standard to warrant. It’s acceptance for the Degree of MSC Pakistan Studies.

Thesis Title: The Role of NGOs to Promote Woman Education in Balochistan: A Case

Study of Muslimbagh

Submitted by Ali Ahmad

Head of Department

Dr, Muhammad Shoaib Malik ___________________

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Signature

Supervisor

Supervisor Ma,am Munaiza Mubarak

___________________

Date ___________________
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Dedication

To my beloved family and friends, your untiring support and encouragement have been the

foundation of my journey. All over my thesis journey you provided the strength and belief I

needed to endure. Your guidance and love have nurtured my growth as a scholar. I am forever

grateful for your presence during my studies, and this thesis is a testament to our shared

accomplishments. This achievement is as much yours as it is mine. Thank you for being my

pillars of support.
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ACKNOWLEDGMENT

I would like to precise my deepest gratitude to all those who have supported and guided me

throughout the journey of writing thesis. Their assistances and encouragement have played a

vigorous role to made this thesis possible.. First and foremost, I would like to extend my

profound gratitude and thankful to my supervisor, Ma’am Munaiza Mubarak, for their

invaluable guidance and expertise. Their insightful feedback, constant encouragement, and

unwavering support have been instrumental in the successful completion of this thesis. I am truly

grateful for their patience and commitment to my academic growth. I am also indebted to the

faculty members of National university of Modern Languages for their valuable understandings,

inspiring discussions, and unremitting support during my academic journey. Their enthusiasm to

teaching knowledge has been an inspiration to me.

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Table of contents

Sr no Titles P.no

Abstract 8

01 Introduction 9

a) Statement of Problem

b) Significance of the study

c) Research Objective

d) Research Question

e) Organization of study

02 Literature Review 13

a) Research Gap

b) Research Methodology

03 Chapter.01: Challenges in the way of the Women education in Muslimbagh, 23

Balochistan

1. Cultural and Social Norms

2. Limited access to Schools

3. Poverty and economic Constrain

4. Transportation

5. Security Concern

6. Lack of Female Teachers and Role model

7. Limited Educational Resources

8. Early Marriages
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Chapter.02. Interventions of NGOs in Increasing Access to Education in

Muslimbagh, Balochistan

1. Establishing Girls Schools

2. Scholarship Programs

3. Teacher Training

4. Community Engagement

5. Infrastructural Development

6. Educational Materials and Resources

7. Girls Empowerment Program

8. Parents and Teacher Association

04 Chapter 03. Strategies and Programs implemented by NGOs to address the 35

socio-cultural barriers to Women’s Education in Muslimbagh

1. Community Engagement

2. Cultural Sensitivity Training

3. Religious Leaders Engagement

4. EDUCATIONAL AND Economic Empowerment

5. Women Empowerment

6. Addressing Early Marriage

Chapter. 04 Challenges and opportunities faced by GNOs in sustaining

women’s education initiatives in Muslimbagh.

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05 Conclusion 43

06 References 45

Abstract

The study examines the role of Non-Governmental Organizations (NGOs) in promoting

women’s education in Balochistan, with a specific focus on Muslimbagh. Despite the

crucial role of educating socio-economic development, Balochistan remains one of the

most educationally disadvantaged regions in Pakistan. Women, in particular, face

numerous barriers to accessing education, incorporating cultural and social norms,

poverty, and lack of infrastructure. In this context NGOs have emerged as key players in

promoting women’s education in the region. This study explores the initiatives and

strategies employed by NGOs to promote women’s education, in Muslimbagh, including

provisions educational infrastructure, scholarships, and vocational training. It also

examines the challenges faced by NGOs in promoting women’s education, including

cultural resistances, limited resources, and insecurity. Through a qualitative case study

approach, this research provides insights into the role of NGOs in promoting women’s

education in Balochistan and highlights the need for sustained efforts and support to

address the educational disparities faced by women in the region.

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Introduction

Education is the process of acquiring knowledge, skills, and values. It involves the

development of critical thinking, problem- solving, and communication skills. 1 Education

helps in individuals understand themselves, their communities, and the world around

them. It fosters personal growth, empowerment, and social mobility. Education prepares

individuals for their roles in society, enabling them to contribute positively. Ultimately

education is lifelong process that enhances the quality of life.Women education means

providing women with learning and opportunities to empower them socially,

economically and financially. It includes formal education through school and

universities as well as imformal education through vocational training and other

programs. It has been demonstrated that education for girls in particular is strongly

associated with both declining fertility rates and health improvements. Infant mortality

and a mother's level of education actually have one of the strongest and most reliable

correlations; children of mothers with higher levels of education have a significantly

higher chance of surviving infancy. Additionally, it has been demonstrated that mothers

with higher levels of education are more likely to use contraception, space out their

children, marry later, and receive better health care . Girls who receive an education are

more exposed to the outside world, have greater knowledge of it, are better able to make

decisions within the family, are more mobile both physically and socially, and have more

economic independence and control over their resources, all of which contribute to their

increased autonomy. The fertility transition in the MENA countries has been greatly
1
A. Priyam. “The Importance of Education and Challenges”. Smart Moves Journal. V. 09. No. 13
 11

influenced by women's educational attainment. Regarding the degree of education (or

years of schooling) at which fertility decreased, nations have varied from one another.

When women's education increased for a few years, fertility decreased in a number of

countries (Yousif et al. 1996). Between 1970 and 2000, women's education expanded

quickly, strengthening women's social standing in families and communities while

lessening the impact of traditional values, attitudes, and conventions. It also made it

easier for them to work in contemporary non-home activities. As a result, in a number of

AMENA nations, the average age at marriage for girls has risen to 25 or older.

Additionally, educated girls from previous generations have developed contemporary

goals and family preferences.

Pakistan is a federation of four provinces, one of which is Balochistan, the richest

province in terms of natural resources. However, it is terribly affected, with 75% of

children not attending school and women's education receiving little attention because

everyone is largely fighting for their basic rights. Just 27% of Balochistani women attend

school, according to a UNICEF Pakistan report. Balochistan has the worst women's

education in the world. It makes one wonder if we live in a nation where laws are

unenforceable. The current Balochistani government must act to alleviate the country's

women's educational problems in order to demonstrate their abilities. It turns into a final

test of how the government handles women's education in the area.

Unfortunately, the majority of Balochistani families live in extreme poverty. They

hardly ever eat twice a day after putting in a lot of work. Families find it difficult to pay

for transportation in these situations, and the lack of local educational institutions

contributes to the dropout rate of children. The decline of educational and basic needs for
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women in particular has resulted in the denial of education in Khairabad, a remote region

in eastern Balochistan. There are a lot of women living in Khairabad. Sadly, only a very

small percentage of women are enrolled in educational programs, and the majority have

not been given the opportunity to receive an education. Sammi was a very motivated

student who lived in Khairabad. She was eager to continue her education after

matriculating and was ready to achieve her goals in life, but all of her hopes were dashed

when her parents couldn't afford to send her out of town to finish her education. As a

result, she gave up and became a victim.In addition to poverty and a lack of local

institutions, early marriage is a major factor in the dropout rate of girls from school. In

Balochistan, hundreds of girls are ruined by the fact that only 6% of girls aged 15 and

23% of women aged 20 are married. A report claims that Makran has the highest

percentage of early marriages (23 percent), followed by Nasirabad, which is second on

the list with 22 percent. Iqra, one of the victims of early marriage, had her educational

life destroyed by this disaster, which has yet to be stopped in the province.

In order to address the low literacy rates, gender inequality, and lack of

educational infrastructure in Balochistan, non-governmental organizations (NGOs) are

essential to the advancement of women's education. They set up schools in isolated

locations to guarantee access to education in places with little government funding.

NGOs challenge cultural norms that discourage girls' education by promoting awareness

of its value through advocacy campaigns. Scholarships and free school supplies are

examples of financial aid that helps families overcome financial obstacles. In order to

create a more welcoming and encouraging environment for girls, NGOs also concentrate

on training female teachers. Non-formal education programs, such as adult literacy and
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vocational training, allow women who missed formal schooling to gain necessary skills.

The region's low literacy rates, gender inequality, and lack of educational infrastructure

are all addressed by non-governmental organizations (NGOs), which are essential in

advancing women's education in Balochistan. In places where government resources are

scarce, they set up schools to guarantee access to education. Through advocacy

campaigns, NGOs challenge cultural norms that discourage girls' education and increase

awareness of its importance. Financial aid, like free school supplies and scholarships,

helps families overcome financial obstacles. In order to foster an environment that is

more welcoming and encouraging for girls, NGOs also concentrate on training female

teachers. Women who missed formal schooling can learn vital skills through non-formal

education programs like adult literacy and vocational training.

Literature Review:

Z. Muhammad revels the Challenges of Female Empowerment: The Role of NGOs in

Baluchistan. This article revels that women empowerment remains a significant challenge

in Baluchistan, due to entrenched socio-cultural norms, economic disparities, and lack of

education and healthcare. Previous studies have highlighted the crucial role of NGOs in

promoting women’s rights and empowerment in the region. This article shows that

patriarchal norms and cultural values restrict women’s participation in public life,
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education, and economic activities. Women dace significant barriers, including early

marriage, limited mobility, and lack of decision making power.2

A. Ahmad highlight in the article “The Role of NGOs in Pakistan Education”.

This article examines the current state of education in Pakistan and offers a

comprehensive analysis of non-governmental organizations (NGOs) working to improve

education in that nation. The results, which were obtained using a qualitative research

methodology, show that, generally speaking, and with particular reference to Pakistan,

the educational circumstances for the underprivileged have not significantly improved.

Given the continuous discussions among different stakeholders, including the

government, about the effectiveness of NGOs in the education sector, this study is

significant. Even though NGOs claim to have been successful, especially in Pakistan, this

study calls for more investigation to examine and validate their claims, indicating that

more study is necessary to determine the true effect of NGO work in the nation's

educational system. 3

A. Ishaq describes in the article “The Role of NGOs for Improvement of

Education System In Quetta Distric, Balochistan. Analyzing "The Role of Non-

Governmental Organization for Improvement of Education System in Quetta District, the

Capital of Balochistan" was the aim of this research project. The researcher selected the

survey approach. The researcher obtained responses from randomly chosen members of

the general public and representatives of non-governmental organizations (NGOs)

involved in the education sector by using random sampling from a targeted population.
2
Z. Muhammad. ” Role of NGOs in Educational Empowerment of Women (Case Study of Quetta District)
Balochistan Province: Pakistan”. Annual Journal. Vol. 05 . No. 07
A. Ahmad. “The Role of NGOs in Pakistan Education”. Journal of social science. V. 14.
3

No. 09
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Data was gathered through the use of the mixed research approach. The information was

gathered with the use of a questionnaire created especially for representatives of NGOs

and regular citizens. A simple sample of 100 people was chosen for the questionnaire.

After reviewing the responses, it was determined that while there are numerous NGOs in

the Quetta district that work to promote education, very few of them are well-known. The

government is in charge of matters pertaining to law and order. In order to allow more

people to work in the field, the registration process for NGOs shouldn't be too difficult. It

is essential to check and balance. The government and media must actively support

education. Propagating education and implementing additional reforms to education

policies are urgently needed. Therefore, it was suggested that stability and check be

implemented with the term of monitoring and evolution process may accelerate as a

dynamic force to stop over absenteeism within department. The study's findings may also

help the government, parents, and teachers develop strategies to further improve the

Quetta district's educational system. 4

T. Alam revels in his article Challenges of Female Empowerment: The Role of

Ngos in Balochistan. Non-governmental organizations (NGOs) are thought to be the main

provider of services to address sociocultural, environmental, and economic development

issues. The role of cross-sector partnerships in tackling sustainable development issues

was the focus of the United Nations' global sustainable development goals, or SDGs. The

study focuses on how NGOs, particularly the Balochistan Rural Development &

Research Society (BRDRS), a local organization, empower the Baloch community. Using

a quantitative research methodology, we carried out a cross-sectional survey in two

4
A. Ishaq. “The Role of Non-Governmental Organization for Improvement of Education System in Quetta District,
the Capital of Balochistan" International journal for Psychology. V. 23. No 14
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districts of the province of Balochistan to examine the role of NGOs among the recipients

of BRDRS education projects and programs in targeted communities.5

Z. Muhammad presents “Challenges of Female Empowerment: The Role of NGOs In

Balochistan “ Present review was centered around the difficulties of ladies strengthening and the

job of NGOs in Balochistan. Kalat, Nasirabad and Zhob divisions were purposively chosen.

Blended strategies were utilized. Site was chosen by utilizing multistage inspecting method.

Purposive and irregular testing procedures were applied to choose the respondents at 0.05

blunder rate.

Women's empowerment is crucial and a precondition for Balochistan's rural

development to be sustainable. By soffering basic education, self-employment vocational

training, legal assistance, women's protection, and self-awareness programs, NGOs play a

critical role in empowering them. NGOs operating in these regions, however, encounter

sociocultural obstacles. This essay's goal is to examine the function and difficulties faced

by NGOs in empowering women in Balochistan's rural areas. The snowball sampling

method was used to collect the data from the interview schedule. Twenty informants were

interviewed. The findings indicate that although few NGOs were active because of

sociocultural barriers, they are playing a significant role in empowering women in a

variety of fields in a challenging sociocultural environment. Two non-governmental

organizations were chosen to participate in the study.

5
4T. Alam. “Challenges Of Female Empowerment: The Role Of Ngos In Balochistan”. Pakistan Journal for
International Affairs. V. 04. No. 04
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K. Ajmal highlights “Higher Education in Balochistan: Status and Way Forward.

An individual's personal and professional development is significantly influenced by their

level of education. Without education, a society cannot advance or grow; this is just

wishful thinking. Primary, secondary, and post-secondary education—also known as

tertiary or higher education (HE)—are the three stages of the educational system that are

separated globally. HE is regarded as the final and most advanced level of formal

education. HE is a major game-changer that improves the nation's value system, civic

sensibility, and socioeconomic uplift while also increasing opportunities for gainful

employment. The HE of Balochistan continues to lag behind and is unable to provide a

path forward for the socioeconomic advancement of the Baloch people. The purpose of

this study is to discuss the issues and state of higher education in Balochistan and offer

policy recommendations. A thorough survey of the universities served as the foundation

for the methodology used in this investigation. A survey was distributed throughout the

province to the former Chancellor and Governor of Balochistan, the vice-chancellors of

the universities, and the former vice-chancellor of the University of Balochistan. The

study came to the conclusion that universities are having financial difficulties generating

enough revenue to meet their needs. 6

S. Rana highlights in her article “Social and Cultural Barrier to female Education in

Balochistan; an Assessment study with focus on district Pishin”. The informed contrast

from the uninformed as much as the living contrasts from the dead." We truly want to

look for training in order to understand and continue living. Schooling in its general sense

is a type of learning wherein

6
K. Ajmal .“Higher Education in Balochistan: Status and Way Forward”. Journal of Social
Science Review.2023. V. 03. N0. 04. Page 68-82
 18

theinformation, abilities, and propensities for a gathering are moved from

generationto generation educating, preparing or research. Character, brain, and character

development all depend on female training. Fairness in female training and orientation

are two important viewpoints; without success, we cannot achieve the anticipated

advancement. In Pakistan, many children are denied the right to receive an education, and

the state of proficiency, particularly for women, is depressing in Balochistan, where up to

70% of young women drop out of school. Balochistan has some of the lowest rates of

female literacy worldwide. The majority of girls are prohibited from receiving an

education. The literacy rate in Balochistan is 37%, significantly lower than both the

national average of 53% and the rates in the other three provinces of Pakistan. Due to a

lack of resources and cultural barriers, women in Balochistan are unable to receive an

education. In Balochistan, cultural barriers to female education are a significant problem.

Due to the lack of opportunities and numerous cultural barriers, women in Balochistan

have no expectations or aspirations.7

Statement of the Problem

The province of Balochistan, Particularly the rural areas of Muslimbagh is confronted

with a plethora of challenges that hinder the educational empowerment of women.

Despite the significance of education in promoting socio-economic development, women

in this region continue to face insurmountable barriers to accessing education. The

literacy rate among woman of Balochistan is alarming low, with a significant gap

7
S. Rana highlights in her article “Social and Cultural Barrier to female Education in Balochistan; an Assessment
study with focus on district Pishin”. Bi-Annual Research Journal “BALOCHISTAN REVIEW” ISSN 1810-2174
Balochistan Study Centre, University of Balochistan, Quetta. V. 07. No. 03
 19

between male and women rates. This disparity is further exacerbated by the scarcity of

educational institutions, particularly girl’s schools, in rural areas.

Significance of the Study

This study is significant because it contributes to the existing body of knowledge on the

role of NGOs in promoting women’s education in disadvantaged regions, particularly in

Balochistan. The findings of the study will inform policymakers, practitioners, and

stakeholders about the effectiveness of NGO led initiatives in promoting women’s

education in Muslimbagh. Furthermore, this study aims to contribute to the

empowerment of women in Balochistan, which is critical for promoting gender equality

and socio-economic development. Ultimately, this research seeks to provide insights into

strategies and initiatives that can improve educational outcomes for women

disadvantaged regions, thereby fostering sustainable development and contributing to the

achievement of the United Nations Sustainable Development Goals.

Research Objectives

1. To examine the impacts of NGOs interventions on increasing access to education

for women in Muslimbagh, Balochistan.

2. To investigate the strategies and programs implemented by NGOs to address the

socio-cultural barriers to women’s education in MuslimBagh.

3. To identify the challenges and opportunities faced by GNOs in sustaining

women’s education initiatives in Muslimbagh.

Research Questions

1. What are the challenges in the way of Women Education in Muslimbagh?

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2. What are the examine the impacts of NGOs interventions on increasing access to

education for women in Muslimbagh, Balochistan?

3. What are the strategies and programs implemented by NGOs to address the socio-

cultural barriers to women’s education in MuslimBagh?

4. What are the challenges and opportunities faced by GNOs in sustaining women’s

education initiatives in Muslimbagh?

Theoretical Framework

The Role of NGO is promoting women’s education in Baluchistan is crucial. A

theoretical framework combining Social Ecological Model (SEM) , Feminist theory and

Human capital theory provides insights. SEM examines individual, community,

organizational, and policy factor influencing women’s education. Feminist theory

analyzes power dynamics, gender roles, and social norms. Human Capital assesses

economic benefits.

RESEARCH METHODOLOGY

Research Paradigm

This study is grounded in the interpretivist paradigm, which assumes a constructivist

ontology and a subjectivist epistemology. This means that reality is perceived as socially

constructed and subjective, and knowledge is seen as being shaped by individual

experiences and perspectives. The study employs qualitative methodology, which is

consistent with the interpretivist paradigm.

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Research Design

A sampling of 10 women from Muslimbagh was conducted to understand

the challenges and opportunities faced by GNOs in sustaining women's

education initiatives in the area, and the findings were quite revealing. The

women, aged between 20 and 40, were selected randomly and interviewed in

person, sharing their experiences and perspectives on girls' education in

Muslimbagh. They highlighted the significance of education in empowering

girls and women, but also spoke about the numerous challenges that hinder

their access to quality education. One woman, Fatima, said "Education is

key to empowerment, but many girls in our area are denied this right due to

various reasons such as poverty, lack of schools, and societal pressures".

Another woman, Gulshan, added "We need more schools and qualified

teachers to provide quality education, but the current infrastructure is

inadequate and the teachers are not well-trained". The women also

emphasized the importance of community engagement and support, stating

that without the involvement of the community, it's difficult to make a

lasting impact. As one woman, Nazia, said "If the community is not

involved, it's difficult to make a lasting impact, because they are the ones

who can provide the necessary support and resources to sustain the
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education initiatives". The women also spoke about the need for GNOs to

provide resources and funding to build schools, provide educational

materials, and support the education of girls. As one woman, Saima, said

"We need resources to build schools and provide educational materials, but

also to support the education of girls who are from poor families and cannot

afford to pay for their education". The women shared their own experiences

of struggling to access education, with one woman, Shazia, saying "I had to

walk for hours to reach school, but it was worth it, because education has

changed my life and given me a sense of purpose". The women were

unanimous in their opinion that education is essential for girls'

empowerment, and that it's the only way to break the cycle of poverty and

inequality. As one woman, Tahira, said "Education is the only way to break

the cycle of poverty and inequality, because it gives girls the knowledge,

skills, and confidence to make informed decisions about their lives and to

become independent". The women appreciated the efforts of GNOs in

promoting girls' education, but emphasized the need for sustained efforts to

create a lasting impact. As one woman, Uzma, said "GNOs are doing a great

job, but more needs to be done to address the root causes of the challenges

faced by girls in accessing education, and to ensure that the education

initiatives are sustainable and effective". The women's voices and

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perspectives are essential in shaping the education initiatives in

Muslimbagh, and their stories and experiences highlight the challenges and

opportunities faced by GNOs in sustaining women's education initiatives.

Overall, the sampling provided valuable insights into the challenges and

opportunities faced by GNOs in promoting girls' education in Muslimbagh,

and emphasized the need for a multi-faceted approach that involves the

community, GNOs, and the government to create a lasting impact.

Data Collection

Data collection involves primary and secondary methods. Primary data is collected

through 20-25 in-depth interviews with artisan’s entrepreneurs, and officials, 4-5 focus

group discussions, with local communities, and participant observations at local markets

and production sites. Secondary data is obtained through document analysis of

government’s report and industry studies, and a literature review of existing research.

Data collection tools includes interviews guides, focus group guide, observation

checklists.

Delimitation of the Study

The current study is delimited to the role of NGOs in promoting women’s education in

Muslimbagh, Balochistan. The study focuses especially on the initiatives and strategies

employed by the NGOs to promote women’s education in the region.

Organization of the Study

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1st Chapter. challenges in the way of the women education in Muslimbagh, Balochistan

2nd chapter impacts of NGOs interventions on increasing access to education for women

in Muslimbagh, Balochistan.

3rd chapter strategies and programs implemented by NGOs to address the socio-cultural

barriers to women’s education in MuslimBagh

4th chapter challenges and opportunities faced by NGOs in sustaining women’s

education initiatives in Muslimbagh?

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Chapter 01. Challenges in the way of the women education in

Muslimbagh, Balochistan

1.1 Cultural and Social

Cultural and social barriers pose a significant obstacle to women’s education in

Muslimbagh, Balochistan. The region’s traditional and patriarchal norms often view

women’s roles as limited to domestic responsibilities, such as childcare and household

chores. The mindset can lead families to poetize boy’s education over girls, as boys are

seen as a future breadwinners. The concept of purdah may restrict women’s mobility and

interactions outside the home, making it difficult for them to access educational

institutions. The pressure to conform to traditional expectation can result in women

being forced to drop out of school or abandon their educational aspirations altogether.

These cultural and social barriers are deeply ingrained and can be concerted effort from

families, communities, and policymakers to promote a culture that values and supports

women’s education.

1.2 Limited Access to Schools

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Limited access to schools is a significant challenge to the women’s education in

Muslimbagh, Balochistan. The region’s rugged terrain, scattered population, and lack of

infrastructure make it difficult to establish and maintain schools, particularly in rural

areas. Many villages lack schools altogether, forcing students to travel long distances to

access education. Even when schools are available, they may be poorly equipped,

classrooms, toilets, and clean water. This can create an environment that is not conducive

to learning, particularly for women who may already be hesitant to pursue education due

to cultural or social pressures. The limited number of schools and educational institutions

in the region means that there are often not enough seats available for all students,

leading to high dropout rate and low enrollment rates for women.

1.3 Poverty and economic Constrains

Poverty and economic constrains are significant barriers to women’s education in the

region. Many families in the region struggle to make ends meet, with limited income and

resources. In such situations, education is often as a luxury that families cannot afford.

Girls are often expected to contribute to the family income by working as domestic

helpers, agricultural laborers, or in other informal sectors. This not only deprives them of

the opportunity to attend school but also perpetuates the cycle of poverty. The cost of

education comprises of expenses such as uniforms, books and transportations, can be

prohibitively for many families. As a result families may be forced to poetize the

education of their sons over their daughters.

1.4 Transportation

Transportation refers to the movement of people, goods, or services from one place to

another place. Transportation issue pose a significant challenging to th women

 27

education in the region. The region rugged terrain, lack of infrastructure and limited

public transportations options make it difficult for women to school and universities.

Many of them have to walk long distance or rely on private transportation, which can

be expensive and unreliable. The lack of safe secure transportation options can

expose women to risk such as harassment, kidnapping, or other forms of violence.

This can discourage women from pursuing eduction particularly in rural aras where

transportation options are scarce.

1.5 Security Concern

Security concern is a major obstacle to women’s education in the region. The region has

experienced a history of instability, insurgency, and terrorism, which has created a

climate of fear and insecurity. Women in particular are vulnerable to violence,

harassment and intimidation, which can prevent them from attending school or pursuing

higher education. The threat of kidnapping acid attacks, and other forms of violence can

be particularly daunting, causing women to drop out of school or abandon their

educational aspirations altogether.

1.6 Lack of Female Teachers and Role Model

The lack of female teachers and role of model is a significant challenges to women’s

education in the region. The security of female educators can make it difficult for girls to

relate to their teachers and feel comfortable in the learning environment. Female teachers

can serve as positive role model inspiring and motivating girls to pursue their educational

goals. However in many schools in the region female teachers are underrepresented or

absent altogether.
 28

The absence of female role models can have far reaching consequences

perpetuating a lack of representation and visibility for women in education. This can

make `it more difficult for girls to envision themselves in educational leadership roles,

reinforcement of negative stereotype and biases against omen’s education. To address

this challenge, it is essential to recruit and train more female teachers as well as provide

opportunities for women to take on leadership roles in education.

1.7 Limited Educational Resources

Limited educational resources are a significant challenge to women’s education in the

region. Many schools sin the region lack basic facilities such as classrooms, desks, chairs,

and toilets. The security of educational materials. The limited availability of educational

resources can also affect the quality of education provide to women. Outdated textbooks

in adequate teacher training and insufficient educational technology can all contribute to

a sub per learning environment. Moreover the lack of resources can lead to a narrow

curriculum that fails to provide women with the skills and knowledge necessary tgo

compete in the modern job market. Addressing these resource challenges is essential to

improving the quality and accessibility of education for women in the region.

1.8 Early Marriages and Family Pressures

Early marriage and family pressure are significant challenges to women education in the

region. In many cases, girls are force to drop out school to get married, often at a very

young age. These not only deprives them of their right to education but also exposes them

to health risks associated with early marriage and childbearing. Family pressures can also
 29

be intense, with girls often being expected to priorities domestic responsibilities over

education.

The impact of earlyt marriges and family pressure on women’s education can be

long lasting and far raching. Girls who are forece to drop out of school may never have

the opportunity to return, and their educational and economical prospects may be several

limited. Moveover , the perpectuation of early marriages and family pressures can

reinforcve negative attitudes towards women’s education, making it even more

challenging for girls to access educational opportunities. Addressing these challenges

require a comprehensive approach that involves family, communities, and policymakers.

 30

Chapter 02. Intervention of NGOs in Increasing Access to

Education in Muslimbagh, Balochistan

1. Establishing of Girls School

The establishment of girl’s schools is a crucial intervention by NGOs in increasing

access to education for Muslimbagh. These schools provide a safe and conducive

learning environment for girls, allowing them to pursue their educational goals

without fear of harassment or intimidation. By establishing girls schools, Ngos help to

address the shortage of educational facilities for girls in the region.

The establishment of girl’s schools also helps to promote girl’s education and

challenge traditional attitudes and stereotypes that discourage girls from pursuing

education. By providing girls with access to quality education, NGOs can help to

empower them and promote their social and economic development. The

establishment of girls schools can also help to promote community engagement and
 31

participation in women’s education, ensuring that education is valued and supported

by the community.

2. Scholarship Programs

NGOs offer scholarship programs to supporting female’s education in the region.

These programs provide financial assistances to girls who cannot afford to pursue their

education due to economic constrains. Scholarship programs help to reduce the dropout

rate of girls and encourage them to pursue higher education. By providing scholarships,

NGOs can help to level the playing field and provide girls with equal opportunities to

succeed.

Scholarship programs also help to the promote girl’s education and empower

them to become active participations in their communities. By supporting girls education,

NGOs can help to challenge traditional attitudes and stereotypes that discourge female

from pursuing education. Scholarship programs also helped to promote community

engagement and participation in women’s education, ensuring that education is valued

and supported by the community.

3. Teacher Training

NGOs provide teacher training programs to improve the quality of education and enhance

teacher’s in teaching girls in the region. These programs focus on developing teacher’s

pedagogical skills, subject knowledge, and classroom management techniques. By

providing teacher training, NGOs help to promote the learning outcomes of female and

increase their chances to success in education. Teacher training programs also help to

improve the learning. Teacher training programe aso help to promote gender sensitive
 32

teaching practices and challenge traditional attitudes and stereotypes that discourage

teachers to be more supportive and inclusive, NGOs more conducive learning

environment for girls.

4. Community Engagement

Community engagement is a vital aspect of increasing access to education in the

region. NGOs engage with local communities to raise awareness about the

importance of education and involve them in the education process. This helps build

trust between NGOs local communities, and stakeholders. The objective of

community engagement include promoting ownership and accountability among

community members, addressing cultural barriers and misconceptions about

education, and mobilizing resources. To achieve these such as conducting community

meetings, establishing community based communities engaging with local leaders,

and organizing community events.

By engaging with local communities, NGOs can ensures that education initiatives

are context-specific effective and sustainable. Community engagement also helps

NGOs to identify and addressing the specific need and challenges of the community,

ultimately leading to improved education outcomes for children especially giorls in

Muslimbagh.

5. Infrastructure Development Educational Materials and Resources

Infrastructure development is a critical aspect of increasing access to education in

Muslimbagh, Balochistan. NGOs contribute to the development of school

infrastructure, including the construction of classrooms, toilets, and boundary

walls. This helps crease a safe and conducive learning environment for children.
 33

The lack of poor infrastructure is a significant barrier to education in

m,any parts of Balochistan. NGOs address this issue by providing funding and

technical expertise to construct and renovate schools. This not only improves the

physical learning environment but also reduce dropout rates. By investing in

infrastructure development, NGOs can help ensure that school in Muslimbagh are

safe, accessible, and equipped to provide quality education. This turn improve

education outcomes, ioncrease opportunities for children and contribute to overall

development of the region.

6. Girls Empowerment

According to its socioeconomic standing, Baluchistan is Pakistan's least developed

province (Javaid, 2010). Baluchistan has a greater rate of poverty than Pakistan overall,

according to statistics, with over half (58%) of the population living below the poverty

line. In addition, its literacy rate is the lowest at 29.81 percent, whereas the national

average is 39.69 percent. In Baluchistan, women face several forms of discrimination in

the political, social, cultural, and economic spheres. The Aurat Foundation research states

that there were 187 incidents of violence against women in Baluchistan in 2014, up from

151 occurrences in 2013 (Notezai, 2015).Women have a lack of access to healthcare

services, sometimes as a result of local medical centers not being available to them, and

other times as a result of a shortage of medical professionals with the necessary training

and equipment. Maternal mortality in Baluchistan is 785 per 100,000 live births, which is

a sign of their appalling situation given that the national figure is between 276 and 280

deaths per 100,000 live births (Hanif and Qazi, 2012). The same is true for women's

education, where the overall literacy rate in Baluchistan is 26.6%, with 36.5% of the
 34

population being men and 15% being women (PDMA, 2012). In rural areas, where

female literacy is only 2% compared to 26% of the province, the situation is even worse

(Notezai, 2015). In general, very few women engage in formal income-generating

activities. Even though these tasks are categorized as household or family work rather

than paid labor, women do participate in daily household chores, agricultural work, and

livestock care.

On the other hand, some women also work as traditional embroidery artists, but their

income is reduced because they must rely on middlemen to get their goods into city

markets.

NGOs provide education materials and resources to support the learning process in

Muslimbagh. This includes textbooks, stationery, digital equipment and other educational

items. By providing these resources NGOs help that students have access to education

they need to succeed in school.

The lack of educational materials and resources are a significant challenge facing

many schools in the region. NGOs address this issue by providing funding and

support to procure and distribute educational materials. This can include establishing

libraries, providing teacher training programs. By providing educational materials and

resources, NGOs help to improve the quality education in Muslimbagh. This could

lead top better learning outcomes, increased student engagement, and improved

teacher morals. Ultimately, providing education materials and resources is an

essential steps is supporting the educational development of children in the region.

7. Educational Materials
 35

NGOs implement girl’s empowerment programs to promote women’s education and

empowerment in the region. It has been established that education is essential to all facets

of society and the sole means of advancing as a person or as a country.

Education has a favorable effect on people's attitudes and conduct in general, in addition

to altering the respondents' present patterns of behavior. Although Quetta, the capital of

Balochistan, is more advanced and developed than other parts of the country, its rural

areas still lack access to essential healthcare and educational resources. In order to

improve the situation, NGOs have begun working here, and they have had considerable

success improving the district's basic education system. It was difficult to advance in

Balochistan's traditional tribal areas, particularly in the area of women's education.

Although they dislike their ladies leaving the house, they labor in these areas with great

enthusiasm and dread, which raised doubts about the final outcome. Without a sure,

NGOs' work is like walking on a tightrope, yet they performed their duties well.

In order to improve the economic, social, and cultural circumstances of entire

communities, integrate them into the national life, and allow them to fully contribute to

the advancement of the country, the United Nations defines community development as

the process through which the efforts of the people themselves are combined with those

of governmental authorities (United Nation 1956). Community empowerment,

community engagement, and community capability are the phrases used to describe the

idea of community development (Jones, 1982). Thus, there are two primary components

to the community development process. The first is the people's own involvement in

efforts to improve their standard of life while relying as much as possible on their own
 36

initiative, and the second is the delivery of social and technical services in ways that

encourage initiative.

8. Parents Teachers Association:

Parent’s teacher association play a vital role in promoting education in Muslimbagh.

NGOs establish and support P[TAs to foster collaboration between parents teachers and

the community. This partnership helps to promote a culture of education and ensure that

parents are actively involved in their children’s educational journey. PTAs provide a

platform for parents and teachers to discuss issues related to education, share concerns,

and identify solution. Regular meetings and open communication help to build trust and

strengthen relationships between parents, teachers, and approach enables PTAs to address

specific challenges and develop targeted outcomes.

One of the primary objectives of PTAs is to promote parental involvement in

education. By engaging parents in the educational process. Help to enhance parental

awareness about the importance of education, improve parental teacher communication,

and enhance parental participation in school activities. This in turn can lead to improved

students outcomes, increased students motivation, and better academic performance. It

also plays crucial role in mobilizing community resources and support for education. By

leveraging community networks and partnerships, and volunteer support for education

initiatives. This community led approach enables PTAs to respond to specific educational

needs and development context-specific solutions that ae trilored to the local community.

In the region PTAs have the potential to make a significant impact on educational

outcomes. By fostering collaboration, promoting parental involvement and mobilizing

 37

community resources, PTA help to create a supportive and inclusive educational

environment that benefits all students.

Chapter 03. Strategies and programs implemented by NGOs to

address the socio-cultural barriers to women’s education in

Muslimbagh

1. Community Engagement:

The customary methodology of displaying family on the premise that its individuals'

inclination can be sorted by single utility capability, has been tested in late years.

Presently the utility capability of the family models integrates difference and,

surprisingly, clashing inclinations among the relatives. This paper is an endeavor to

distinguish this intra-family relationship among its individuals and its impacts on

youngster tutoring. This study is explicitly intended to take a gander at the impacts of a

mother's dynamic power on her kid's tutoring. This aggregate model of the family is

investigated by utilizing the Expectation for everyday comforts Estimation Review

 38

information of Pakistan (PSLM from now on). The groundwork of the paper depends on

the aggregate family model methodology utilizing information of Pakistan. Despite the

fact that Amin (1995) and Hakim and Aziz (1998) have dismissed the aggregate model

methodology for Pakistan. In light of the predominant

conventional and social standards that confine ladies' situation in the family and the male

head considered as the family leader, they contend that it is sensible to expect that the

unitary model overwhelms in Pakistan. Be that as it may, as in late years Pakistan has

encountered a few changes in ladies' jobs both inside also, outside family. Understanding

the reality, Hou (2011) utilizing the PSLM information of 2005 has dismissed the

presence of unitary model for Pakistan. Hou (2011) has analyzed the impact of ladies

dynamic power on the financial plan share, caloric admission and kids' school enlistment.

He figured out that when ladies have more dynamic power at home, family will in

general spend more on

ladies' favored products like apparel, training, non-grain things and kids' schooling

especially young ladies who are bound to be signed up for the school. Globally proof

proposes that when ladies have more direction power they spend more on food. For

instance; Hoddinott and Haddad (1995) observed that ladies' pay is decidedly connected

with food things while adversely connected with liquor and cigarettes. Nonetheless,

Lancaster et.al., (2006) dealing with an Indian informational collection figured out that

the financial plan offer and ladies' independent direction power is U-shape. Basu (2006),

utilizing a hypothetical structure of intra-family model, predicts that assuming that a lady

has more dynamic power she will have admittance to a more prominent portion of the

pay delivered by kids and subsequently may benefit from kid work. School enlistment
 39

could consequently decline because of expanded kid work. Maitra and Ranjan (2006)

tracked down that, in South Africa, there is no obvious proof that the personality of pay

workers influences family uses; and Felkey (2005) proposes that, in Bulgaria, the

relationship between ladies' bartering power and family prosperity is nonlinear and non-

monotonic

2. Cultural Sensitivity Training

Balochistan's geostrategic area and social variety makes the region an alluring

refer to for students of history and anthropologists. The hilly territory has etchings

of stone-age. While hints of Paleolithic culture have likewise been found in the

Territory. Brahuis, the old occupants of the area have a place with the Mehrgarh

Civilization. Balochistan has likewise been home to Greek and Mongol pioneers.

With a broadened set of people, the Baloch society can be envisioned as vivid

mosaic. It can possibly change its broadened character into strength, and

subsequently requires deliberate endeavors from commonplace and government

arrangements, as needs be. It is accepted that offered equivalent chances, the

Baloch public can advance better. Balochistan is the biggest region of Pakistan.

The Region has an area of 347,190 square kilometers (around 44% of all out

geological area of Pakistan). The region populace is four for every central of all

out populace of the country. Geologically, Balochistan is decisively found, having

Iran and Afghanistan on the West and Southwest; Khyber Pakhtunkhwa and

Punjab on the North and Upper east and Sindh, Middle Eastern Ocean and Persian

Bay along the South.3 Balochistan is land-connected with every one of the three
 40

regions and furthermore has borders with Iran and Afghanistan.4 Territorially,

Balochistan's geographic vicinity with Iran and

Afghanistan is a connection for Pakistan to contact Focal Asia and Center East.

3. Religious Leaders' Engagement

Along the significant thruways the nation over, madressahs, mosques and other of all

shapes and sizes designs of different strict groups are a typical sight. From Karachi to

Torkham, Islamabad to Gilgit and Peshawar to Kotri, the spread of strict organizations is

a noticeable sign of the strict ethos in the country. However, the compositional balance of

madressahs, mosques and strict focuses likewise focuses to the presence of strict powers

that are working to make a sort of public union.

The principal recipient of strict standardization is a significant fragment of the lower pay

gatherings. In Punjab, this peculiarity has currently fundamentally changed social

designs, and a comparable change is likewise in progress in Sindh. Presently, similar to

the remainder of the nation, such designs are progressively growing up along the

significant roadways and between locale streets in Balochistan. Be that as it may, the

instance of Balochistan is an additional complicated one in many regards. Fast

urbanization in pieces of Balochistan and a developing working class can be considered

essential variables behind developing legalism in the region. The Baloch abroad

specialists in Center Eastern nations, as well as Omani and Iranian impacts in the seaside

and lining locales, have additionally calculated in to change the financial texture of the

area. Enveloping this is the state's bigger religion-arranged public attachment project,

which characterizes Pakistan's philosophical establishment in strict terms and places strict
 41

personality over any remaining characters including ethnic. The verifiable cycles of

Islamification of the state and society substantially demonstrate that.

4. Women's Empowerment Programs

The point of this study was to break down the effect of a select example of ladies'

monetary strengthening projects, led by NGOs, on ladies' status in the territory of

Baluchistan, Pakistan. For this reason three NGOs were chosen, Water Climate and

Sterilization Society (WESS), Reinforcing Participatory Association (SPO) and

Baluchistan Rustic Help Program (BRSP). Information were gathered from those areas of

Baluchistan where these NGOs were executing their financial strengthening projects. The

review used a blended techniques (subjective and quantitative) approach and remembered

for profundity and overview interviews. In the primary stage 6 top to bottom meetings

were directed with supervisors from three NGOs. In the subsequent stage, the review

talked with was completed with 60 ladies members of three ventures, while follow-up top

to bottom meetings were led with 6 ladies members chose from those all around

overviewed. Topical examination was utilized in application to both the quantitative and

the subjective exploration information. A thought of speculations of man centric society

illuminates this proposition, yet on account of Baluchistan, male centric command over

ladies is exacerbated, with regards to political unsteadiness and the corruption of

foundation to design ladies' strengthening (and debilitation). Subsequently, the hypothesis

of diversity is utilized, to help with grasping the impact of those meeting factors on

ladies' status. The contention progressed is that these activities have absolutely been

compelling in carrying little contrasts to ladies' lives. The methodologies utilized by

NGOs were successful to the extent that they empowered ladies' cooperation. Ladies
 42

accomplished the situation with acquiring part at home and were engaged with the

decision making of issues relating to home and kids. They likewise achieved the self-

assurance, upgraded their long range interpersonal communication and got a feeling of

responsibility towards the assets they got from the undertakings. It should be noted,

notwithstanding, that even subsequent to partaking in the tasks, ladies were bound by

male centric limitations as a large portion of them were confined to their homes. The

feeling of strengthening accomplished by ladies depended on the NGOs endeavors, but at

the same time was the consequence of ladies' comprehension own might interpret what is

going on and self-assurance. This should be possible when ladies recognize their

shortcomings in the common social design, and ability to utilize their assets and

accessible chances to make their own specific manner towards strengthening.

5. Education and Economic Empowerment

Schooling enables individuals and makes them mindful of their privileges. It makes them

monetarily more useful and prosperous. During the period of subjection as well as the

slaves were precluded from getting instruction since an informed individual wouldn't

acknowledge an existence of subjugation and rise and battle for or her freedoms. At the

point when Belgium colonized African nation of Congo, it rigorously precluded the local

populace from obtaining any type of perusing and composing abilities. In the event that a

local area disregards the significance of getting schooling or doesn't take instruction of its

kids with the earnestness that it merits, which is adding to its own subjection and

hardship. Human resources is one of the main determinants of financial development.

Human resources is how much ability typified in the work force and is regularly

estimated by how much training and preparing. It is by and large grasped that better
 43

taught and prepared laborers can deliver a larger number of labor and products in an hour

than those of less taught furthermore, prepared laborers. An expansion in human

resources, for example expansion in schooling and preparing implies that a similar

amount of work input becomes

fit for creating more result. The nations that have knowledgeable populaces are for the

most part more extravagant than the nations that have less taught populaces. The

proficiency rates and nature of instruction have never been great in Balochistan, however

the school system has totally imploded during the most recent couple of many years. A

huge number of kids, especially in the country areas of Balochistan, are growing up

without an chance to go to class and with no expectation for a superior future. The goals

of monetary development and worked on day to day environments for the individuals of

Balochistan can't be accomplished without a significant venture in human resources.

6. Addressing Early Marriage

In 2017-18, around 5.7 percent of ladies matured 20-24 years revealed being hitched

before 15 years, and 21.7 percent were hitched prior to arriving at the age of 18 yearsin

Sindh. Various reports propose that the number of cases detailed in the media and to the

police have been on the ascent starting around 2015, in spite of the proclamation of the

Sindh Kid Marriage Limitation Act, 2013. Sindh is the main area in Pakistan to have set

18 years as the base period of marriage for the two young ladies and young men, and has

as of late.

officially perceived the issue of kid marriage as a component of the bigger kid insurance

plan . However various reports and specialists in the area proposethat the execution of

regulation remaining parts frail, and emotionally supportive networks are lacking in
 44

answering completely to the scope of issues that are introduced, contingent upon the

conditions under which such a marriage has been contracted. Information and bits of

knowledge talked about in this report additionally to some extent support the possibility

that, up until this point, the youngster marriage regulation in Sindh essentially affects its

commonness. The cyclic different marker group overview (MICS) directed and

distributed as of late by the Unified Countries Youngsters' Asset and the Sindh

government likewise obviously shows that regardless of the presence of a committed

regulation as of 2013, the revealed commonness of young lady kid marriage in Sindh rose

by 1.3 percent for young ladies wedded under age 15 and by 2.2 percent for young ladies

wedded before the age of 18 years, somewhere in the range of 2014 and 2018-19. The

drivers behind young lady kid marriage are profoundly mind boggling, unique and

interlinked. Understanding the

broadness and profundity of powers that drive, trigger and keep up with the training are

critical to decreasing and eventually finishing the training, as a feature of the worldwide

plan to accomplish orientation fairness and enable all ladies and young ladies (Target 5.3)

of the Practical Improvement Objectives

 45

Chapter 04. Challenges and opportunities faced by GNOs in sustaining

women’s education initiatives in Muslimbagh.

1: Cultural and Social Barriers

Cultural and social barriers are significant challenges faced by GNOs in Muslimbagh

These barriers limit girls' access to education and restrict their participation

In some cases, girls are forced to drop out of school due to family pressure

Or they may be married off at a young age, ending their education

GNOs must work to change these cultural and social norms

 46

By engaging with local communities and raising awareness about the importance of girls'

education

They must also provide support to girls who are facing these barriers

And work to create a safe and inclusive learning environment

This can be achieved through community-based programs and advocacy efforts

GNOs can also partner with local organizations to amplify their impact

And provide training and resources to teachers and community leaders

To help them address these cultural and social barriers

And promote girls' education in Muslimbagh

2: Limited Resources and Infrastructure

Limited resources and infrastructure are significant challenges faced by GNOs in

Muslimbagh Many schools in the area lack basic facilities such as classrooms, toilets, and

clean water GNOs must work to address these infrastructure gaps By providing funding

and support for school construction and renovation They must also provide resources

such as textbooks, uniforms, and educational materials To help girls access quality

education and achieve their full potential GNOs can also partner with local government

and private sector organizations. To leverage resources and expertise and amplify their

impact

And provide training and capacity-building programs for teachers and school

administrators. To help them improve the quality of education and address the needs of

girls GNOs can also advocate for policy changes and increased funding for girls'

education
 47

To help address the root causes of these challenges and create a more sustainable solution

And promote girls' education in Muslimbagh. And help girls achieve their full potential

3: Security Concerns and Conflict

Security concerns and conflict are significant challenges faced by GNOs in Muslimbagh

The area has experienced periods of instability and violence

Which have disrupted girls' education and limited their access to schools

GNOs must work to address these security concerns and create a safe learning

environment

By providing support to girls who have been affected by conflict and violence

And working to create a culture of peace and tolerance in the community

GNOs can also partner with local organizations and government agencies

To provide security and protection to girls and schools

And advocate for policy changes and increased funding for girls' education

To help address the root causes of these challenges and create a more sustainable solution

And promote girls' education in Muslimbagh

And help girls achieve their full potential

GNOs can also provide counseling and psychological support to girls who have been

affected by conflict and violence

4: Lack of Community Engagement and Support

Lack of community engagement and support is a significant challenge faced by GNOs in

Muslimbagh. Many community members may not see the value of girls' education
 48

Or may not be aware of the benefits it can bring to their daughters and the community

GNOs must work to engage with local communities and raise awareness about the

importance of girls' education. By providing information and resources to community

members. And involving them in the planning and implementation of education

initiatives

GNOs can also partner with local organizations and community leaders

To amplify their impact and create a sense of ownership and responsibility

Among community members for girls' education. And provide training and capacity-

building programs for community leaders and members. To help them promote girls'

education and address the needs of girls. GNOs can also advocate for policy changes and

increased funding for girls' education. To help address the root causes of these challenges

and create a more sustainable solution

5: Limited Access to Technology and Digital Resources

Limited access to technology and digital resources is a significant challenge faced by

GNOs in Muslimbagh. Many schools in the area lack access to computers, internet, and

other digital resources

Which can limit girls' access to quality education and restrict their opportunities

GNOs must work to address these technology gaps

By providing funding and support for technology infrastructure and digital resources

They must also provide training and capacity-building programs for teachers and students

To help them use technology effectively and improve the quality of education

GNOs can also partner with local organizations and private sector companies

To leverage resources and expertise and amplify their impact

 49

And provide access to online educational resources and platforms

To help girls access quality education and achieve their full potential

GNOs can also advocate for policy changes and increased funding for technology and

digital resources

To help address the root causes of these challenges and create a more sustainable solution

Conclusion

In twentieth 100 years, the Non-administrative Association traded the amount of issues to

its replacement concerning social regions. Perhaps among those the most irreplaceable

work is "The job of NGOs in the field of schooling arrangement. Schooling has the

imperative weapon that changed the pattern and impacts the predetermination of people
 50

and society overall. The region in the time of risk a nearly low degree of social

accomplishments, for example, more terrible correspondence design, minimal human

records, chronic weakness state of networks, low instruction level among masses, low

human marker, squat financial turn of events and hopeless physical framework. Without

an uncertainty, separation, biological fragility and geological variety may be seen as

pivotal the term of advancement in the area. Various examination studies uncovers that

seventy of the majority either country or metropolitan can't bear to send their posterity

for quality schooling at region level. Schooling assumes an extremely huge part in each

one's life. It is a common freedom and a fundamental apparatus for accomplishing equity

as indicated to give the learning domain like information, abilities attributions and

perspectives toward expected recipients to still up in the air objectives of schooling.

Nearly, Balochistan viewed as the biggest region of the country (roughly over 43%) in

general land masses. With the term of monetary and social improvement the area has

appears to scaring issues and difficulties. The territory has the terrible financial markers

when contrasted with different territories of Pakistan and has very levels of destitution

presence, squat instructive design and irrelevant industrialization. The test to monetary,

political, ecological, social and monetary extension (counting instructive change)

endeavors gets more perplexing by the expansive based and bilingual populace. Getting

training has central right of each and every human by the same token male or female.

Training has the indispensable weapon that adjusted the human conduct as significant

precise pattern. With regards to Balochistan

region job of schooling in the advancement cycle has different facts and items of

common sense. Non-Government Associations (NGOs) have been considered as the

 51

central member in the arrangement of administrations to address the monetary, ecological

and socio-social formative issues. Joined Countries worldwide supportable advancement

objectives (SDGs) centered the job of organizations between various areas in tending to

reasonable improvement issues. The review centers around the job of NGOs particularly

the neighborhood association called as Balochistan Rustic Turn of events and Exploration

Society (BRDRS) in engaging local area in Balochistan. We directed a cross-sectional

review in two locale of Balochistan region to explore job of NGOs among recipients of

BRDRS schooling undertakings and projects in centered networks by following the

quantitative examination approach. By utilizing proportionate arbitrary inspecting

strategy, 400 respondents were chosen out of the all out recipients. The outcomes

demonstrated critical relationship between BRDRS instructive tasks (for example

Orchestrating Understudies Openness Visits, Directed Discourse Contests, Organizing

Enlistment Missions, Redesign of the Schools, and Follow-up Component to Schools)

and level of fulfillment among the recipients. The review suggests that administration

ought to likewise be involved to work on the strategy and make a steady and helpful

climate through organizations in the training area with NGOs for the economical local

area improvement. It has been affirmed that instruction has got basic spot all aspects of

society and best way to advance as an individual or a country. Instruction not just

changes the ongoing way of behaving of the respondents yet additionally mirror the

positive effect in general disposition of the human conduct. Quetta is the capital of

Balochistan and relatively well

created and moderate than different areas of Baluchistan yet its field are denied of

essential schooling and wellbeing offices. So NGOs have begun working once again here
 52

to improve circumstance and they are very effective to upgrade the fundamental school

system in the area. In a circumstance of conventional ancestral area of Balochistan, it was

difficult to move ahead particularly in the field of ladies schooling. They could do

without their ladies out of houses but working in such regions with a great deal of dread

and enthusiasm, the great outcomes were in uncertainty which came positive eventually.

No question crafted by NGO laborers resemble strolling on rope however they did their

work very well.

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Books

“The Role of NGOs in promoting Education in Balochistan “ by S.H Shah, Karachi:

Oxford University Press 2019.

“NGOs and women’s Education in Balochistan: A study of their impact”. By R.H. Khan,

Lahore: Vanguard Books. 2020

“ Women’s Education in Balochistan” by M.A.Khan , Islamabad: National Book

Foundation, 2020