Single-Sex Education Sytem

Acknowledgement

First and foremost, we thank Almighty ALLAH for bestowing us with good health and confidence to complete and put efforts to our project. Working on the above stated topic was a source of gaining knowledge and a great opportunity for us. However, any assignment demands the help of any conversant person who helps in completion of project. So, we would like to express our deep sense of gratitude to out instructor “Ma’am Sana Ashraf Chatha” for her stimulating guidance, continuous encouragement and supervision throughout the course of work. We would also like to thank every single person out there and specially the students of IBA, Punjab University who helps us in conducting our surveys. Their contributions and valuable time and energy are sincerely appreciated and highly encouraged.

Abstract

The main objective of the present paper is to point out and observe the social acceptability as well as mental adaptability towards co-education by time. The data was collected by youngsters and the people with no practical concept of co-education system. Our findings from survey showed a comparatively positive and healthy outlook of people regarding mixed-sex education. However, the word comparative is being used here to highlight the factor of some critics who are still holding the conservative view about co-education that it creates immodesty and prevails blotted moral character among girls. Overall the survey creates a positive and encouraging statement about co- education that all these limited factors regarding it are no truth and are baseless. It is the need of hour and should be prevailed and supported in society. KeyWords: Co-education, single-sex education system, conservative mentality, co- operative environment, healthy outcomes.

The main objective of the present paper is to point out and observe the social acceptability as well as mental adaptability towards co-education by time. The data was collected by youngsters and the people with no practical concept of co-education system. Our findings from survey showed a comparatively positive and healthy outlook of people regarding mixed-sex education. However, the word comparative is being used here to highlight the factor of some critics who are still holding the conservative view about co-education that it creates immodesty and prevails blotted moral character among girls. Overall the survey creates a positive and encouraging statement about co- education that all these limited factors regarding it are no truth and are baseless. It is the need of hour and should be prevailed and supported in society. KeyWords: Co-education, single-sex education system, conservative mentality, co- operative environment, healthy outcomes.

Recommendations

As when education become more structured and formal, western culture and civilization initiates the concept of elementary education, regardless of sex i.e. co- education. This practice is now being widely spread all over the world which also includes Muslim countries. The idea of co-education supports the concept of polishing and improving the personality of students. This helps them becoming more prepared for real-life situations in comparison to the students of single-gender settings that are less prepared, nervous and mostly uneasy.

However, as a matter of fact, not all the people deliver an optimistic response to this idea due to their previous ancient cultural perspectives. For this very reason, the educational journey of most of the females got terminated. This all takes place due to the conservative mentality and irrational approach mostly by men. Take an instance from the northern areas of Pakistan, it is still considered taboo to allow females to continue their education if the institute comprises co-education. But for the people having these values, the government established Women’s colleges and universities to promote education among women who were hesitant of studying in mixed-gender environment due to family pressure. Which bereaved them from their basic freedom of choice. But fortunately, there is a considerable amount of population that understands the need of hour and promotes also supports the idea of co-education to be built in our society.

Furthermore, co-education is also being supported as it broadens the mentality of both the genders, enable them to respect and co-operate with opposite gender and most importantly prepares them for real-world interaction and adaptation contrary to the single-gender institutes which creates an unrealistic environment in the minds of students. In a nutshell, there are still number of audiences which supports single-sex education system as in our society, the basic need of education is still to be prevailed completely. Yet most of the people supports co-education as it is the need of hour and provokes confidence, co-operation and furthermore prepares students to face real world environment without any fear or hesitation.

Literature Review

To support our study, several literature reviews are considered for better understanding and hence stated below which would make our observations and working supportive to a great extent. In past decades, when there isn’t much awareness about the positive aspects of co-education. People’s views on the education type they support are shaped by their religious and political approach. Hence, conservative groups object to co-education because they find it religiously inappropriate for girls and boys to receive education together and frequently mention concepts such as “sin, honor, chastity”. According to “The Diplomat”, Baluchistan tops the ranking in Pakistan in terms of poor female literacy and gender disparities. Female literacy is shockingly at the rate of 2% in rural areas of Baluchistan, compared to 26%, as whole. Furthermore, according to “Gilani Research Foundation” their survey claims that “79%of Pakistanis prefer all-girl schooling for their daughters and only 16% of total prefer co-education by a decade.” Some of the researches also support the single-sex education system as in terms of promoting the education. Sahiba Manzoor, vice-chancellor of Lahore College for Women University said: “In most of the cases, these universities (single-sex) have produced better results than some of co-education universities”. On the other hand, more progressivist, democratic groups approach co-education with concepts such as human rights, democracy, equality, and justice, which again refers to their political understanding.

As stated by Okçabol (2013) “those who maintain their conservativeness to women may object to co-education, because co-education is a product of an understanding which sees men and women equal, an outcome of democratization, a prerequisite of being a citizen, and an indicator of modernity. Whether they are male or female, those who receive co- education have a higher tendency to see themselves equal”. According to “The University World News’’, the ratio of co-education is getting better in universities than in colleges and schools. HRCP’s Qazi Khizer Hayat from UNICEF said “In co-education schools the number of girls is getting higher, with a 60:40 ratio.” One website (http://www.stac.school.nz/about/new-articlepage/) states that co- education better reflect the diversity of our society and they better prepare students to succeed in post-secondary education and to eventually enter the workforce. The website states that students at co-education feel comfortable about who they are and have a healthy and positive attitude and self-image, and most students in co-education indicate, “it is easy for students at my school to and a group that they fit in with”.

However, advocates of all-girl education system suggest that the fact that girls’ education institutes do not mirror ‘real life’ is a key reason to have them. They argue that generally, societies are male- dominated and women are frequently second place to men in terms of, amongst other things, opportunities, pay and power. Bothma says. “Extensive research shows single-sex education institute don’t offer any social or educational benefits over co-education systems in the public education system.”

Research Methodology

As the collection of data is in numbers, hence the nature is quantitative for it. We have collected the data from various working personalities as well as from the eligible students of IBA, Punjab University. Some of the respondents were acquiring biased and some are having fair attitudes in filling the questionnaires, which lead the original hypothesis acceptance and support the corresponding results, concluded from overall analysis. Following are the scientific methods of carrying out a reliable, valid and authentic investigation for our project.

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