THESIS ON
IMPACT OF EDUCATION ON DOMESTIC VIOLENCE

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Table of Contents CHAPTER 1 3 INTRODUCTION 3 1.1 Pakistan as a country: 3 1.2 Domestic Violence: 3 1.3 Western Vs local Domestic Violence: 5 1.4 Research Question: 6 1.5 Research Objectives 6 1.6 Research Significance 7 CHAPTER TWO 8 EDUCATION SYSTEM IN PAKISTAN 8 2.1. Education: 8 2.2. Education System: 8 2.3. Education system of Pakistan: 10 2.3.1. Problems of Education system of Pakistan: 11 2.3.2. Policies and Reforms in Education system of Pakistan: 12 CHAPTER 3 18 LOCAL PERCEPTIONS ON EDUCATION SYSTEM OF PAKISTAN 18 3.1 Perception of people about education system of Pakistan: 18 CHAPTER 4 21 LINK BETWEEN EDUCATION AND DOMESTIC VIOLENCE 21 4.1. Gender Inequality: 21 4.2. Domestic Violence: 21 4.3. Education and Domestic Violence: 22 4.4. Domestic Violence and Developed countries: 23 4.5. Domestic Violence in Pakistan: 24 CONCLUSION 26

CHAPTER 1
INTRODUCTION
1.1 Pakistan as a country:
Pakistan came into being on 14th August 1947 as Islamic Republic of Pakistan. The country is situated in the continent of Asia with a total area of 796096 Square Kilometers. It has four provinces along with two territories. Pakistan is rich in natural resources like gigantic reserves of coal, gas, copper, gold and gemstones (Express Tribune, 2014). The total population of the country is 188.2 million as of December 2014. Out of the total population 50.8% are males and 49.2% are females.
The people here, spend lives as per the principles of their religion i.e. Islam. However, their lifestyle has some influence of Indian and Western cultures also. The system of joint family is prevailing in most parts of the country where grand-parents, uncles, aunties and cousins all live together. As per income level, the families are divided into lower, middle and upper class. The attitudes, behaviors and lifestyles of all these class are different from each other. Yet, one thing is common in people belonging to any class, any province or any family system and that is male dominance. However, the degree of dominance may vary from class to class, family to family and province to province (Hanif, 2010, p. 8). There are serious gender inequalities in both rural and urban areas of Pakistan where the rights of women are violated by men. Women face restrictions and limitation of empowerment as a routine (Tazeen et al, 2011, p. 4).
1.2 Domestic Violence:
The male dominance or gender inequality results in domestic violence. How domestic violence (DV) is defined, is culture specific. It depends upon the acceptability of certain behaviors within a relationship by the people. The researchers have defined it in many ways like domestic violence means an effort to control the other person in order to get one's own aspirations satisfied (Austin & Sootsman-Eicher, 2004, p. 4; Laing & Bobic, 2002, p. 9). However, if the couples may slap or hit each other on equal footings, it will not constitute as crime. For domestic violence to occur, it must contain uneven grounds of control between a couple where the prey is frightened of being hurt (Queensland Domestic Violence Taskforce, 1988).
It is a type of violence that is prevailing in many families, all over the World regardless of age, class, disability, race and lifestyle (Dodd 2009, p. 25). The true volume of the problem is not yet known because of under-reporting (Home Office 2009). DV comprises of a bigger portion of the overall crimes. According to a survey conducted in England, DV make up 16% of the total crimes, furthermore, out of a total of 100 incidence of DV, 85% are against the women. The bulk of these incidences of violence, are enacted by men against women and their children. Women experience more violence in close associations than anywhere else (Home Office 2007; Kershaw et al, 2008, p. 7).
DV may ensue in the form of desecration, stabbing, sexual harassment, rape, child abuse and insult. It has been delineated by Amnesty International as most fierce attacks on a women, child or group of people. It may be unveiled by any fellow of the household. The aftermaths of these ferocious acts and how partners and their children agonize thereafter seems to be taken for granted. However, there is a growing awareness that DV disturbs children’s development and psychosomatic well-being. The British Psychological Society (BPS 2007) describes that children who face DV are exposed to psychological abuse. It can have a long-term bearing on their lives. Internationally, DV is documented as a severe problem and an abuse of the Human Rights Act 1998 (Barnish 2004, p. 4).
There could be many factors which could increase or reduce the magnitude of DV. Studies conducted throughout the last decade have recognized a number of discrete- and household-level possibility factors for DV. Some studies have revealed that demographic factors such as number of male children in a family, age, and prolonged family habitation are negatively associated with risk of domestic violence (Rao, 1997, p. 1172). Furthermore, studies from India have displayed lower dowry levels are linked with higher level of risk of violence. The prominent role of liquor as well has been painted in several studies that it results in higher violence. (Kocaciket et al. 2007, p. 704) saw a positive relationship between level of income of family and violence against women. Likewise, (Rani & Bonu, 2009, p. 1380) observed that education of women and income levels were linked with the occurrence of violence. Higher socioeconomic standing and advanced levels of education among women have normally been found to be defending factors against women’s risk of DV (Jejeebhoy, 1997, p. 3).
In another study, conducted at Nepal, Ghimie et al (2015) described that a women’s childhood admission to school, her parents’ schooling, her husbands’ schooling are all linked with her lower probability of experiencing DV. Actually, husbands’ education has a predominantly robust, negative relationship with women’s chance of experiencing DV. These relationships suggest that the increase of mass education will lead to a striking decline in women’s facing of domestic violence. Hence, women with additional education are less probable to be exposed to domestic violence. The present study has been conducted in Pakistan to see whether or not the level of education has any impact on the magnitude of DV.
1.3 Western Vs local Domestic Violence:
Literature shows that developing countries are experiencing more domestic violence than developed countries (Krug et al, 2002, p. 160; Michael et al, 2006, p. 134). It is because of the increased level of education or literacy rate in developed countries. Education does not only halt the male members of a family (like husband, father, brother) to exercise domestic violence but also motivates the educated women to report the cases of domestic violence, if any. So, education can reduce the level of this societal abuse to a greater extent. Similar results have been reported by some other researchers. As (Nisha Giridhar, 2012, p. 7) says that the women under DV may vary from region to region depending upon the education level of that region. Education can bring positive change through its relaxing effect. That is, increasing education of male members of a family may increase women’s independence and reduce violence because of the fact that men with more education may believe that they are not reasonable in governing their wives and particularly in using violence against them. (Ackerson et al. 2008, p. 511) have examined that both women’s and men’s education is a determinant of less DV. They observed that increasing the education level of both the males and females leads to less domestic abuse. (Hester & Westmarland, 2005, p. 420) say that there is now a developing awareness of the role of schools and education in combating DV.
Pakistan is a Muslim republic that signifies to live by Islamic principles. Islam denounces violence, superciliousness and degradation in the name of morality or baseless assertions. Hence, the last Prophet Mohammed (Peace be upon him) instructed all men to be just, kind and polite towards women.
“You must treat those (women) with all kindness”, “The best among you is the one who treats his family best.”
In spite of it, Domestic violence residues one of the least lawfully addressed area in Pakistan. The number of cases of domestic violence is frightening. Religious and Cultural views are used as a shelter to legitimize the ill-treatment by abusers. Different explanations are given to get societal support for beating and somatic abuse of spouses and children (Akbar, 2005, p. 12). Unfortunately, Pakistan has very low level of literacy rate of 57.9% only as per CIA report, 2015. It stands at 160th number in the world as per literacy rate. Accordingly, the DV cases are high in Pakistan especially in rural areas where most of the population is illiterate. However, they are less reported because of the acceptance of such violence in these areas.
1.4 Research Question:
On the basis of meta-analysis of previous researches, this study is aimed at investigating the following research question: * Would education reduce domestic violence in Pakistan?
1.5 Research Objectives
This study has been carried out to achieve certain specific objectives which include: * To review the determinants of domestic violence * To check the existence of domestic violence in Pakistan * To review the education system of Pakistan * To link domestic violence with poor education system in Pakistan
1.6 Research Significance
Domestic Violence is an issue of national concern. The study highlights not only the severe consequences of domestic violence in Pakistan but also compares, through meta-analysis, the situation of Pakistan with other countries of the world having high literacy rates.
This study is intended to create awareness among general public and especially the government to take more serious steps for the cause of education. It will also provide help to policy makers to practically implement laws relating to domestic violence in Pakistan. Finally, it will bring home to the people who take law into their hands, the consequences adverse consequences of doing so.

CHAPTER TWO
EDUCATION SYSTEM IN PAKISTAN
Introduction:
This chapter discussed the system of education in Pakistan and overall policy reforms in this sector since the inception. It provides with important statistics of the education system of Pakistan.
2.1. Education:
Education is a vigorous training of the progress of any civilization or society. It is the basis of all types of growths in the world. It is a proven fact that only those countries have made advancement and development in the world which have a rigorous education system. Education not only develops individuals but also creates awareness and prepares them for the challenges of the world. Thus academically sound states play headship role in the spheres of the world (American Federation of Teachers, 2000). The key drive of education is to encourage learning among students, boost the understanding, raise patience and assisting students to play substantial role towards society. In present conditions of progress of society, education is reflected the most important factor of economic and social enlargement. It is one of the leading conditions of vigorous involvement of a person in economic, political, social and divine life of society. The whole system which runs and governs the education is termed as the system of education (Khan 2014, p. 704).
2.2. Education System:
An education system includes all the institutions which are providing or facilitating education and the faculty involved, students, resources utilized and rules and regulations. In a broader sense, it also includes organizations which are involved in operating, financing and regulating these institutions (IPRI, 2015). There could be two layers of education system in any country i.e. primary education and higher education. The initial schooling or the basic education till the age of 15 to 16 years is considered as primary/secondary education while the next layer is of higher education.
The primary education is the base for secondary and higher education; while the higher education leads towards perfection and proper personality development. According to a study of World Bank, the productivity of a person increases by 10 to 30% with the passing of every year of primary education. In addition to it, the report says that increase in primary education of girls will decrease the infant mortality by 4 on every 1000 deaths (UNICEF, 1999). In another study, (Hanushek & Wößmann 2007, p. 7) it is highlighted that primary education can play an important role in personality enlargement as well as in economic development of a country.
Higher education means the education further than high school, explicitly that is provided by graduate schools and colleges, and also the specialized schools. Another way to achieve higher education is through vocational and technical schools. Nowadays, the societal role of higher education is becoming more important, it has become an imperative factor stimulating development. It does not only certify widespread personality development, but also has an influence on economic progress, hence imitating the significance of the higher education. Many people have a general view that higher education has a relationship with higher remunerations and a college is a precondition for a happy middle-class existence. It is logical that college graduates add more than others to the community funds and also subsidize in other significant ways to societal happiness and well-being. Correspondingly, it is no wonder that higher education decreases the likelihood of being reliant on society for backing. Reinforcement of these general perceptions with precise evidence can increase the nation’s consideration of the assistances of higher education to both the impartiality and the competence of society (Baum & Payea, 2005, p. 16).
The overall Education Systems have greater variations in both the developed and less developed or developing countries. The disparities are in national priorities, government’s commitment, funding procedures and the awareness of general public. The developing countries lack behind in education due to various factors like insufficient funding, lack of seriousness of governments, untrained teachers and lack of physical infrastructures; while the developed nations focus primarily on education system and make it a national priority (Eubanks & Eubanks, 2000). Presently, most of the developing countries are misery of economic as well as social and political malaises such as low earnings, inflation, unemployment, exploitation, corruption, rapid population growth and, most importantly, the political instability consequential from low literacy rate. The remedy which can provide therapy to these entire problems is the education. A range of education reforms and policies are launched to stimulate literacy in developing countries fail to produce the desired results primarily due to lack of devotion and efficient executing machinery (Lourdes, 2003, p. 2).
2.3. Education system of Pakistan:
Pakistan has a well-organized and established education system. There are different stages of education in the country ranging from primary stage to degree level. The primary stage starts from class 1 and lasts till class 5. Middle stage is from class 6 to 8. The successful students of the primary stage get themselves enrolled in this stage. The next stage is the secondary stage comprises of two years only; from class 9 to 10. After this stage, higher secondary stage of class 11 to 12 starts with the completion of this stage, students enter in degree level classes in colleges and universities. These degrees consist of bachelors, masters, MPhil and PhD programs (Norric, 2006).
School education, in Pakistan, works under the command and supervision of the Ministry of Education. The Curriculum Section of the ministry articulates the national curriculum through consultation with various stakeholders. Normally it is revised after every five years. The Inter Board Committee of Chairmen (IBCC) monitors the working of boards of intermediate and secondary education. The boards, implement the rules and hold the examinations. For vocational and technical education, technical boards are set. The text books are developed and printed by the text book boards. These boards are independent institutions funded by fees from the affiliated schools and examination fees of the students. The medium of instruction is generally Urdu within the education system.
The degree education works under the control of Higher Education Commission of Pakistan which is also an autonomous body established in 2000 to replace the University Grants Commission (UGC). Among its many responsibilities, the Commission has the task to formulate and guide doctrines for all higher education institutions. HEC takes budget from federal government to run universities and controls dissemination of these funds. It ensures quality assurance of higher educational institutions of Pakistan. It gives restricted access for the establishment of higher educational institutions (Parveen et al. 2011, p 262).
2.3.1. Problems of Education system of Pakistan:
The education system of Pakistan is facing enduring problems at all fronts. In spite of recent positive developments, such as the swift spread of private educational institutions and higher education reforms, all plan and policies remained intractably elusive. The inability of every government to successfully implement educational reforms has increased the problem many times because of the competitive pressure of other countries which pay more attention to education (Amoeba, 2005, p. 1). Since the independence of Pakistan, Education was considered as one of the most important factor in the progress of the new state by its forefathers as evident in the first education seminar held only after three months i.e. in November, 1947. The founder of the nation Muhammad Ali Jinnah in his initial address said:
“There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children and the way in which we bring them up as future citizens of Pakistan.” Conversely, later events show that this precedence to education could not travel with the same speed. Numerous educational policies and plans have been put forward since then but they lacked incredible results. There are some valid education policy concerns that need to be emphasized (Rehman & Sewani, 2012, p. 252). Most important is the concern of ideology, the starring role of Islam in syllabus and instruction. As, Pakistan came into being a state of Muslim Indians; the sentimentalities towards the Islam in education are always extraordinary (Lingard & Ali, 2009, p. 241). The next substantial issue compacts with the language of education; whether Urdu, English, or a local language (Mustafa, 2011, p. 4). Third main problem relates to class based education system; best quality private schools for influential class, squat cost private schools for middle class, public schools for underprivileged, and madrassa schools for the deprived (Rahman, 2004, p. 8). And the last is the issue of non-serious behavior of government to improve the educational system. Policies are made by many governments but with little or no achievements (Ahsan, 2003, p. 256; Rashid & Mukhtar 2012, p. 336).
When the problems are further narrowed down, it can be seen that there is improper planning to implement policies. However, the mismanagement at the end of government or lack of implementation is one thing which can be improved; another serious problem is the social constraints which are deeply engrained in cultural positioning of people. And it is very difficult to change the attitude of people. Added issue which hinder the growth of education or which results in lower enrolments at schools is that, the private schools provide very expensive education while the public sector schools are less efficient in providing quality education. The government is also spending very less on improving the quality of education in country. Only 2.4% of GDP is assigned for this sector and out of it 89% is spent on current expenses while only 11% is spent for the development purposes of the sector which is not sufficient at all. A relatively new phenomenon which has become a bigger factor to cause low enrolments is the involvement of Pakistan against war on terror which resulted in burn out of many schools and killing of many teachers and students especially in Balochistan, KPK and FATA regions (IPRI, 2015). Along-with so many problems and issues highlighted in literature, the alarming fact is the practice of gender inequality in education sector. There could be many reasons behind it such as social constraints, insecurity, poverty and illiteracy of parents. The ratio of girls going to school in rural areas is lower than urban areas (Sathar & Sadiq 2013, p. 9).
2.3.2. Policies and Reforms in Education system of Pakistan:
There have been many reforms and policies which worked ever since the independence of Pakistan but unfortunately, the country, in fact has an extended history of failures in education sector (Aziz et al. 2014, p. 24). The very first effort in education field was made in 1947 in the form of National Education Conference. This conference established the of primary, secondary and adult education committees. It also suggested making a long term education plan for 25 years. It acclaimed that in first five years new teacher will be hired and trained. And from sixth year onward, 500000 people of each layer will be educated (Khawaja & Sarfraz).
The required results of this conference could not be achieved so the second step taken which was the six years National Plan of Educational Development 1951-1957. In this plan, the urgency of hiring new trained teachers and as well as opening of new educational institutions was emphasized but unfortunately the results were the same as that of National Education Conference 1947. At late 50's, the rate of literacy fell down by .1%. As it was 16.4 percent in 1951 and dropped to 16.3 percent at the end of a decade. The letdown was ascribed to the administrative and other organizational factors which were unsound (Javed & Iqbal, 2002, p. 28).
After the failure of this plan, the first Five Year Plan 1955-1960 was made and launched at the end of 1957. In this plan, it was proposed to build 4000 new schools, tom increase trained teachers to a figure of 118500 and to increase enrollments in schools from 60000 to 1 million. In this plan, significant importance was given to improve the management and organizational setup of schools which was the main reason of failure of National Educational Conference. However, the plan was failed on many grounds. It was observed, that no significant change in management structure of schools rather the results of this plan were disappointing. The increase in number of schools was only 2400 instead of 4000 and in the increase in enrollments were 440000 only.
In the next five year plan of 1960-1965 another target was set for establishing 15200 new primary schools and increasing the student enrollments by 1.2 million along-with providing the necessary and well equipped teaching staff. Education of girls also received special importance in this plan. After the failure of this plan too, the third five year plan 1965-1970 was planned. In this plan, it was suggested to increase the enrolments in primary schools to 2.8 million children and to build 42500 new schools in West Pakistan. This plan also emphasized on teacher training, salaries improvement, physical infrastructure of schools and providing additional teaching aids to the teachers (Bengali, 1999, p. 8).
With the failure of this plan in achieving the target results, the next step was the setup of Educational Policy 1972-80. The Policy suggested building 61,000 new class-rooms, training 150000 teachers and hiring of 75000 new teachers. However, due to the military take-over of the country in 1977, the results of this educational reform were not achieved once again. So, another plan with the name of fifth five year plan 1979-1983 was established aiming to achieve a literacy rate of 35% till 1983. The girls’ education was given more importance in this plan. It was proposed to increase girls’ enrollments at the rate of 9.5% per annum. More girls’ schools were proposed to be opened. However, one again, the targets could not be achieved. The literacy rate which was expected to increase to 35% in was measured 26.2% in 1984 (Javed & Iqbal, 2002, p. 25; Bengali, 1999, p. 10).
After the failure of fifth five year plan, another plan with the name Sixth Five Year plan 1983-88 was launched. This plan too, like the previous plans targeted to increase the number of schools, number of enrollments, trained teachers and most importantly, the number of girls’ enrollments at schools. In the meanwhile, national literacy plan 1984-86 and Drop in schools plan 1986-1989 were launched. Both these plans were formed at aiming to increase the enrollments in schools at-least till primary education. The failure of sixth five year plan urged to move further and the government took another initiative of Nationwide Literacy Plan 1986-90 with the aim of raising literacy rate to 53% by the end of 1990. In this regard, literacy centres were planned to be opened in 89 districts of the four provinces (Punjab, Sindh, Balochistan, KPK), 7 agencies of FATA and 4 regions of Azad Jammu and Kashmir. In the meantime, the Seventh Five Year Plan 1988-1983 was also launched to address the reasons of failures of Sixth Five Year Plan in the form of increasing trained teachers ad improving the physical infrastructure of the schools (Javed & Iqbal, 2002, p. 18; Bengali, 1999, p. 15).
However, all these plans of this particular period ended with disappointment as the literacy rate which was targeted at 53% turned to 34% in 1992. Considering education as an indispensable asset for the country, the Eightn Five Year Plan 1993-98 was formed mainly to educate the adults through adult education programs. In eighth plan, the literacy rate was targeted at 48% but it was actually 39% by the end of 1998. After the failure of this plan, National Education Policy 1998-2010 was set. The Policy proposed to achieve 70% literacy till 2010. In order to achieve this target, it planned to construct 190,000 additional primary schools, 250,000 other education centers, and 57,000 mosque schools, advancement of 60,000 existing primary schools, and hire 527,000 new teachers. Unfortunately, after the establishment of just one year of this plan, military takeover occurred once again in the country in 1999, so, the plan was dismissed (Javed & Iqbal, 2002, p.18; Bengali, 1999, p. 20).
In 2000, a policy of ‘education for all’ was proposed which proposed that by 2015, there will be 100% literacy rate for primary education and gender inequality for education will also be decreased. This commitment was formed at the World Education Forum in Dakar, in April 2000 and restated in the Millennium declaration in this regard several plans were made to achieve the target like the provision of free education till matric, opening of various educational institution in the country, training and development of teaching staff, provision of free books at public sector schools, establishment of Higher Education Commission of Pakistan. However, in spite of all these efforts the required results are yet to be achieved (Rasool, 2007, p. 20).
An assessment of the history of educational reforms and planning in Pakistan indicates that setting objectives, lamenting the disappointment to achieve them, and setting new aims with outright confidence has been an ongoing game (Shakoor et al. 2011, p 273). The policy makers have played this game at a significant public cost over the years. Immaterial of the fact that whether it is a civilian or military government (elected or otherwise), Islamic or socialist, the results in all situations are same. The difference, if any, is only in the manners of game played. In all the plans there was lack of government’s commitment towards education sector of Pakistan (Aziz et al, 2014, p. 12).
The commonly used parameters for evaluating education systems are adult literacy rates, gender wise enrollment at various levels of education, the dropout ratios, the resources allocation in education sector as a percentage of the GDP and some quality measures are followed (Rashid & Mukhtar 2012, p.337). Unfortunately, the current statistics of education sector of Pakistan are still presenting an alarming situation. According to Pakistan Social and Living Standards Measurement, the current literacy rate of the country is 58% which is much lower than the neighboring stats of Pakistan. The rate was 60% in the previous year; however, it fell down by 2% in the current year. The reason behind this downfall is the poor performance of the two provinces i.e. Sindh and Balochistan in education sector. The literacy rate dropped by 4% in Sindh and took it to 56% from 60% while in Balochistan it dropped to 53% from 54% of the previous year. The governments of Punjab and KPK have, however managed to improve this ratio. The literacy rate improved by 1% taking it to 61% in Punjab and it was improved in KPK by 1% taking it to 53% due to improvement in female literacy rate (Alif Ailaan, 2015, p. 15; Pakistan Bureau of Statistics, 2015).
According to a report of IPRI (2015), there are a total of 260903 educational institutions which are educating 41018384 students by employing 1535461 teachers. Out of the total institutions, 180846 (69%) belong to public sector while 80057 (31%) are of private sector. The number of primary schools in the country is 146,185, middle schools are 42,147 and secondary schools are 29,874 and a total of 132 universities operating currently in the country (Pakistan Bureau of Statistics, 2015).
There is a huge gender disparity in literacy rates of male and females where the ratio is 70% for males and 47% for females as at the end of 2014. The age wise statistics show that the people over 55 years of age have literacy rate of 30%, those belonging to age group of 45-55 years have 40%, 35-45 years have 50%, 25-35 years have 60% while those falling in the age bracket of 15-25 years of age have 70% literacy rate (Pakonweb, 2015; Pakistan Bureau of Statistics, 2015).
A further analysis discloses that out of the total students who do not go to school, 13 million belong to Punjab province in which 6.8 million are girls, 2.4 million belong to KPK in which 1.7 million are girls, 0.8 million are from Balochistan out of which 0.5 million are girls, while no such statistics are available for Sindh province. Such high ratio is ascribed to a number of factors like low budget apportionments, corruption, and teacher absenteeism and weakening school infrastructure (Alif Ailaan, 2015, p. 17; Pakistan Bureau of Statistics, 2015).
The 18th amendment in the constitution has given all the rights and responsibilities to provincial governments for the management and control of education system of their respective provinces. In this regard the provinces allocate budget for the education sector of their respective province, hire new teachers, train them, establish new schools, provide free education till matric and offer different scholarships and schemes to the students like Punjab government offers laptops to university students.
Due to this fact, the federal government spends very less (hardly 2% of the total federal budget) for the education sector. For the current fiscal year 2015-16, the Punjab government has allocated 310.20 billion rupees for education sector comprising 27% of the total budget of the province. The basic targets in this budget of Punjab government are the 100% enrolment rate for the students of 5 to 16 years of age by 2018, reducing the gender parity and providing quality education through hiring of competent and trained teachers and improving the infrastructure of educational institutions (Mirza 2015, p. 1). Sindh Government has allocated 144.67 billion rupees for education sector and for other technical education expenses. There is an increase of 7.6%, from Rs.134.37 billion in 2014-15. The focus of the government will be on improving the quality of education with a concentration on girls’ education and controlling the dropout rates (Ladhani, 2015). Khyber Pakhtunkhwa government has allotted 488 billion rupees for education in annual budget of 2015-2016. Out of which 98.5b, have been apportioned to primary and elementary education while Rs15.5b have been assigned for the higher education. The priority of KPK government is also on decreasing the gender disparity in education sector and recruiting trained and qualified teachers for students, providing the entire necessary infrastructure for the purpose (Ali, 2015). The budget allocation of Balochistan government for the fiscal year 2015-16 is Rs 2.517 billion for education, which is an increase of 17 percent as compared to previous year (Daily Times, 2015).

CHAPTER 3
LOCAL PERCEPTIONS ON EDUCATION SYSTEM OF PAKISTAN
Introduction:
Continuing with the debate of education system in previous chapter, this section highlights the perception of Pakistani nation about the education system prevailing and the education of girls in the country.
3.1 Perception of people about education system of Pakistan:
Pakistani universities, generally, offer B.A./B.Sc. honors of four-year, M.A./M.Sc. of two-years, MPhil/MS of two-years and five-year PhD programs. Different departments of universities offer Diploma courses of different time durations. The study programs under semester system in most of the universities. Two semesters are offered per year. During the course of semester, various assignments, projects and presentations are taken from students and at the end; a written examination is conducted for evaluation purpose. Basing upon all these activities, CGPA of students is determined. Students are required to get good CGPA for further admissions and for good employment in industry. The students work hard, prepare notes and take tuitions at several tuitions centers (Raza et al, 2010, p. 80).
Researchers have criticized this system of education in Pakistan in different ways. Siddiqui (2007) debated that existing evaluation system in Pakistan needs good memory instead of application and acute thinking. He added that the students who have sharp memory can get good CGPA and grades by cramming the stuff. However, knowledge is not something to be memorized or crammed. It is much more than this. In another study, (Isani & Virk 2003, p. 5) maintained that education system should comply with the needs of industry for the development of science and technology in the country. They maintain that the syllabus prescribed by Higher Education Commission of Pakistan for higher education is not applicable to real world of work and is outdated.
Education in Pakistan does not compete with international standards on one hand and on the other hand people do not perceive correctly the essence of getting education. There are different factors which have an impact on perception of people about the education. As for instance the income level, gender, attitude, age, personality interest etc. The majority of people think education as a way to earn livelihood. The harsh fact of the population of Pakistan is that, they get education not to change their thought process or not for learning purpose but to earn income and raise the standard of living and status. The education is not thought to bring positive change in moral values of society but to earn money. Due to this fact, the students’ priority is also changed from learning perspective to earn more CGPA (Wood, 2009, p. 1; Westacott, 2008, p. 23). The overall outcome of such educational experience is not holistic. When this perception of attaining education is linked with earning money, majority of the parents think that their daughters do not need to get education. Their aspirations are changed when it comes to the education of girls (Khan 2013, p. 704; Thomas, 2011, p. 10; Ettan et al, 2008, p. 815).
(Jacqueline & Pamela 2005, p. 195) argue that Parents put greater reliance on boys as compared to girls for taking important decisions of life and thus they emphasize on the education of boys only especially in rural areas of Pakistan. However, there is not a single reason why a girl is out of school, there are numerous. It is a common perception that the girls are required to perform only household tasks; the performance of such household tasks need lesser of skills so, girls do not need much education or food resources.
Financial limitation is another major obstacle to female education. Those families which belong to the poor strata of society find it difficult to devote in education particularly for females (Lloyd et al. 2007, p. 2). Early marriages of girls, appears to be another key barrier to female education. Parents invest heavily in dowry of their daughters instead of education and then justify their sons’ educational expenditures with this high cost of dowry. Issues of security and safety of girls also affect their entry to education. Traveling extended distances to go to educational institutions, is generally considered a menace to the personal security of girls. The instances of girls’ sexual abuse control parents’ decisions of not sending girls to educational institutions (Fouzia et al, 2012, p. 354).
The negative role of community and lack of cooperation for females' education has also served as a source for hindering the process of females' education promotion. The role of females in the society is controlled, so, the people think that the females do not need education. There is difference in attitude of both rural and urban community toward females' education but, this it is a fact that this variance was more of number and less of kind (Khattak & Khan, 2008, p. 28).
Islam (the religion of Pakistanis) has given the prime importance to education of females. It has laid equal significance on the education of both males and females. As Prophet of Islam Muhammad (Peace Be Upon Him) said:
“Acquisition of knowledge is binding on all Muslims (Whether males or females)”.
However, a majority of population is of the view that due to ongoing wars and conflict in the county, a violent and extremist description of Islam has been introduced especially in tribal areas. In that system of Islam, women‘s position, roles, and duties are defined and limited according to completely conservative religious explanation (Yaqoob, 2012, p.13). Thus, women are given lesser rights than males.
All these fact were confirmed in another study, conducted on educated women of Pakistan. The findings of study elaborated that women were not relishing their rights as per their own wishes. Parents do not employ equal resources on girl's education and had no autonomy of expression. Moreover, majority of women are aware of their rights and duties in society but they are not given the deserved status (Din et al, 2011, p. 470).

CHAPTER 4
LINK BETWEEN EDUCATION AND DOMESTIC VIOLENCE
Introduction:
The previous section has discussed the flaws of education system and the hindrances to girls’ education in Pakistan. This section deals with the problems caused by such flawed education system and its impact on women empowerment or domestic violence.
4.1. Gender Inequality:
The increasing number of studies has focused on gender inequality in economic, political, social, and healthcare etc. In order to swim against the waves and fight against such system, women need strength and empowerment which comes through education (Saravanakumar 2013, p. 5). Female empowerment is measured through factors such as a woman's capacity to make domestic decisions, comparative to her husband's capacity to make domestic decisions. It is also measured by a number of other factors such as by a woman's relative security, physical agility, decision making ability, economic security, autonomy from domestic violence (Kandpal & Baylis 2012, p.16). This lack of empowerment and gender inequality results in domestic violence.
4.2. Domestic Violence:
There are different names of the term ‘Domestic violence’ such as intimate violence, violence against women, partner abuse, sexual violence and any others. As the name suggests, the term domestic violence means the violence against women in closed doors. Hence it is a somehow, considered a private but it involves greater public concern (Ramakrishnana, 2014, p. 297).
Women as well as children feel insecure at their own home and they suffer both physically and mentally due to domestic violence. The physical violence is visible and can be reported, however, mental torture such as repeated insults and degrading, humiliations and isolation is not evident and cannot be recorded as such. Thus, it leaves the women in destabilized and powerless situation where they become unable to express their point of views and take their own decisions (Florinda 2013, p. 612).
Earlier, domestic violence was thought to be a “private, family matter” in which the government had no obligation to mediate, and it was normally supposed that women somehow triggered the mistreatment used against them. Presently, men’s violence against women is not usually taken as a private matter rather it is considered the primary responsibility of the government to ensure the protection and promotion of human rights of all citizens (including females) of their respective countries. Therefore, it is required from the states to exercise due diligence to eliminate or at-least reduce the cases of domestic violence plus punish the culprits of their territories (Rashidah et al, 2013, p. 16; Jewkes & Rachel, 2003, p. 128).
Researchers have, however, found some factors which decrease the domestic violence and enhance women empowerment in society. Among the factors highlighted, education is one of the most prominent influencer. As for instance one study argues that education has a positive relationship with women's empowerment in Pakistan. In another study, (Florinda 2013, p. 613) says that education is the significant predictor of decreasing violence of women and children.
4.3. Education and Domestic Violence:
Education is the main factor for the empowerment, welfare and prosperity of women. Yet, secondary education plays more important role than primary, for reducing the domestic violence and leaving the violent relationship (Jejeebhoy & Shireen 1998, p. 858). This fact has also been confirmed in a study of nine African countries where the researchers found that the uneducated ladies were more prone to domestic violence than educated. Moreover, in central African countries, only 23% of ladies with secondary education, 45% with primary and 48% with no education, are prey to domestic violence (Population Reference Bureau 2001). (El-Gibaly 2002, p.5) found that females with secondary education oppose domestic violence with more power than those who do not get education at all.
4.4. Domestic Violence and Developed countries:
However, the researchers have shown some contradicting results also. The researches conducted at some developed countries have also shown the existence of domestic violence even in presence of higher literacy rates which means that the developed nations are also no exception to it. Crime Survey for England and Wales 2015 shows that 30% of the females in England (almost one third of the total females of the country) face domestic violence at-lease once in their life time which amounts to more than 5 million females per year (Oonagh, 2015, p. 3). A research on domestic violence conducted in Australia, Canada, Kenya, United States, Bangladesh and Thailand discovered even the cases of murders of women by the men (ECOSOC, 1996). A report on domestic violence by (UNICEF, 1999, p. 7) shows that in Russia, women are murdered 2.5 times more than those of women than in USA. And the women in USA are murdered 2 times more than the women at some European countries. The report has also highlighted that child prostitution is increasingly prevalent in South Africa. It is all because the effects of education are influenced by many other factors like social norms and economic conditions of the region.
A report of World Health Organization on worldwide statistics of domestic violence is presenting a bad picture of the whole world. The report says that at the end of 2014, the intimate partner violence in America was 29.8%, in Africa was 36.6%, in Eastern Mediterranean countries was 37%, in Europe was 25.4%, in South-East Asia was 38% in Western Pacific countries it was 24.6% and of high income countries was 23.2% of the total females. Here countries included in America to collect statistics were Brazil, Chile, Colombia, Costa Rica, Dominican Republic, Ecuador, El Salvador, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Paraguay, Peru, and Plurinational State of Bolivia, those included in Africa were Botswana, Cameroon, Democratic Republic of the Congo, Ethiopia, Kenya, Lesotho, Liberia, Malawi, Mozambique, Namibia, Rwanda, South Africa, Swaziland, Uganda, United Republic of Tanzania, Zambia, Zimbabwe, those belonging to Eastern Mediterrranean were Egypt, Iran, Iraq, Jordan, Palestinea, in Europe were Albania, Azerbaijan, Georgia, Lithuania, Republic of Moldova, Romania, Russian Federation, Serbia, Turkey, Ukraine, South east Asian countries were Bangladesh, Timor-Leste (East Timor), India, Myanmar, Sri Lanka, Thailand, Pakistan, and Western Pacific countries were Cambodia, China, Philippines, Samoa, Viet Nam and high income were Australia, Canada, Croatia, Czech Republic, Denmark, Finland, France, Germany, Hong Kong,a Iceland, Ireland, Israel, Japan, Netherlands, New Zealand, Norway, Poland, South Korea, Spain, Sweden, Switzerland, United Kingdom of Great Britain and Northern Ireland, United States of America.
In a research, (Jejeebhoy & Shireen 1998, p. 859) proposes that positive results of education against domestic violence can be enjoyed in less masculine stats than more masculine. A study, in Nigeria sows that in some regions of Nigeria, the level of education does not have any impact on autonomy of females, in some states only secondary education increases the decision making of ladies while in some states both primary and secondary education raises the level of women’s authority and it is due to the difference in gender roles and employment opportunities of different regions (Kritz & Makinwa, 1999, p. 405). Farhana, (2012) says that not only the uneducated women are suffering at the hands of their fierce spouses but a large number of silent educated ladies are victims of it rather educated ladies act more cowardly against domestic violence due to societal norms. The problem in India is worse where the domestic violence is said to be increasing with the increase in level of education. This is because the men in India believe that their manhood and masculinity is shown through the degree of control over wives (Swapna, 2003, p. 1).
4.5. Domestic Violence in Pakistan:
Pakistan is a developing nation and due to the bad governance of the country, it has failed to provide the needed rights of females as yet. The women's empowerment has been ignored since the conception of Pakistan. Women in the country have been dispossessed of their fundamental legal rights to have an equal standing and prospects to nurture as a human being. They have been deprived social factors including education, health, basic needs, information, authority and decision-making. The problem has been unresolved since 1947.
The statistics of Pakistan on gender inequality are alarming. The Global Gender Gap Report (2014), issued by the World Economic Forum has ranked Pakistan at 141st in terms of economic participation 119th for health and survival, 85th for political empowerment and 132nd in terms of education of women. A report of ministry of law, justice and human rights has been presented to parliament, the statistics of which are alarming. It discloses that there were 860 cases of ‘honour’ killings, 481 cases of domestic violence, 90 incidences of acid burning, 344 rape cases and 268 happenings of sexual harassment of women. And this is just a list of reported cases. It is worth mentioning that most of the cases go unreported (Kaiser, 2015, p. 2). However, the situation varies from rural to urban areas. The women in rural areas endure more than those living in cities. According to a report HRCP (2008), 80 percent of wives in rural areas dreaded violence from their spouses, and almost 50 percent of wives in urban developed areas reported that their husbands harass and beat them.
Poverty and incorrect explanation of religion are great obstacles in the way of Pakistani women becoming advanced and autonomous. Men usually control their activities and performance whether he is a husband, father or brother. The women of Pakistan will have to fight for a long time to survive and get their equal human rights.

CONCLUSION

Domestic violence has become a burning issue in the world, nowadays. It is taking many forms to torture the women and children at home in closed doors. Many researchers have been undertaken to discover the determinants of this societal abuse. The present meta-analysis was also carried out to understand the term domestic violence, its existence in Pakistan and the role of education to overcome this problem. The study has successfully fulfilled all the objectives laid down in chapter one. i.e. the determinants of domestic violence has been found out from literature and the confirmation of the existence of domestic violence in Pakistan through various studies and reports. It has also reviewed the poor education system of Pakistan and linked it with domestic violence with the help of many researches.
The overall debate on impact of education on domestic violence has contradicting conclusions. The literature has effectively highlighted the importance of education for reducing the abuse of violence. However, other researches have revealed the controverting results by showing the dominance of social norms over education. In such a situation it cannot be concluded with guarantee that education will always result in lowering the rate of domestic violence cases. It may or may not result in decreasing violence. In certain situations it can eliminate the violence completely while in other cases it may reduce or may not put any impact on domestic violence. The statistics of developed countries have shown disappointing results which means that education could serve the purpose up to some extent but largely the scenario is dominant of social norms.
Pakistan, a developing country is not only facing the problem of low literacy rate but also the widespread problem of domestic violence. The various statistics in Pakistan have shown an alarming situation of both the literacy rates and the magnitude of domestic violence. Moreover, the education system in country is not very efficient to create awareness among people and change their thought process. The system is largely based on cramming and a race to get good grades instead of personal development as a human being. So, the population who is literate, even they cannot make much of the difference. They too are under the pressure of social norms to exercise domestic violence in spite of getting higher education. So, in Pakistan too, the social norms are dominant factor for controlling the rights and duties of women and the education has a minor role in this entire scenario.

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