School built environment,gender, and student achievement in Pakistan

We investigate the relationship between school built environment factors including available water, toilet facilities, and electricity access, and Pakistani students’ achievement. Data from a representative sample of 72,843 students attending 5296 schools are analyzed using multilevel modeling. The findings suggest that ceteris paribus, built environment factors have statistically significant effects on achievement. The effects of several of these factors are moderated by student gender such that female students’ achievement is more likely to be affected by the of lack of water and sanitation facilities while male students’ achievement is more likely to be affected by access to electricity. Implications of the findings regarding built environmental effects on educational achievement are discussed.     

巴基斯坦“国家职业资格框架”述评

为提供技术熟练和合格的劳动力,巴基斯坦国家职业技术培训委员会颁布了“国家职业资格框架”。作为一种国家资格证书制度,该框架旨在满足巴基斯坦的行业需求和提高职业教育的质量,并为职业资格的分类和分级、进入和获得、等值和转换、学分积累、先前学习认定以及职业教育的发展途径等提供国家政策和指导方针,促使巴基斯坦建立一个连贯的国家职业教育资格体系。     

印巴分治的历史渊源

随着阿拉伯人人侵印度，伊斯兰教传人次大陆，出现了印回两教的冲突。1947年印巴分治虽由印回冲突长期积累而成，而英印政府、国大党和穆斯林联盟三方都难脱干系。探讨印巴分治的历史原因，梳理其分治过程，对于我们今天正确认识宗教问题和殖民主义者的“分而治之”政策具有重要意义。     

地缘政治视角下的中巴区域经济合作战略研究

中巴国土接壤,地缘政治关系特殊。两国经贸存在基础薄弱、交通不畅、安全制约等问题,区域经济合作水平提升空间巨大。以中巴自由贸易区建设为合作载体,以新疆自治区为合作前沿,以能源、农业领域为合作重点,以交通运输建设架构合作贸易走廊,是提升中巴区域经济合作水平的基本战略。     

论巴基斯坦报刊业的历史演进及其特征

本文以领土疆域为研究范围,从报刊业与政府博弈的角度出发,从而发现一条清晰的演进线索,即政府经历了对报刊业的逐渐介入、直接管控到逐渐抽身的角色转换,相应地报刊业完成了由被政府掌控再到私人报刊业的回归。因而将巴基斯坦报刊业划分为三个历史时期,即初始期、发展期和新时期,并分别论述了每个时期的报刊业特征。     

Learning Approaches in the Architectural Education and the Role of Students’ Habitus: Case Study Pakistan

This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education. It is a qualitative study, conducted through semi-structured interviews with 44 students in 10 architecture schools in Pakistan. Interviews explored students’ habitus as well as their learning approaches, later explored through the framework developed in the study. Interviews are transcribed and coded using Nvivo 12. A detailed analysis explores the connection between habitus and learning approaches and finds out that habitus plays a major role in determining the way students approach learning in Architecture, with most cultivated habitus students showing a deep learning approach.     

Educational outcomes across the generational and gender divide: the rural family habitus of Pakistani families living in poverty

Education for all as a global agenda has particular repercussions for those living in rural poverty. By adopting a Bourdieusian framework to analyse interview data collected from fathers, mothers, sons and daughters in 10 rural Punjabi households, we expose the intersections of education, gender, poverty and rurality. The concept of a rural family habitus focuses attention on the collective, relational and dispositional worlds of such families. Three dimensions are used to analyse reproduction and transformation in each narrative set: intergenerational educational dynamics; on-going gender dynamics; and, social dynamics within the rural field. The findings challenge the stereotyping and assumed homogeneity of rural families whose gender cultures and positive educational dispositions are diverse and complex. The gendered histories of parental education, their aspirations, and their social status in the rural field intersect with the changing gender relations which result from schooling, and the increasing differentiation between educated and uneducated rural families.     

新形势下构建中印和谐关系

从2003年开始，中印关系朝着更加成熟、更加理性和更加务实的方向发展。然而，中印之间如欲实现长期的建设性合作的伙伴关系，就应摈弃传统地缘政治观念，消除两国在认知上的误解，同时还应消除边界问题上的误解，公正合理地解决边界问题。从战略眼光分析，两国之间的分歧和竞争并不妨碍双方在具有共同利益问题上的合作。     

Literacy,power and practices: taking a discourse-ethnographic approach to exploring adult literacy practices in Pakistan and the UK

ABSTRACT

The framework for this paper takes its central orientation from the New Literacy Studies (NLS) body of research which focuses on the analysis of texts and practices rather than the skills-oriented perspective of large-scale quantitative studies. In this paper, these are the texts of everyday life and the literacy practices of adult migrants before and after their migrations. Barton and Hamilton (2000) claim that practices are neither accidental nor random but are given their structure by institutions. This includes social institutions, such as the family, education and religion, and includes those institutions which are formally structured through rules and procedures, such as schools. The analysis in this paper focuses on the sponsorship of literacy in Pakistan prior to one adult’s migration and the ways in which these literacies are taken up after migration to the UK. The contribution of this paper to the field of adult literacy is the multi-disciplinary methodological framework it presents for analysing the socio-political influences which shape the accessibility of literacy, accessibility which is taken for granted in large scale surveys which measure literacy skills. To do this, I combine work using the Discourse Historical Approach in Critical Discourse Studies (Wodak 2011) with the literacy practices approach set out above to explore how one Mirpuri family deploy their multilingual literacy resources.     

Contested womanhood: women’s education and (re)production of gendered norms in rural Pakistani Muslim communities

In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize ‘traditional’ Muslim societies through women’s education and empowerment. Embedded in these discourses is an assumption that all educated Muslim women will empower themselves through challenging the ‘oppressive’ structures of their families and communities. This paper challenges these homogeneous narratives of education and empowerment through highlighting the complexities of educated women’s daily lives in rural Pakistan. We situate the lived experiences of rural educated Pakistani women in global mainstream as well as in local historical narratives regarding the role and purpose of education for women. Our analysis reveals how the educated women participants’ lives were shaped by a complex gendered hierarchy that facilitated educated women to take on new roles while simultaneously requiring them to maintain harmonious relationships with family and community members.