Kaydedildi:
| Yazar: | |
|---|---|
| Materyal Türü: | Recurso digital |
| Dil: | Urduca |
| Baskı/Yayın Bilgisi: |
Zenodo
2025
|
| Online Erişim: | https://doi.org/10.5281/zenodo.16965248 |
| Etiketler: |
Etiketle
Etiket eklenmemiş, İlk siz ekleyin!
|
İçindekiler:
- <p>This article is a case study of a government Urdu-medium primary school in Bijapur, analyzing its poor condition and the resulting socio-economic impact on its students.</p> <p>Through observations and interviews with students, parents, teachers, and alumni, the research documents a school grappling with severe deficiencies. Key findings point to dilapidated infrastructure, a chronic shortage of teachers, and a profound lack of parental engagement due to poverty and low educational awareness. The study reveals that the school primarily serves underprivileged Muslim girls, as boys are often sent to different medium schools. It also notes that teachers themselves do not enroll their own children, acknowledging the substandard quality of education. The author concludes that the school perpetuates a cycle of educational and social exclusion by failing to equip students with basic knowledge or skills. This leaves graduates with limited life prospects and reinforces their marginalization, raising critical questions about the responsibility of the school, parents, and society.</p>