No gender bias in Islam
By Prof Mohammed Rafi
HISTORY is silent as to whether there was any distinction in the status of male and female sexes during the beginning of human civilization. However, in later days, females were regarded inferior to males. This idea of inferiority developed to such an extent that the males not only claimed superiority over females but further arrogated to themselves the right to utilize and employ the female sex as they liked.
All the dull and uninteresting tasks were, therefore, assigned to her. The Bible tells us that Satan misguided Eve, who in turn misguided Adam, and he ate the forbidden fruit (Genesis 2-3) and they were thrown out of heaven. Thus woman has always been viewed as the real cause of the first sin and not man.
Contrary to popular belief, the Quran has clearly indicated that Satan misguided both Adam and his mate together. (2:36). Christians believe that Adam was created first. When he felt lonely, Eve was created from his rib (Genesis). Unfortunately many Muslim theologians have the same belief. At another place, in Bokhari, it is written “Abu Huraira narrated that Muhammad when he peeped into Heaven, he saw the poor and when he looked into Hell, and he found the majority to be women”.
It must be noted that Muhammad is also reported to have said that heaven is at the feet of the mother. Such contradictory traditions make women hateful and even Quranic concepts are interpreted wrongly in the light of pre-conceived ideas which do not reflect the true Divine message. One can easily infer that these traditions were coined by men who considered women to be of low integrity only suitable to be their wives fulfilling their lowly desires and nothing else.
The following verses of the Quran make it clear that men and women are partners and equally capable. “Men are capable of integrating themselves by the laws of Allah and so are women. Man can belong to the party which believes that the sure result of following Allah’s laws will be universal peace, and so can women. Men have the capability to preserve their abilities in such a way that they use them only in accordance with His laws, and so have women. Men are capable of proving the truthfulness of their claims about truth and conviction, and so are women.
“Men are steadfast, so are women. Men bow more and more in front of the laws of Allah as they develop their abilities more and more, and so do women. Men can be charitable and so can women be. Men can control and restrain themselves from whatever is asked of them, and so can women. Men can control their sexual desires, so can women. Men are capable of comprehending and considering the laws of Allah at all times, and so are women. Since all the above qualities are available in both men and women, results of their efforts shall be the same. Hence in Allah’s system both have protection and great reward” (33:35).
These ayats (verses) show that women can do what men can do and just as well. There is no aspect of human life about which Allah might have given ability to men and not women. The Quran further says that both men and women shall enter Heaven together, may it be the heaven of home, society or the hereafter.(3:195).
The Quran completely changed man’s attitude towards woman. It placed the relation between them on a basis of equality. Of course, man and woman are not absolutely the same. In some facets of life one excels the other. It is a necessary consequence of the fact that their roles in life are complementary to each other. “God has created you that one excels the other (in certain aspects)” (4:34) The spirit of the Divine message is that mankind will attain human stature only when it speaks about man and woman in terms of human beings and not with reference to sex distinction.
In the Asian cradles of civilization woman was no better off. In Hinduism, females are barred from reading the Vedas. In pre-Islamic Arabia, and even our modern day South Asian Muslim culture, women are degraded and considered ignominious for the family. Very few rejoice the birth of a girl. Female infanticide was common in Arabia.
In such conditions Muhammad stood for the rights of woman and gave them respect, reverence and honour. They were not allowed to be treated as property of the males. Islam denounces this custom and commands people to love and cherish their daughters. No doubt in the distribution of responsibilities there are certain functions particular to the woman e.g. pregnancy, childbirth and the caring of children. For this reason her body is built differently from man and so is her psyche which comprises abundance of love, affection and sacrifice.
The Quranic term for the community of Muslims is Ummah and is derived from Umm (Mother). Even in the beginning of the Quran, Allah is mentioned with His attributes of Rahman and Rahim (Gracious and merciful) from the Arabic root word ‘Rhm’. The term is also used for womb and exemplifies the nourishment, care and development provided to the unborn child in total security and comfort by the mother.
Marriage is the foundation of a stable family, community and society. It is a contract freely entered into by man and woman. A woman is absolutely free to marry anyone she likes. Man cannot marry a woman against her will (4:19). Both men and women are responsible for raising a family properly. If, however, a woman can earn her own living, she is free to do so. “Whatever she earns belongs to her” (4:32)
Man and woman are equal partners, as a team, in maintaining their home and family. Woman’s rights are to be respected as much as man’s. One gender cannot be superior or inferior to another if their rights and obligations are equal. The husband cannot encroach upon the rights of the wife. “The husband-wife relationship is based on closeness and reciprocity. Women have rights as much as they have obligations” (2:228).
Prophet Muhammad (PBUH) is reported to have said that the most perfect of faith among the believers is the best of them in morals and the best of them are those who are kindest to their wives. In his last sermon he said, “O my people you have certain rights over your wives and some have your wives over you. They are Allah’s trust in your hands. See you treat them with all kindness.”
The most important responsibility of an Islamic government is to order what is right and stop what is wrong. In this respect, both man and woman are equally responsible. “Men and women are each other’s friends and benefactors. Both of them order what is right and stop what is wrong. God has promised the believers, both men and women, goodly dwellings in gardens of perpetual bliss” (9:71, 72).
Under Islamic Laws, daughters before their marriage are the responsibility of the parents, but they are exempted to spend anything on their marriages. It is the sole responsibility of the husband to bear all the expenses of his marriage and is expected to hand over the money for this purpose in advance as Haq-i-Meher. Ali, the fourth caliph, had to sell his armour for this purpose. Unfortunately these Divine and beneficial injunctions are being ignored in our society creating problems and miseries. Haq-i-Meher has now become a mere formality and is rarely paid before marriage.
Divorced women, due to their financial helplessness often fall prey to the evils of society. Islamic law took care of them and saved them from financial constraints. In the first instance, the ownership of the house in which she was living before divorce is automatically transferred to her and the husband has to leave the house. “Do not expel them from their homes and neither shall they be made to leave unless they become guilty of immoral conduct.”(65:1).
This injunction is on the statute book of many Muslim countries including Egypt. In addition to this, she is entitled to a reasonable allowance. Some jurists are of the opinion that such women should be provided with a servant to serve them. The spirit of the Quran is followed largely in the West, but unfortunately we lag far behind in this context.
Islam allowed polygamy, with restrictions, to solve the problems of widows.
The Quran has placed great importance on sexual conduct and the matter of chastity. It requires both men and women to be chaste. In fact, it requires men first to be chaste than women. (24:30, 33:35). Unfortunately in most of the Muslim societies, women are expected to be chaste and not men. Women are blamed for any kind of permissiveness in society and not men. One of the main arguments of confinement of women to homes is that the faith (Eeman) gets disturbed if women go out of their homes.


Elusive search for quality education
By Shahid Kardar and Nadia Khar
THE overarching constraint in Pakistan’s ability to expand its industrial production, improve its productivity and international competitiveness and increase its global share of high value-added exports is the size and quality of its human capital.
Although Pakistan continues to be a laggard in its social indicators (in terms of low enrolment and high drop-out rates) and suffers from poor quality institutions of higher learning, little is known about the quality of basic education being imparted through educational institutions managed by government agencies.
While enrolment rates reflect the extent to which children are attending school — it covers only the “access” aspect of education — the real indicator of the quality of services delivered through educational institutions is the knowledge of students in subjects being taught to them.
To assess the learning outcomes of children, students of Grade 4 and their teachers were administered a test in a recently concluded survey of a sample of government schools in six representative districts of Punjab (Rawalpindi, Faisalabad, Sargodha, Muzaffargarh, Rajanpur and Mianwali). In the 104 schools that were surveyed, students were tested in mathematics and Urdu using an instrument designed by the National Education Assessment System (NEAS) for children who had completed the curriculum developed for Grade 3.
The performance of the students in the tests was so poor that it was heart-rending, highlighting the low quality of instruction delivered through public schools. Since the tests were meant to assess the familiarity of students with concepts that they had supposedly been taught in Grade 3, it was alarming that the vast majority of the students (70 per cent) were unable to score even 30 per cent in maths.
Of the 595 students tested in maths only six per cent were able to score more than 50 per cent. The students maintained that they were unfamiliar with a large proportion of the concepts covered in the test that had ostensibly been designed on the basis of the curriculum and textbooks of Grade 3. The performance of students in the Urdu test was somewhat better. Around 42 per cent of the 619 students who sat for the Urdu test did not get pass marks (which were pitched at a mere 30 per cent) and 28 per cent scored more than 50 per cent marks. In view of the difficulties experienced by students in attempting the tests, it was decided to administer the same tests to teachers to assess their knowledge of the concepts they were required to pass on to their students. It was highly disturbing to discover that more than 18 per cent of the teachers were unable to score even 50 per cent in the same maths test, while a mere 31 per cent managed to get more than 75 per cent despite reliance on textbooks and collaboration with other colleagues in some instances.
Teachers who were matriculates (the minimum academic requirement for primary teachers until the recent change mentioned below) were able to attain an average of just 56 per cent, compared with the average of 69 per cent obtained by teachers who were graduates, although still well below what they should have scored considering that they were being tested on basic concepts that children in Grade 3 are expected to know!
Further analysis of test results in maths revealed that teachers, particularly females, encountered problems in solving questions relating to interpretation of very simple graphs, conversion of weights and measures, rather simple fractions and even calculations of the area of basic shapes. The difficulties experienced by teachers in solving simple mathematical problems meant for students who have completed Grade 3 reflects the poor quality of the teaching force educating this country’s future generations.
The policy of hiring teachers with low academic qualifications for primary grades in the past, the political patronage exercised during teacher recruitment, the ineffective mechanisms for providing on-going instructional support to teachers, the low quality and inadequate duration of the teacher training courses for staff development and rampant teacher absenteeism without any penalties for negligence of duty have all contributed to the dismal standard of education delivered through public institutions. This suggests that an issue much larger than the low rates of literacy and enrolment is the disappointing level of knowledge of not just the children but more importantly that of their teachers.
Recognizing the need to improve the quality of teachers, the Government of Punjab has introduced a transparent, merit-based system for recruiting teachers on contract and school-specific basis and has raised the minimum academic entry requirement for teachers to graduation, all in the hope of reducing the scope for political interference in teacher recruitment and transfers.
The new merit-driven recruitment policy is a step in the right direction as better qualified teachers are expected to significantly impact on the quality of education in publicly managed schools. However, it will take some time before this new policy starts making a visible difference to the learning outcomes of children as new teachers gain experience and replace the old group of poorly qualified and inadequately trained teachers.
Until this happens and the quality of the institutions of higher education is improved so that we can get a better crop of graduates to serve as teachers, we will continue to be constrained in our efforts to enhance the productivity and skills of our work force.
It appears, therefore, that there is still a long way to go, and that too if we start making, and sustaining, the necessary adjustments today. In the meantime, there is every reason to fear that these young, new entrants will eventually imbibe the culture and mindset of the “regular” teachers and adopt their relatively relaxed attitudes and work ethics and focus their energies on getting themselves re-categorized as “permanent” employees, resulting in most potential gains from the new policy being lost to the country.

