The collective responsibilities and rights of female students are ignored in the academic domain of Sindh, Pakistan. The third world countries are a mirror image of it and highlight their declining condition in the educational perspectives of female education. The twelve Psychosocial barriers are highlighted in this study. They are analyzed to know about their extent in female students in one of the Public sector universities of Sindh, Pakistan. The quantitative design was adopted, and a questionnaire was used as the instrument to measure percentages and frequencies. A five-point Likert Scale was selected for the process of data collection measurement from thirty female participants of the English department. The thirty female students represented four academic stages in a co-academic setting. After the analysis of data through SPSS software, the results affirmed that female students do face problems to pursue their higher education in the shape of psychological fears, uncomfortable situations, adoption of different rough attitudes against her existence in academics, dominancy of the male colleague in academic and societal boundaries, cultural and parental disparities in mind sets that ultimately results to the unawareness of societal conservative norms established in educational setting of Universities in Sindh, Pakistan.

This paper investigates how Hosain's Sunlight on a Broken Column presents the oppression of women in the socio-political and cultural contexts of the Indo-Pak society. Patricia Collins's views of intersectionality and matrix of domination and Wrede's concept of agency serve as a theoretical framework for this research. Intersectionality works through a matrix of domination that includes four domains of power: structural, disciplinary, hegemonic and interpersonal, which further serves to organize, regulate, maintain and internalize oppression. The study is significant as it intends to unravel the fact that in Sunlight on a Broken Column, gender is not the only factor causing subjugation. Oppression keeps on multiplying with the inclusion of several aspects of individual identity in general and female identity in particular, including age, color, creed, religion, race and sexual orientation. The research establishes that despite intersecting forces of suppression, there still is room for the female agency as the character of Laila foregrounds the fact that the existing situation can be challenged and reverted by few individuals found inside the suppressed groups.

This study explores the impacts of adult literacy centers for woman in District Malakand. The students of adult literacy centers of District Malakand constitute the population of the study. There are 6 centers, three each for males and females. A group of 10 women in each female center was selected for focus group discussion. A sample of 30 individuals was taken with the help of Judgmental sampling. The primary data were collected with the help of a focus group discussion. Questions were asked from the participants keeping in view the objectives and relevant literature. The participants were inquired what they gained from the adult literacy program. During the group discussion Field notes were taken and the discussion was also recorded. After each group discussion the recorded data was transcribed verbatim. Data were verified by comparing the field notes and video. All transcriptions and field notes were thoroughly read by the researchers. Three stage approaches were adopted for data reduction. The narrative of the participants was changed into a simple description. Description was categorized under one theme. Representative quotations were also added to various response categories, themes and patterns emerging from the data. The participants showed positive response. They learnt basic reading, and writing, they could check the homework of their children, literacy brought awareness in their lives and this literacy program enabled them to start small business. Moreover, the centers provided an opportunity for socialization.

This paper focuses on exploring the way ingrained cultural wisdom and mechanisms provide the base for actualising official roles in formal organisations. Most of the formal interactions and transactions are made through personalised dealings (Qadeer, 1999). Some senior scholars feel that such cultural wisdom/mechanisms (like VB) are not relevant anymore (Chaudhary, 1999), but the current research and existing practices are giving a different picture of reality (Saher & Mayrhofer, 2014; Saher et al., 2014;
Qadeer, 1999). Considering this lacuna in literature and between literature and practice, this paper is going to unravel the process of informalization in formal organisations and will contribute to the ongoing debate on convergence divergence. This paper will also discuss the implications and extend guidance for future research in this field.

The study primarily aims to identify and analyze socio-cultural obstacles that prevent women from pursuing higher education in rural Quetta. It focuses on examining how women perceive the effectiveness of these barriers. This study utilized a qualitative research methodology to investigate the experiences of ten young female participants encountering socio-cultural obstacles that hindered their pursuit of higher education. The researchers conducted in-person interviews with participants using a semi-structured questionnaire, allowing for a full analysis of their experiences. The socio-cultural impediments examined include patriarchal culture, early marriages, priority for sons' education, co-education and male teachers, and social bias towards females. The findings indicate that although these obstacles exist, many young females do not view them as effective in discouraging their pursuit of higher education. This study highlights women's unfavorable situation in rural areas of Quetta, highlighting the need for more effective strategies to encourage women to pursue higher education.