Pakistan has continued to rank at the bottom positions regarding gender equality. The Global Gender Report 2024 ranked Pakistan at 145 out of 146 countries. This pattern indicates that inequality is not just a systemic issue. Rather, it’s deeply entrenched in the social fabric. One of the major elements contributing to this fabric is education.

Education holds the power to shape young generations’ attitudes and behaviors. What’s being inculcated through education, especially in the formative years, stays with the youth throughout. Our national discourse has paid sufficient attention to gender disparity in access to education, but what that education is imparting remains scant in the narratives revolving around education. Unfortunately, our curriculum tends to reinforce and reproduce gender biases and roles instead of eradicating them.

Gender Stereotypes in Curriculum

Studies conducted before the advent of the Single National Curriculum (SNC) showed that textbooks presented inadequate female representation. According to one study, only 7.7% of the personalities in the textbooks were found to be female, with most of them relating to Muslim history, while the rest were male. In the textbooks covering the history of the subcontinent, only 0.9% of historical icons mentioned were female.

Moreover, the context in which women are represented in Pakistani textbooks is similarly gendered. When female icons are mentioned, they are portrayed as helpless, tolerant, pious, and domesticated figures. The textbooks depict women in stereotypical gender roles—cooking, cleaning, washing clothes, raising children, and leading domestic chores. Representation of women in professional life is also confined to a limited variety, primarily teachers and doctors.

Now, coming to the Single National Curriculum, the same pattern prevails. A review of textbooks from Grade 1 to 5 reveals several problematic depictions of women, and the erasure of gender minorities raises questions about the purpose of such discrimination in a state-sponsored curriculum. Women are primarily shown in caregiving roles in both public and private spaces, with meager representation in sports, STEM, and other professions. Additionally, the texts incorporate heavy religious subtexts, lending an unnecessary weight of credibility to biased content.

Impact of Gender Stereotypes

The repercussions of a gender-biased curriculum extend far beyond the classroom. When young girls grow up seeing limited, stereotypical portrayals of women in textbooks, it shapes their aspirations and career choices, reinforcing the notion that their role is confined to caregiving and domestic responsibilities. This has direct consequences on workforce participation, where women remain underrepresented in STEM, leadership positions, and non-traditional professions. The lack of diverse female role models in educational content contributes to low labor force participation rates, wage gaps, and limited access to economic opportunities.

Moreover, by normalizing gender hierarchies from an early age, such curricula indirectly fuel gender-based violence and workplace discrimination, as societal perceptions of women’s capabilities and roles remain rigid. If education continues to reinforce these biases, Pakistan will struggle to achieve inclusive economic growth, gender parity in leadership, and social progress. Addressing these issues within the curriculum is not just about fairness—it is essential for unlocking the full potential of half the population and fostering a more equitable and prosperous society.

If we want women to succeed and be functional participants in the economy and society, these gender stereotypes need to be tackled. Curriculum can prove to be an effective tool in achieving this. An overhaul of textbooks to induce gender-sensitive context can help instill in young minds non-conventional gender roles, or more precisely, more productive female roles. It can also help reduce gender violence and promote a women-friendly society.

Recommendations

To ensure a more gender-equitable education system, the following steps must be taken:

  • Include gender experts in curriculum boards to ensure textbooks are void of gender biases.
  • Conduct curriculum reviews periodically to keep the content updated with gender issues and discourses.
  • Introduce gender-sensitive teacher trainings to help educators teach without reinforcing biases.
  • Develop and implement policies that mandate the removal of gender biases from educational materials.
  • Ensure that the curriculum aligns with international standards and commitments related to gender equality.
  • Allocate adequate resources for the training and development of educators in gender-sensitive teaching methodologies.
  • Establish monitoring and evaluation mechanisms to assess the effectiveness of curriculum reforms in promoting gender equality.

Gender equity in education is not just about increasing female enrollment. It’s about ensuring that education itself does not become an agent of reinforcing inequality. The curriculum is a powerful tool—if wielded properly, it can challenge deep-seated biases, promote gender equity, and help create a more inclusive and progressive society.