Discussion
Age does not cause people to get highly involved in education because young people behave reluctantly to assume responsibility of living independently in Pakistan (Haider & Vaseer, 2013). Collective culture of the country allows young people to live dependently on their parents and respondents also do not pursue their favorite professions and therefore, they fail to develop a strong spiritual relation with education over time (Haider, 2014). Advancement in educational career also does not increase academic involvement due to lack of interest in relevant activities of learning. People pursue education aimlessly in Pakistan and therefore, they do not comprehend presented knowledge in the class deeply and students also find education highly irrelevant because they cannot relate presented information in the class to practical world . Pakistan is a developing nation and therefore, its social system is filled with corruption and dishonesty. Growing corruption in the community causes students to approach purely theoretical concepts with skepticism (Haider, 2014). Social role of females is changing in the culture of Pakistan and therefore, women emerge as a part of mainstream workforce in different industries. Educational gap is closing between two genders and therefore, females involve into their academic roles intensively. Females also enjoy same level of exposure to educational world as males do (Lorence, 1987). Women are no longer reluctant to make comparative kind of effort in any field to reach equality with their male colleagues and ladies exhibit intensive level of involvement in education to prove their competence in the society as males do .
Aging in Pakistani society does not bring educational maturity and therefore, people do not develop the ability to think analytically and scientifically . Individuals living in Pakistani culture do not gather the ability to make independent decisions and actually, people do not taste personal freedom with aging. Lack of personal freedom in life does not allow oneself to feel satisfaction with life . Life Satisfaction depends on an individual’s ability to enjoy his or her existence academically, however, if one cannot make his or her educational decisions independently then he or she cannot experience satisfaction . Satisfaction with life originates from managing difficult situations and one’s self-image becomes stronger by facing hardships . People of Pakistan live under administrative control of their elders and they take every important decision for juniors. Juniors live a very relaxed life apparently . At later stage of life, Pakistani people realize the fact that they have not lived at all and therefore, they consider their lives meaninglessly empty (Lorence & Mortimer, 1985).
Educational system of Pakistan is programmed to test memorization of information and there is very limited practical use of education in Pakistan. Academic information does not aid people in developing solutions of their personal problems. Education fails to connect with masses at a personal level and therefore, people do not consider education as a method of improving their professional and personal lives (Haider, 2014). One cannot feel the sensation of satisfaction without improving his or her life and therefore, education does not qualify as a preferred method of gaining satisfaction from life in Pakistan (Haider & Vaseer, 2013).
Females experience more satisfaction from life because educational institutions are no longer reluctant to give women opportunities of academic participation. Females earn greater level of satisfaction from educational lives because they are able to leave their homes independently after spending a highly regulated childhood .
Younger girls are not allowed to leave confines of home without a guardian, however, adult life brings a message of freedom for females and therefore, they consider going to an educational center as a chance of freely socializing with others. Main source of satisfaction for females is a coeducational environment that offers a potential of mixing with the opposite gender . Rules of sexual segregation do not strictly apply in modern educational institutions . Additionally, females exchange their contact information with different males in order to prolong the experience of cross-sectional interaction and therefore, they remain mentally satisfied throughout their respective educational careers by socializing with their male fellows (Lorence, 1987).
Sexual harassment is a controlled behavioral factor in educational climate of Pakistan . Parents and relatives of students strongly monitor culture of the educational institutions and Teachers are highly responsible for providing safe and sound environment to females and males . Parents and relatives of workers establish an informal contract with instructors to protect their sisters, daughters, sons and brothers from any type of physical or sexual danger . Teachers have to oblige to such requirements to uphold a decent organizational image in the society and therefore, they monitor social interactions between employees very seriously (Haider & Vaseer, 2013). Many offices have installed cameras to evaluate sexual climate of the organization and therefore, sexual predators cannot harass people professionally, sexually and socially . Students can dissolve in their education without worrying about poor sexual environment of organizations .
Life Satisfaction majorly develops due to productive educational engagement and controlling Sexual Harassment at an organizational level proves as an effective method of causing people to focus more on their academic responsibilities . Families and educationalists secretly collaborate with each other to offer a safe and sound professional and educational environment to employees and students (Haider, 2014). Students can focus on their education without fearing subliminal or open sexual attacks and therefore, they can establish a very satisfactory path of personal success in life for themselves by enjoying higher degree of educational involvement . People in Pakistan treat their educational obligations as a burden and therefore, they prefer to spend only required time in the institution However, they do not understand and appreciate true nature of their education (Haider, 2014).