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).