Schooling of Girls And Their Education

1. SCHOOLING OF GIRLS /
WOMEN STATES IN
DEVELOPING COUNTRY,
SCHOOL CULTURES AND
ISSUES
Mabayambang
Manguiob

2. SCHOOLING OF
GIRLS
Education is a basic human right that
should be exercised fully in all
nations. A girl's education is an
essential starting point in establishing
equality everywhere. Despite the
Constitution guaranteeing equality
before the law and non-
discrimination on the basis of sex,
remains a patriarchal society. Male
inheritance and property ownership,
early marriage, dowry, honor crimes,
lack girls' education, witch hunting,
violence against women, and
trafficking are all serious issues in the
country. There are schools, but most
girls do not attend, often because of
religious reasons or cultural
pressures.

3. • A study conducted by the U.S. Census Bureau states
that three out five girls receives primary education
versus three out four boys. There should not be
differences in the numbers of such a basic, universal
human right. The law of the land makes it clear that
both boys and girls have an equal opportunity to
attend school from the age of six through fourteen,
and that primary education is a fundamental right. If
the constitution does not make it clear enough, there
is also an in The Universal Declaration of Human
Rights defining that education is a universal human
right. Girls are not receiving equal access to primary
education and therefore are not achieving equality.

4. Higher Education
• There is some disagreement in the definitions of higher education.
Some define it purely as education that will result in a college
degree, at least an associate's degree. Others believe it is the
pursuit of any education at levels where attendance is voluntary.
This doesn't typically mean high school in places like the US,
although there are voluntary high school dropouts. It usually
means education from a school that offers post-secondary
education.
• It should be noted that the definition of higher education could
vary from country to country. Not all countries have compulsory
education equivalent to what a person might get in an American
high school. Some countries have little to no public schooling
available and any education is for the privileged few instead of for
almost all. Studying at high school level may not be compulsory in
many countries, and some limit public schooling to a much
younger age.

5. • Essentially, the term higher education can be broadly
defined. In most of the Western world, it is viewed as post-
secondary school education undertaken on a voluntary
basis. This could mean studying at a university, taking a
certificate class at a community college, or attending a
vocational or trade school Whether people want to become
licensed vocational nurses or college professors of
mathematics, they usually undertake higher education
training at one of these institutions. Some trade schools
may not even require secondary school completion or
diplomas.
• Higher education is seldom compulsory. Not everyone
needs to go to college or trade school, and few countries
make this education mandatory. However, many people find
they are not adequately trained to enter the work force
without additional information and skills. This can make
participating in a higher learning institute extremely
desirable,

6. Secondary Completion rates for
Girls and Boys
• Secondary completion is computed by dividing the total number of students in
the last grade of secondary education school minus repeaters in that grade by
the total number of children of official completing age It captures dropout rates
within secondary school as well as the transition rate between primary to
secondary schooling by using as its denominator the total number of children of
official completing age.
• Secondary completion rates are important to measure since the dropout rates
are highest in lower secondary grades. These are the ages when both the actual
cost and the opportunity cost of education become higher, and when education
systems struggle to provide high- quality instruction. There may be gender
differences, as willingness to school girls is far more strongly determined by
income and the broader costs of education than is the case for boys, and
families are often unwilling to invest in the education of girls if this investment
will not bring equivalentand direct economic gains to them and if girls continue
to be valued only as wives and mothers.

7. Disaggregation
• It is particularly important to disaggregate this
indicator by sex, income, disability, region, and
separately for children in regions of conflict, since
children in such regions are at greatest risk of
dropping out of the schooling system. Where
administrative data does not capture this information,
it may be important to capture it under such
categories.

8. Comments and limitations
• Secondary completion rates are more difficult to compare
across countries since the structure of schooling varies
widely, and the relevant age groups differ accordingly.
Further, students at the secondary level have access to
alternate pathways through vocational or other non-
formal programs, so global comparison is harder.
Secondary completion rates therefore can only be
calculated on a national basis with reference to the
number of years of schooling of that particular country.
They are not easily comparable across countries. Yet it is an
important indicator of the reach of the education system
and therefore included as a global indicator.

9. Feminization of Teaching
Profession
• Women and the 'feminization' of the teaching profession has been debated
for decades, in some places for over a century. The term 'feminization' has
tended to apply to countries where women are a significant majority in the
teaching workforce. As a result, there has been a tendency for most
explorations in this subject to come from countries in the North, such as the
UK, Australia and Canada, or, more recently, from South America. The
debates surrounding women, the teaching profession and feminization have
been wide-ranging and, in some cases, contentious. They have included
reviewing the reasons why the teaching profession became gender
imbalanced in favor of women in certain countries in the first place, and
what the impacts might be on learning processes and the educational
outcomes for students. Other explorations have sought to look more deeply
at trends within itself, including variations between education sectors and
management structures. Some discussions have attempted to address what
the implications of a majority female teaching profession has meant for
gender equality and relations more broadly, including women's overall
empowerment within society and the economy.

10. Feminization as a Statistical,
Sociological and Educational
Exploration
• At a purely statistical level, an occupation that is
predominantly made up of women is said to be
'feminized'. However, when sociologists and educators
refer to feminization they are referring to labor market
tendencies where the participation of women in various
occupations is increasing. Similarly, the Working Group of
the European Trade Union Committee for Education
(ETUCE) used the term feminization to "describe the
phenomenon of large-scale entry into the teaching
profession by women". But going further, the ETUCE
report indicated three distinct meanings within this

11. •Profession is a vocation founded upon
specialized educational training, the
purpose of which is to supply
disinterested objective counsel and
service to others, for a direct and definite
compensation, wholly apart from
expectation of other business gain.

12. • a statistical meaning, used in calculating
percentages of men and women in a given
profession;
• a meaning related to the effects of the weight of
numbers;
• and the rate of access of women into a profession

13. • For the purpose of this exploratory study, feminization
will be investigated on two levels. First, the study will be
exploring feminization from a purely statistical
standpoint, researching countries that currently have
high female teacher percentages.
• Secondly, the study will also attempt to examine
feminization from a sociological basis, exploring key
issues that accompany the statistical trends, including
causes, consequences and implications.

14. Global and Commonwealth
Overview
• As already noted, the feminization debate has taken place
primarily in countries that have long-standing education
systems and a long history of women entering the
profession. As a multi-regional group of member states, the
Commonwealth has a tendency sometimes to produce quite
divergent results where patterns and rhythms within
education are concerned. As Commonwealth countries are
present in the majority of global regions, at a fundamental
statistical level, regional statistics show initial indications of
such divergences when perusing female percentages within
the teaching force.

15. • Similarly, preliminary national level statistics that give
an overview of levels of feminisation are unable to
unearth a variety of other trends, including further
regional variations such as urban and rural differences,
or institutional variations such between educational
providers. Additionally, such a broad overview can
cover variations within the teaching profession's
management structure.

16. Women, teaching and the
feminization debate within the
context of the education
Millennium Development Goals
(MDGs) and Education for All
(EFA)

17. • Women and the teaching profession is an area that is
particularly pertinent to the education MDGs and EFA
goals. Developing countries are currently working towards
overcoming the dual challenges of education expansion
and universal provision while ensuring quality and equity.
In the context of countries that have achieved the goals of
Universal Primary Education (UPE) and gender parity in
education, historical analysis indicates that an influx of
women into the teaching profession has been central to
these successes. From a purely human resourcing
perspective, female labor has been instrumental at
fulfilling capacity needs, while from the perspective of
educating women and girls the presence of women
teachers has been a major contributory factor.

18. • Girl child education in particular lies at the
heart of today's core global education
mandates, providing much of the
programming around achievement of the
education related MDGs and EFA. In
countries where girl child education remains
a challenge, a dearth in female teachers
within the system has been identified as one
of the core barriers to gender parity and
equality in education, most specifically
where girl child retention in school is
concerned.

19. • An area within global education mandates that has less resonance
but is of consequence in some parts of the world is that of boys'
underachievement and under participation context: issues
surrounding boys appear prevalent in countries that have
achieved universal to Comparative to the issue of girl child
education, it is important to put this into clear primary education
and gender parity in education. The difficulties are therefore less
do with a mass-marginalization of boys that has resulted in a
major lack of access and retention, and instead more specific
trends that pertain to comparative underperformance in certain
subject areas and higher tendency towards drop-out as they
reach adolescence In a quest to understand the causes of this,
there has been a tendency among countries with majority female
teaching workforces to make linkages between feminization and
the underachievement of boys. This part of the debate has had a
tendency in the past to be fuelled by popular and media
perceptions of simplistic gender divisions, causing contention in
some cases.

20. Women, teaching and the
feminization debate within the
context of broader gender equality
• Just as gender equality in education and women in the teaching
profession have strong linkages, so the issue of women,
teaching and the feminization debate also have a place within
the broader context of gender equality in society as a whole.
The gender equality MDG stipulates outcomes beyond
education that include women's role in waged employment and
women's representation in political processes. In the first of
these, women and the teaching profession clearly has a broader
implication beyond education provision alone.

21. WOMEN STATES IN
DEVELOPING COUNTRY,
SCHOOL CULTURES AND
ISSUES

22. • The development of a country is very dependent on the
roles and freedom that women receive. The gender role
do vary geographically between More Developed
countries (MDCs) and less developed countries (LDC's).
In less developed countries women take on lower roles,
and lower stand in the social class. But geographically,
in MDCs women have power and can have higher jobs.
This gap is the piece that need to be studied to fully
comprehend the changing of the role between the men
and the women. One way the role of women is
changing through the world is the women are gaining
empowerment. Because of this, they are starting to
hold high respectable jobs.

23. • This empowerment is a huge change because instead
of women doing minuscule jobs as done before, the
women are in office and leading countries. This is
change because originally the men held these jobs.
Because countries are developing and as countries
developed the status of women increases, the change
can over all be described as countries becoming more
developed. Over all in the world, the trend is found
when countries allow the women right there country
develops. Another way how the role of women a
changing is women are now starting to become more
educated

24. This is a big role
change because
women have always
had very few people of
their gender in school.
This is primarily
because of their role
has been to work at
home and take care of
all the minuscule jobs
around the house. As
their country develops,
the role has changed
and now they can
obtain an education
and have more
freedom.

25. • There role of women has changed dramatically. The
world trend for the development of a country is
characterized by how women are treated and their roles
in society. Gender related Development index is another
tool used to explain that the roles are changing. This
index compiles of economic indications of gender
differences, social indications of gender difference, and
demography indication of genetic differences. this index
shows how the role has changed because this directly
corresponds to woman empowerment. This
empowerment allows women to get educated rather
than do mine minuscular jobs, and to take office or to
undertake the jobs that men once only had.

26. Demography is the statistical
study of populations, especially
human beings.

27. What do we mean by "culture"?
• When we talk about "culture" we often mean
intellectual and creative products, including literature,
music, drama, and painting Another use of "culture" is
to describe the beliefs and practices of another society,
particularly where these are seen as closely linked with
tradition or religion.
• But culture is more than that. Culture is part of the
fabric of every society, including our own. It shapes "the
way things are done" and our understanding of why this
should be so. This more comprehensive approach is
proposed in the definition of culture adopted at the
World Conference on Cultural Policies and used in
ongoing discussions on culture and development:

28. Culture is the whole complex of
distinctive spiritual, material,
intellectual and emotional features
that characterize a society or a social
group. It includes not only arts and
letters, but also modes of life, the
fundamental rights of the human
being, value systems, traditions and
beliefs.

29. How is gender related to culture?
• Expectations about attributes and behaviour appropriate to women or
men and about the relations between women and men in other words,
gender are shaped by culture. Gender identities and gender relations
are critical aspects of culture because they shape the way daily life is
lived in the family, but also in the wider community and the workplace.
• Gender (like race or ethnicity) functions as an organizing principle for
society because of the cultural meanings given to being male or female.
This is evident in the division of labor according to gender. In most
societies there are clear patterns of "women's work" and "men's work,"
both in the household and in the wider community and cultural
explanations of why this should be so. The patterns and the
explanations differ among societies and change over time.
• While the specific nature of gender relations varies among societies, the
general pattern is that women have less personal autonomy, fewer
resources at their disposal, and limited influence over the decision-
making processes that shape their societies and their own lives. This
pattern of disparity based on gender is both a human rights and a
development issue

30. Are cultures and traditions unchanging?
• Societies and cultures are not static. They are living entities that
are continually being renewed and reshaped. As with culture more
generally, gender definitions change over time. Change is shaped
by many factors. Cultural change occurs as communities and
households respond to social and economic shifts associated with
globalization, new technologies, environmental pressures, armed
conflict, development projects, etc. For example, in Bangladesh,
changes in trade policies allowed for the growth of the garment
industry, which drew large numbers of women into the urban
labor force. This process has involved a reinterpretation of the
norms of purdah (female seclusion) by the women entering this
employment and by their families. The much greater visibility of
women in cities such as Dhaka is also influencing public
perceptions of possible female roles in the family and the
workplace.

31. Change also results from
deliberate efforts to
influence values through
changes in the law or
government policy, often due
to pressure from civil society.
There are many examples of
efforts to influence attitudes
about race relations, the
rights of workers and the use
of the environment, to name
three areas in which cultural
values shape behavior.
Efforts to reshape values
about women and gender
relations have focused on
concerns such as the number
of girls sent to school,
women's access to paid
work, and public attitudes to
domestic violence.

32. Are development initiatives culturally-neutral?
• Development is about change. Development initiatives
(by governments, NGOs or development agencies) are
investments in promoting social and economic change.
Some development initiatives aim to change values and
practices that shape social relations consider, for
example, the investments made in family planning and
what this implies about family structures. Development
models also incorporate cultural values consider, for
example, the concern with the transition to market
economies, and the support for private property as a
cultural value.

33. • Other types of initiatives less obviously concerned with
culture nevertheless have impacts on the social
relations that characterize a culture. Consider, for
example, the possible impacts of an improved road
network linking rural and urban areas. New roads allow
greater mobility of people and goods. Many villagers
could benefit from better access to markets for farm
products, to health services and to schools for their
children. Others may not, for example, those producing
a product such as clay pots that must now compete
with cheaper and more durable plastic products. The
roads could lead to an increase in rural-urban
migration. This could result in more households where
men are absent and women take charge of farms and
families.

34. Can development initiates be
gender-neutral?
•Decisions made in planning an intiatives
shape the type of impact that it will
here on culture. Even if gender equality
is ne explicitly considered, decisions
made in the planning process will have
an effect on gende equality. For
example:

35. • a community-based rural water. supply initiative:
could include efforts to involve women as well men
in problem identification and management; or not,
in which case the strategy reinforces the idea tha
decision-making is a male function and results in
decisions that reflects only the priorities and
perception of men.

36. • a governance initiative concerned with the reform
of the civil code could include research and public
consultations on the equality implications of
provisions on marriage, divorce, property in
marriage, inheritance, etc. or not, in which case it
ignores an opportunity to review aspects of the civil
law that in many countries institutionalize
discrimination against women;

37. • an infrastructure initiative that restructures a
national telephone company's exchanges,
equipment and workforce: could include
consideration of the gender aspects of the
employment restructuring and retraining required
for the new system, or not, in which case it misses
the opportunity to contribute to increased equality
in the future workforce of an important employer.

38. •These examples show that the decisions
taken in planning are not neutral with
respect to gender equality, even where
gender issues are not considered.

39. Importance of Women in our Society
• Women who were the most dormant segment of population
have now become active participants in all walks of life. Till
now, they is a male fu not only a significant unit of the society
but also influencing the were only unit of the family
organization. Now, women are becoming course of social
change in society.
• Women are an important element of our Society. The modern
society has started recognizing the individual identity of
women. She is believed to have her aspiration, abilities and
qualities as a man does have and it is also agreed that she
should have the opportunities to develop her faculties and to
express them according to her own choice.

40. • Women can help the society in various ways. They can engage in social
activities and work for the betterment of the society.
• Young educated girls can get engaged in a profession of her choice. We
need more doctors, engineers, software developers, and social workers.
The world cannot grow at good pace unless women come forward and
take initiative for the development works.
• They can contribute enormously in the field of health care. Women
education will also improve the level of sanitation and hygiene.
• As a mother, her role in the development of the emotional
psychological aspect of the new born child has been also very
significant. She was not only the creator and maintainer of
her child but an educator and disciplinarian as well.
• The woman is now an important instrument of social change.
The extent of woman's participation in the corporate life is
thus the measure of social change

41. Role of Women in Community
Development
• The role of women in community development can be
crucial to the health of a society According to some
sociologists, women make many of the decisions that
determine household's participation in the community,
including healthcare, educational, and cultural
decisions. In parts of the world where women's rights
are still developing, the role women in the
development of a community can be the key to
reducing gender inequality, providing for the needs of
women and families, and ending centuries of
discrimination against women.

42. • Though the days where women stayed home and cared for the
children are largely vanished from Western society, women still
have a significant role in making household decisions. In many
families, women often decide where the family will shop, what
schools and activities children will attend, and the extent to
which the family will participate in community events. As a
powerful decision-making force, women are often well
acquainted with the pros and cons of their community, and
may be in a good position to analyze how best to improve
society. As members of community development organizations
such as outreach programs, parent-teacher associations,
cultural societies, and city planning boards, women can use the
knowledge they garner from household decisions to make a
substantive contribution to the future of their city or town.

43. Some sociologists also claim that
the way women process
information, prioritize, and plan,
may be highly beneficial to
community development. In
general, women may likely to
consider community development
as a holistic process, in which the
goal is the improvement of society
for everyone. Furthermore, some
studies suggest that many women
be work better as collaborators
and teammates, making them
ideal candidates for community
organizations in which decisions
must be made together. While
these tendencies are far from
universal, increasing the role of
women in community
development can lead to more
cooperative organizations that
seek to improve life for all citizens.

44. In areas of the world where gender inequality
pervades, the role of women in community
development may be even more important. When
women can be involved in the issues of women's
education, rape and domestic violence prevention,
and economic opportunities for women, they stand a
greater chance of reducing inequality and promoting
a fair society. In communities where the role of
women has been traditionally marginalized, it may
take strong, vocal, and persistent female participation
to insist that these issues be addressed for the
betterment of society.

45. In some regions, it may be quite
dangerous for local women to risk
active participation in community
development. As the world moves
closer to becoming a global
community, the existence of strong
gender inequality makes the role of
women in community development
even more critical. By using the
power of women in community
development to improve gender
sensitivity overall, women can help
shed light on glaring inequalities, and
try to find ways to better the lives of
other women in the global
community. By getting involved in
international community
organizations, women can pull the
focus onto the plight of women in
areas where they are not permitted
to have a voice, and make crucial
strides toward eliminating gender
inequality around the globe.

46. Thankyoufor
watching