This document discusses the importance of educating women and girls globally. It notes that two-thirds of illiterate people worldwide are women and girls, despite the proven benefits of educating women such as decreased child mortality rates. Educated women are also better able to protect their children and participate in rebuilding societies. However, gender gaps in education still exist in many countries. The document introduces LitWorld, a nonprofit working to address this issue through literacy programs for girls in 25 countries. It advocates for investing in women's and girls' futures through cultivating literacy and creative expression to give them voice and empowerment in their own lives.
5 facts you should know about girls' educationSandra Dudley
Girls' education transforms lives. However, many girls are forced to leave school while others never have the opportunity to go in the first place, due to a combination of factors. Here are five facts you should know about girls' education
An evaluation of girl-child education in Nigeria. What are the policy issues that guide the education of a girl-child and what is the society's view of a girl-child?
5 facts you should know about girls' educationSandra Dudley
Girls' education transforms lives. However, many girls are forced to leave school while others never have the opportunity to go in the first place, due to a combination of factors. Here are five facts you should know about girls' education
An evaluation of girl-child education in Nigeria. What are the policy issues that guide the education of a girl-child and what is the society's view of a girl-child?
5 dangers girls face in disasters | Plan InternationalSandra Dudley
Adolescent girls are one of the groups most at risk when disasters strike. Girls whose needs are catered for can go on to be leaders for response and recovery within their communities. Those whose needs are not considered face consequences that may affect them for the rest of their lives. This slideshow shares 5 dangers girls face in disasters.
The Impact of Girl-Child Education on Community Development: A Study of Ika L...iosrjce
This research work investigated the impact of Girl-Child Education on Community Development with
focus on Ika Local Government Area of Akwa Ibom State. The specific objectives of the study are to identify the
role of Girl-Child Education in Community Development, to determine the factors impeding against girl-child
education in the aforementioned area and to examine how social, economic and political development affects
Girl-Child Education in Ika Local Government Area of Akwa Ibom State. The total population for this study is
39,500 and the sample size of three hundred and ninety five (395) persons from the selected communities i.e.
Ikot Inyang Udo, Ikot Akata, Urua Inyang, Ikot Oyo and Ikot Okon were drawn. The study adopted a descriptive
survey design and data were analysed using the chi-square (X2
) statistic at 0.05 level of significance. It was
found among other things that Girl-Child Education helps in Community Development and the factors militating
against girl-child education were culture and poverty level of the people. Based on the findings, the following
recommendations were made; the society should stop the discrimination of the girl-child in the provision of
education, also that government should make policy statements that will make the education of the girl child
legal and compulsory.
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
Parents Attitude towards Girl Child Education: A Sociological Study of HaryanaRHIMRJ Journal
Girls and boys have the same rights to get a quality education. But the ‘gender gap’ becomes painfully evident when
looking at who is in the classroom. Girls lag behind than boys at all levels of formal education in Haryana. Enrolment,
retention, transition and achievement rates for girls are always lower than that of boys. This means that even many of the girls
who are enrolled in school do not complete Secondary School education. There is the strong belief that negative parental
attitude must be blamed for the low level education of girls. The purpose of the present study was, therefore, to assessing
current parental attitude towards the education of girls children. The study analyzed the data from 50 parents, who had one or
more than one school going children. Out of these, 20 parents belonged to upper caste families, 15 parents belonged to middle
caste families and 15 parents belonged to lower caste families. The age range of the sample was 18-50 years, and they all
belonged to Bohar village of Rohtak District. 20-item questionnaire schedule was used for collecting data. The findings
showed that the overall attitude of the respondents was moderately favorable and positive towards schooling and education of
their children. The study reflects that generally parents would want to educate both boys and girls, however when there are
other demands on the family's resources that the education of the girl child is considered a secondary issue.
This presentation outlines traditional practices around the world that hurt women in general. It was originally produced for Chinese female college students.
A power point presentation on girl education with wonderful images,information and quotes.
Ping me at Twitter (https://twitter.com/rishabh_kanth), to Download this Presentation.
Educational Marginalization of Muslim Girls: A Study on the Role of State and...iosrjce
Muslim constitutes India’s largest minority but educationally they are one of the most backward
communities in the country .Muslim girls lag behind their male counterparts and women from other community
in the country itself. Women from different socio-economic strata have a great deal of marginalization in their
life situations. There are also significant differences in women’s specific status across regions, caste and class,
communities and religion. Women in India have made significant strides during the six decades entering every
field of education and taking on the challenges of various professions. However, masses of women remain
restricted by the vicious circles of family expectations, gender role discrimination, social stereotype and stigma.
The absence of gender disaggregated data by religion, particularly in respect of literacy rate, enrollment rates
at different stages of education, dropout rates etc., at national, states, district levels was a formidable bottleneck
in the planning and development of strategies and programmes for education of Muslim girls.
The study has analyzed the present educational marginalization of Muslim girls with reference to role of state
and religion in India. The present paper examined socio-cultural and educational factors and forces hindering
their educational participation. Through this study I discussed the backdrop of existing policies, programmes,
constitutional safeguards, legal provisions and schemes to promote education of Muslim girls belonging to
educationally backward minorities and being a social and economically disadvantage section of our society.
5 dangers girls face in disasters | Plan InternationalSandra Dudley
Adolescent girls are one of the groups most at risk when disasters strike. Girls whose needs are catered for can go on to be leaders for response and recovery within their communities. Those whose needs are not considered face consequences that may affect them for the rest of their lives. This slideshow shares 5 dangers girls face in disasters.
The Impact of Girl-Child Education on Community Development: A Study of Ika L...iosrjce
This research work investigated the impact of Girl-Child Education on Community Development with
focus on Ika Local Government Area of Akwa Ibom State. The specific objectives of the study are to identify the
role of Girl-Child Education in Community Development, to determine the factors impeding against girl-child
education in the aforementioned area and to examine how social, economic and political development affects
Girl-Child Education in Ika Local Government Area of Akwa Ibom State. The total population for this study is
39,500 and the sample size of three hundred and ninety five (395) persons from the selected communities i.e.
Ikot Inyang Udo, Ikot Akata, Urua Inyang, Ikot Oyo and Ikot Okon were drawn. The study adopted a descriptive
survey design and data were analysed using the chi-square (X2
) statistic at 0.05 level of significance. It was
found among other things that Girl-Child Education helps in Community Development and the factors militating
against girl-child education were culture and poverty level of the people. Based on the findings, the following
recommendations were made; the society should stop the discrimination of the girl-child in the provision of
education, also that government should make policy statements that will make the education of the girl child
legal and compulsory.
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
Parents Attitude towards Girl Child Education: A Sociological Study of HaryanaRHIMRJ Journal
Girls and boys have the same rights to get a quality education. But the ‘gender gap’ becomes painfully evident when
looking at who is in the classroom. Girls lag behind than boys at all levels of formal education in Haryana. Enrolment,
retention, transition and achievement rates for girls are always lower than that of boys. This means that even many of the girls
who are enrolled in school do not complete Secondary School education. There is the strong belief that negative parental
attitude must be blamed for the low level education of girls. The purpose of the present study was, therefore, to assessing
current parental attitude towards the education of girls children. The study analyzed the data from 50 parents, who had one or
more than one school going children. Out of these, 20 parents belonged to upper caste families, 15 parents belonged to middle
caste families and 15 parents belonged to lower caste families. The age range of the sample was 18-50 years, and they all
belonged to Bohar village of Rohtak District. 20-item questionnaire schedule was used for collecting data. The findings
showed that the overall attitude of the respondents was moderately favorable and positive towards schooling and education of
their children. The study reflects that generally parents would want to educate both boys and girls, however when there are
other demands on the family's resources that the education of the girl child is considered a secondary issue.
This presentation outlines traditional practices around the world that hurt women in general. It was originally produced for Chinese female college students.
A power point presentation on girl education with wonderful images,information and quotes.
Ping me at Twitter (https://twitter.com/rishabh_kanth), to Download this Presentation.
Educational Marginalization of Muslim Girls: A Study on the Role of State and...iosrjce
Muslim constitutes India’s largest minority but educationally they are one of the most backward
communities in the country .Muslim girls lag behind their male counterparts and women from other community
in the country itself. Women from different socio-economic strata have a great deal of marginalization in their
life situations. There are also significant differences in women’s specific status across regions, caste and class,
communities and religion. Women in India have made significant strides during the six decades entering every
field of education and taking on the challenges of various professions. However, masses of women remain
restricted by the vicious circles of family expectations, gender role discrimination, social stereotype and stigma.
The absence of gender disaggregated data by religion, particularly in respect of literacy rate, enrollment rates
at different stages of education, dropout rates etc., at national, states, district levels was a formidable bottleneck
in the planning and development of strategies and programmes for education of Muslim girls.
The study has analyzed the present educational marginalization of Muslim girls with reference to role of state
and religion in India. The present paper examined socio-cultural and educational factors and forces hindering
their educational participation. Through this study I discussed the backdrop of existing policies, programmes,
constitutional safeguards, legal provisions and schemes to promote education of Muslim girls belonging to
educationally backward minorities and being a social and economically disadvantage section of our society.
The U.S. Agency for International Development (USAID) is committed to providing development assistance that improves the lives of women, men, and children around the world. USAID has a special interest in the advancement of women worldwide. Women’s health, education, economic opportunity and human rights are at the core of successful, stable societies and economic growth.
One of the fundamental principles of the Department of State/USAID strategic plan is that “all citizens, men and women, are vital to meeting the critical challenges of today and reaching the goals of equality, peace and security.” USAID’s commitment to the full inclusion of women dates back to 1973, when the United States Congress passed the “Percy Amendment” to the Foreign Assistance Act, requiring that particular attention be given to integrating women into national economies to improve the status of women and to assist the overall development effort.
Today, USAID embraces this goal, and seeks to understand the different needs of men and women, to improve the efficiency and overall impact of its programs, and to ensure that both women and men have equitable access to development activities and their benefits. This document profiles USAID efforts to address barriers to full access to opportunity for women and men throughout the developing world. The success stories are a testament to the progress women and men have made. The selected examples illustrate the many efforts made by the USAID field missions, the Office of Women in Development, and other operating units in USAID to fully integrate women into development programs and policies throughout USAID. It is important to note that women’s leadership is not treated as a separate category in this report, but is reflected in all the examples.
Women are becoming political leaders, grassroots leaders, leaders in their professions, leaders in their communities, and heads of households, especially in regions ravaged by HIV/AIDS and conflict, and are growing into leaders in many other ways. As a result, all USAID efforts to support women’s skills, opportunities and rights contribute to “women’s leadership.” WOMEN, MEN AND DEVELOPMENT 1
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
Literacy Skill for the Girl Child - A Panacea for Reducing World Povertyleadershipmgtservice
A literate community is a dynamic community, one that exchanges ideas and engages in debate. Illiteracy, however, is an obstacle to a better quality of life, and can even breed exclusion and violence.
Child marriage legitimizes human rights violations and abuses of girls under the guise of culture, honor, tradition, and religion. It continues a sequence of discrimination that begins at a girl’s birth and is reinforced in her community, in her marriage and which continues throughout her entire life. Child marriage, therefore, is a way of dealing with the perceived problems that girls represent for families, the problems that arise from the low value given to women and girls.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
1. Literacy and quality education are basic human rights. Tragically, two-thirds of
the 793 million illiterate people in the world are women and girls, yet only a small
fraction of available resources are dedicated to closing this gender-education
gap.
Globally, we have a lot to gain from educating women. According to USAID,
women’s education has caused a sharp decrease in mortality rates in children
under age five over the past four decades. Additionally, women and girls who
receive quality education are more likely to send their children to school than
those who do not. Educated women are also better able to protect their children
from HIV, malnutrition, and sexual exploitation.
The role of women as peacekeepers is also being increasingly recognized,
especially in developing countries. In 2013, the U.N. reported that in post-conflict
situations, women are at the forefront of peace negotiations and in rebuilding
societies both in local communities and at the national level, especially when the
women were educated. Economic participation by women as a result of the
investment in quality education for girls improves outcomes for entire
communities. In short, a world in which women are given the tools of literacy and
education they deserve is a world that is more sustainable and contains a
brighter future for all.
We know that women have the power to change the world. But despite obvious
gains, we still have a long way to go, as women and girls still do not have the
same educational opportunities as their male peers. In Afghanistan, for example,
there are only 66 girls enrolled for every 100 boys, and in Somalia, only 55 girls
are enrolled for every 100 boys. This disproportion is not a localized problem
limited to a few countries, but is evident across the globe.
LitWorld is a global nonprofit that has sought to lessen this divide and has
impacted girls in 25 countries with its literacy programs. This month, we are
partnering with Global G.L.O.W. (Girls Leading Our World) to launch the
HerStory campaign, a project that will provide girls with the opportunity to voice
their real and often unheard issues, hopes and dreams.
It is time to invest in women’s and girls’ futures. Literacy is not just about learning
the alphabet, but about cultivating creative expression and putting young girls’
stories into the world, thereby dignifying their experiences and giving them a
voice to change their own lives and all those around them.
Pam Allyn is a world-renowned literacy expert, author and motivational speaker.
She is the Executive Director and Founder of LitWorld, a groundbreaking global
literacy movement serving children across the United States and in more than 60
countries. Pam received the 2013 Scholastic Literacy Champion Award, and is a
Kellogg Foundation Fellow in Racial Equity and Healing.