This document discusses the importance of female education. It notes that education is the backbone of any society and plays a crucial role in a nation's development, especially its economic development. However, thousands of girls lack access to education due to sociocultural and economic barriers. The document outlines several benefits of female education, including improved health, poverty reduction, and empowering women to make decisions and influence community change. It also cites Islamic teachings that promote education for women. Suggestions are provided to improve female education rates through changing societal attitudes and empowering women.
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.
Women's education aims to improve knowledge and skills for women and girls. It includes education at all levels from schools to professional training. Providing education for females helps with economic development, empowerment, childcare, health, and alleviating poverty. However, women still face issues of gender inequality and lack of social acceptance and opportunities that limit their education attainment. Developing suitable curricula, increasing access to schools, and addressing financial and social barriers can help improve female education.
Women's education aims to eliminate illiteracy, develop self-esteem and confidence, and allow women to make their own decisions and negotiate effectively. It also seeks to raise awareness of civil rights, provide income-generating skills, and enable more effective community participation and leadership. Education is needed to reduce inequality of opportunities and women's fertility rates by promoting family planning, delayed marriages, and lowering infant, child, and maternal mortality rates. When educated, women are more likely to seek medical care, ensure children's nutrition, adopt improved sanitation, and take better care during pregnancy.
This presentation discusses female education in Bangladesh. It introduces objectives like eradicating poverty and gender disparity. Key problems with female education are identified as poverty, early marriage, lack of awareness among guardians, religious disparity, lack of transportation and security issues. Research finds that early marriage and eve-teasing greatly impact female education. Recommendations include motivating students, building awareness, addressing social issues and improving housing facilities for female students. The conclusion maintains that overcoming obstacles through various efforts can enhance female education rates.
This document discusses the history and current state of women's education in India. It notes that while women had access to education in ancient times, their rights and status declined after 500 BC. During colonial and medieval periods, various religious customs and the introduction of purdah further deteriorated women's education. However, since independence the Indian constitution has established women's equal rights and the government has implemented policies and programs to promote girls' education and female literacy through initiatives like the National Education Policy and National Literacy Mission. Despite progress, factors like gender inequality, child labor, and exploitation still contribute to poor literacy rates in some areas. The document emphasizes the importance of educating women for their empowerment and overall family and social development.
The document discusses challenges facing girl child education in rural Kenya. It notes that poverty, disease, and harmful cultural practices prevent many girls from accessing education. Even with free primary education, girls in rural areas still face barriers like transportation costs. The document proposes several solutions, including creating supportive school environments, raising community awareness, providing life skills training, and developing vocational programs to empower girls. It argues that educating girls reduces poverty, improves health and environmental sustainability, and promotes gender equality and development. The author believes in the power of education and is donating land to establish a school.
This presentation is about the imporatance of female education in our country especially. This is to make the people realize that educating the girl child is not a burden but a smart investment for the future.
This document discusses the importance of female education. It notes that education is the backbone of any society and plays a crucial role in a nation's development, especially its economic development. However, thousands of girls lack access to education due to sociocultural and economic barriers. The document outlines several benefits of female education, including improved health, poverty reduction, and empowering women to make decisions and influence community change. It also cites Islamic teachings that promote education for women. Suggestions are provided to improve female education rates through changing societal attitudes and empowering women.
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.
Women's education aims to improve knowledge and skills for women and girls. It includes education at all levels from schools to professional training. Providing education for females helps with economic development, empowerment, childcare, health, and alleviating poverty. However, women still face issues of gender inequality and lack of social acceptance and opportunities that limit their education attainment. Developing suitable curricula, increasing access to schools, and addressing financial and social barriers can help improve female education.
Women's education aims to eliminate illiteracy, develop self-esteem and confidence, and allow women to make their own decisions and negotiate effectively. It also seeks to raise awareness of civil rights, provide income-generating skills, and enable more effective community participation and leadership. Education is needed to reduce inequality of opportunities and women's fertility rates by promoting family planning, delayed marriages, and lowering infant, child, and maternal mortality rates. When educated, women are more likely to seek medical care, ensure children's nutrition, adopt improved sanitation, and take better care during pregnancy.
This presentation discusses female education in Bangladesh. It introduces objectives like eradicating poverty and gender disparity. Key problems with female education are identified as poverty, early marriage, lack of awareness among guardians, religious disparity, lack of transportation and security issues. Research finds that early marriage and eve-teasing greatly impact female education. Recommendations include motivating students, building awareness, addressing social issues and improving housing facilities for female students. The conclusion maintains that overcoming obstacles through various efforts can enhance female education rates.
This document discusses the history and current state of women's education in India. It notes that while women had access to education in ancient times, their rights and status declined after 500 BC. During colonial and medieval periods, various religious customs and the introduction of purdah further deteriorated women's education. However, since independence the Indian constitution has established women's equal rights and the government has implemented policies and programs to promote girls' education and female literacy through initiatives like the National Education Policy and National Literacy Mission. Despite progress, factors like gender inequality, child labor, and exploitation still contribute to poor literacy rates in some areas. The document emphasizes the importance of educating women for their empowerment and overall family and social development.
The document discusses challenges facing girl child education in rural Kenya. It notes that poverty, disease, and harmful cultural practices prevent many girls from accessing education. Even with free primary education, girls in rural areas still face barriers like transportation costs. The document proposes several solutions, including creating supportive school environments, raising community awareness, providing life skills training, and developing vocational programs to empower girls. It argues that educating girls reduces poverty, improves health and environmental sustainability, and promotes gender equality and development. The author believes in the power of education and is donating land to establish a school.
This presentation is about the imporatance of female education in our country especially. This is to make the people realize that educating the girl child is not a burden but a smart investment for the future.
This document discusses gender disparity in education in Pakistan. It begins by defining key terms like gender, disparity, and gender disparity. It then provides data showing literacy rates are significantly higher for males (72.5%) than females (51.8%) in Pakistan. Several factors that contribute to this gender gap in education are discussed, such as safety concerns, lack of access to schools, economic conditions, and social norms. The document concludes by outlining some steps that could be taken to help reduce gender disparity in education, such as empowering women and girls, stopping child marriage, and encouraging girls to pursue non-traditional vocations.
Need, Importance and Benefits of women educationMubeena Shabeer
A well educated mother can give a better environment to her children for well growth and for better education. So education must be utilized as best method for empowering women.Here in this powerpoint presentation ,the need ,importance and signifucance of women education is clearly given.
1) Women Education in Ancient India, Medieval India , Colonial and modern India .
2) Factors holding women from going to school
3) UNICEF Strategies
4) Projects by Govt of India
Women empowerment unit-iii- Problems and Challenges in indiaDr. Mani Madhavan
Women and Education
Women and Health
Women and Economy
Women and Politics
A woman’s lack of education also has a negative impact on the health and wellbeing of her children. For instance, a recent survey in India found that infant mortality was inversely related to mother’s educational level
The document discusses the importance of women's education. It states that women's education aims to improve women and girls' knowledge and skills through various forms of learning, including general education, vocational training, health education, and more. Educating women brings socio-economic changes, empowers women economically, improves health and living standards, and allows women more opportunities and rights. The government and organizations have implemented several programs to promote women's literacy and education.
The document discusses the status of women in India from ancient times to the present. It begins by noting that women had equal status with men in ancient India and held prominent positions, but their status deteriorated during the medieval period with the rise of practices like sati and child marriage. While women excelled in some fields, gender inequality increased under British colonial rule and the introduction of practices like purdah. Reformers in the 19th century worked to improve conditions for women. The document then outlines continuing issues related to health, education, employment, and violence facing women in India today despite constitutional guarantees of equality and women's advancement in some areas.
This document discusses girl child education and the National Policy on Education (NPE) 2019 draft in India. It outlines key factors that contribute to low rates of girl education such as poverty and cultural attitudes. The importance of educating girls is described, including empowering girls and achieving gender equality. Several government schemes that promote girl education in India are summarized, including Beti Bachao Beti Padhao and state-level programs. The NPE 2019 draft vision for prioritizing girl education through partnerships, increasing women in leadership roles, ensuring school safety, and conducting gender sensitivity programs is highlighted. The conclusion emphasizes that educating girls plants seeds for immense societal benefits and is crucial for women's empowerment.
The document discusses women empowerment in India through social, economic and political means. It outlines various government schemes and policies that aim to empower women through education, health, livelihood opportunities, and legal protection. Socially, women are empowered through literacy programs, health initiatives to reduce maternal and child mortality, and laws against dowry and child marriage. Economically, microfinance programs, rural development schemes, and laws ensuring equal pay aim to empower women. Politically, reservations in local governance and laws against discrimination have promoted women's participation and rights. The overall goal of these multi-pronged efforts is to eliminate discrimination and poverty, and allow women to live with dignity, equality, and decision making power.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
The document discusses the history and current state of female education in India. It notes that historically India has had very low rates of female literacy due to societal biases that viewed women's roles as limited to the home. Over time, various programs and initiatives have sought to improve access to education for girls and women, including the Wood's Dispatch program in 1854, the establishment of the national committee on women's education in 1958, and the 86th Constitutional Amendment in 2002 guaranteeing free elementary education. However, challenges remain around infrastructure, resources, and societal attitudes that still discourage female education in some areas and families. Overall access to and quality of female education in India has increased but still needs further progress.
The document discusses women's rights in India as outlined by the constitution. It notes that the constitution guarantees gender equality and empowers the state to adopt affirmative action for women. It summarizes some key rights like equality, non-discrimination, equal pay, protection from domestic violence, sexual harassment, and inheritance rights. The document also outlines some laws and organizations established to protect women's safety, health, political participation, and development in India.
This document discusses women empowerment and the need to increase women's strength and opportunities in various areas of life. It notes that women currently make up half the world's population but own only 1% of land and earn 10% of income despite performing 60% of the world's work. Women face educational, social, and health challenges as well as traditional barriers that prevent empowerment. The document advocates providing education to women, supporting women in crisis, encouraging women to pursue careers, and changing societal attitudes towards women in order to promote gender equality and allow societies to reach their full potential.
The document discusses the status and safety of women in India. It notes that while women are considered goddesses and can be found in all fields, they generally feel unsafe going out alone and continue to face exploitation. Crime against women is prevalent, with a crime recorded every 1.7 minutes according to NCRB. Real stories of rape, murder and acid attacks are mentioned. Recent complaints of rape, dowry deaths and harassment are also highlighted. The document outlines challenges to women's safety and laws that have been enacted to protect women in India. It argues that increasing women's participation at all levels along with awareness campaigns are needed to improve the situation.
The document discusses recent trends in women's education. It covers the history of women's education in India from ancient to modern times. It outlines barriers to women's education such as poverty, social factors, and distance to schools. Solutions discussed include converting education policies, developing human resources, and expanding non-formal education. Recent positive trends include strengthening gender-responsive systems, targeting adolescent girls, improving teaching techniques, addressing gender-based violence, and expanding access in remote areas. Global organizations are also working on goals around child marriage, political participation, and health to boost women's education.
This contain the all the flaws and the solution of our education system and as well as the history of our education system where it comes form and where it goes.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging groups based on opinions rather than individual characteristics. Sources of stereotyping include social learning from parents and peers, and cognitive biases like social categorization and outgroup homogeneity. Consequences of stereotyping include influencing perceptions and behaviors, self-fulfilling prophecies, and stereotype threat. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and cooperative learning to reduce stereotyping.
The document discusses the status of women globally and in India based on various social, economic, and political indicators. Some key points:
- Women represent a large percentage of the world's poor and refugees. Their life outcomes generally lag behind men's.
- Women face inequality and discrimination in many areas of life like decision making, access to opportunities, treatment as sex objects, and gender-based violence.
- Women are underrepresented in politics and make up a small percentage of heads of state. Their labor force participation also tends to be in insecure, low-paying jobs.
- Gender gaps persist in India in literacy rates and the child sex ratio, though some indicators have improved over time. Women
This document discusses the importance of education, especially for girls and women. It notes that basic education should be available, accessible, acceptable and adaptable for all according to the 1948 Universal Declaration of Human Rights. Education enables girls and women to secure other rights. Improving access to education can help overcome poverty by improving family health, lowering child mortality rates, promoting good hygiene, and enabling economic growth. The document emphasizes that educating girls can change generations and features stories of notable women achievers.
Role of youth for development of pakistanHùssâîn Mîrzã
The document discusses the important role of youth in developing Pakistan. It defines youth as those between ages 15-25. Historically, Pakistani youth have played major roles in spreading Islam and in the Pakistan movement. Today, Pakistani youth are working to develop the country through education initiatives, health and well-being programs, communication and career skills training. They are helping to realize Quaid-e-Azam's principles of faith, unity and discipline. The conclusion emphasizes the bright future of Pakistani youth if they pursue education and follow examples of highly accomplished Pakistanis.
This document discusses gender disparity in education in Pakistan. It begins by defining key terms like gender, disparity, and gender disparity. It then provides data showing literacy rates are significantly higher for males (72.5%) than females (51.8%) in Pakistan. Several factors that contribute to this gender gap in education are discussed, such as safety concerns, lack of access to schools, economic conditions, and social norms. The document concludes by outlining some steps that could be taken to help reduce gender disparity in education, such as empowering women and girls, stopping child marriage, and encouraging girls to pursue non-traditional vocations.
Need, Importance and Benefits of women educationMubeena Shabeer
A well educated mother can give a better environment to her children for well growth and for better education. So education must be utilized as best method for empowering women.Here in this powerpoint presentation ,the need ,importance and signifucance of women education is clearly given.
1) Women Education in Ancient India, Medieval India , Colonial and modern India .
2) Factors holding women from going to school
3) UNICEF Strategies
4) Projects by Govt of India
Women empowerment unit-iii- Problems and Challenges in indiaDr. Mani Madhavan
Women and Education
Women and Health
Women and Economy
Women and Politics
A woman’s lack of education also has a negative impact on the health and wellbeing of her children. For instance, a recent survey in India found that infant mortality was inversely related to mother’s educational level
The document discusses the importance of women's education. It states that women's education aims to improve women and girls' knowledge and skills through various forms of learning, including general education, vocational training, health education, and more. Educating women brings socio-economic changes, empowers women economically, improves health and living standards, and allows women more opportunities and rights. The government and organizations have implemented several programs to promote women's literacy and education.
The document discusses the status of women in India from ancient times to the present. It begins by noting that women had equal status with men in ancient India and held prominent positions, but their status deteriorated during the medieval period with the rise of practices like sati and child marriage. While women excelled in some fields, gender inequality increased under British colonial rule and the introduction of practices like purdah. Reformers in the 19th century worked to improve conditions for women. The document then outlines continuing issues related to health, education, employment, and violence facing women in India today despite constitutional guarantees of equality and women's advancement in some areas.
This document discusses girl child education and the National Policy on Education (NPE) 2019 draft in India. It outlines key factors that contribute to low rates of girl education such as poverty and cultural attitudes. The importance of educating girls is described, including empowering girls and achieving gender equality. Several government schemes that promote girl education in India are summarized, including Beti Bachao Beti Padhao and state-level programs. The NPE 2019 draft vision for prioritizing girl education through partnerships, increasing women in leadership roles, ensuring school safety, and conducting gender sensitivity programs is highlighted. The conclusion emphasizes that educating girls plants seeds for immense societal benefits and is crucial for women's empowerment.
The document discusses women empowerment in India through social, economic and political means. It outlines various government schemes and policies that aim to empower women through education, health, livelihood opportunities, and legal protection. Socially, women are empowered through literacy programs, health initiatives to reduce maternal and child mortality, and laws against dowry and child marriage. Economically, microfinance programs, rural development schemes, and laws ensuring equal pay aim to empower women. Politically, reservations in local governance and laws against discrimination have promoted women's participation and rights. The overall goal of these multi-pronged efforts is to eliminate discrimination and poverty, and allow women to live with dignity, equality, and decision making power.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
The document discusses the history and current state of female education in India. It notes that historically India has had very low rates of female literacy due to societal biases that viewed women's roles as limited to the home. Over time, various programs and initiatives have sought to improve access to education for girls and women, including the Wood's Dispatch program in 1854, the establishment of the national committee on women's education in 1958, and the 86th Constitutional Amendment in 2002 guaranteeing free elementary education. However, challenges remain around infrastructure, resources, and societal attitudes that still discourage female education in some areas and families. Overall access to and quality of female education in India has increased but still needs further progress.
The document discusses women's rights in India as outlined by the constitution. It notes that the constitution guarantees gender equality and empowers the state to adopt affirmative action for women. It summarizes some key rights like equality, non-discrimination, equal pay, protection from domestic violence, sexual harassment, and inheritance rights. The document also outlines some laws and organizations established to protect women's safety, health, political participation, and development in India.
This document discusses women empowerment and the need to increase women's strength and opportunities in various areas of life. It notes that women currently make up half the world's population but own only 1% of land and earn 10% of income despite performing 60% of the world's work. Women face educational, social, and health challenges as well as traditional barriers that prevent empowerment. The document advocates providing education to women, supporting women in crisis, encouraging women to pursue careers, and changing societal attitudes towards women in order to promote gender equality and allow societies to reach their full potential.
The document discusses the status and safety of women in India. It notes that while women are considered goddesses and can be found in all fields, they generally feel unsafe going out alone and continue to face exploitation. Crime against women is prevalent, with a crime recorded every 1.7 minutes according to NCRB. Real stories of rape, murder and acid attacks are mentioned. Recent complaints of rape, dowry deaths and harassment are also highlighted. The document outlines challenges to women's safety and laws that have been enacted to protect women in India. It argues that increasing women's participation at all levels along with awareness campaigns are needed to improve the situation.
The document discusses recent trends in women's education. It covers the history of women's education in India from ancient to modern times. It outlines barriers to women's education such as poverty, social factors, and distance to schools. Solutions discussed include converting education policies, developing human resources, and expanding non-formal education. Recent positive trends include strengthening gender-responsive systems, targeting adolescent girls, improving teaching techniques, addressing gender-based violence, and expanding access in remote areas. Global organizations are also working on goals around child marriage, political participation, and health to boost women's education.
This contain the all the flaws and the solution of our education system and as well as the history of our education system where it comes form and where it goes.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
This document discusses stereotyping, including its definition, sources, and consequences. Stereotyping is judging groups based on opinions rather than individual characteristics. Sources of stereotyping include social learning from parents and peers, and cognitive biases like social categorization and outgroup homogeneity. Consequences of stereotyping include influencing perceptions and behaviors, self-fulfilling prophecies, and stereotype threat. Teachers are encouraged to avoid promoting stereotypes, get to know students as individuals rather than labels, and use techniques like contact between groups and cooperative learning to reduce stereotyping.
The document discusses the status of women globally and in India based on various social, economic, and political indicators. Some key points:
- Women represent a large percentage of the world's poor and refugees. Their life outcomes generally lag behind men's.
- Women face inequality and discrimination in many areas of life like decision making, access to opportunities, treatment as sex objects, and gender-based violence.
- Women are underrepresented in politics and make up a small percentage of heads of state. Their labor force participation also tends to be in insecure, low-paying jobs.
- Gender gaps persist in India in literacy rates and the child sex ratio, though some indicators have improved over time. Women
This document discusses the importance of education, especially for girls and women. It notes that basic education should be available, accessible, acceptable and adaptable for all according to the 1948 Universal Declaration of Human Rights. Education enables girls and women to secure other rights. Improving access to education can help overcome poverty by improving family health, lowering child mortality rates, promoting good hygiene, and enabling economic growth. The document emphasizes that educating girls can change generations and features stories of notable women achievers.
Role of youth for development of pakistanHùssâîn Mîrzã
The document discusses the important role of youth in developing Pakistan. It defines youth as those between ages 15-25. Historically, Pakistani youth have played major roles in spreading Islam and in the Pakistan movement. Today, Pakistani youth are working to develop the country through education initiatives, health and well-being programs, communication and career skills training. They are helping to realize Quaid-e-Azam's principles of faith, unity and discipline. The conclusion emphasizes the bright future of Pakistani youth if they pursue education and follow examples of highly accomplished Pakistanis.
- Malala Yousafzai is a Pakistani activist for female education and women's rights who was shot by the Taliban at age 15 for her advocacy work.
- She survived the assassination attempt and has since become a global symbol for human rights, receiving numerous honors including the Nobel Peace Prize.
- On her 16th birthday, Malala gave a powerful speech at the United Nations urging world leaders to ensure every child receives an education.
The document summarizes the roles of several important personalities in the Pakistan Movement, including:
1. Sir Syed Ahmed Khan, who founded the Aligarh Movement and proposed the Two Nation Theory, arguing Hindus and Muslims were two distinct nations.
2. Allama Iqbal, who advocated for a separate Muslim state and first proposed the idea of Pakistan in his 1930 Allahabad Address.
3. Muhammad Ali Jinnah, who led the Pakistan Movement and served as Pakistan's first Governor-General, successfully negotiating for the establishment of Pakistan in 1947.
4. Liaquat Ali Khan, who served as the first Prime Minister of Pakistan and Deputy Leader of the Muslim League, playing a key
Importance of educating girl child in indiaRishav Lohani
This document discusses the importance of educating girls in India. It provides historical context on girls' education in India and outlines some of the key reasons why girls may not receive an education, such as financial constraints, domestic responsibilities, and discrimination. The document emphasizes that educating girls leads to important social benefits, such as lower infant mortality, greater socio-economic growth, and decreased domestic violence. It also describes steps the Indian government has taken to promote girls' education, including establishing free education programs and incentives like Kasturba Gandhi Balika Vidyalaya.
Malala Yousafzai nació en Swat, Pakistán. Ella se convirtió en una activista y bloguera a favor de los derechos de las mujeres y la educación de las niñas a la edad de 11 años. Los talibanes intentaron asesinarla disparándole en la cabeza en 2012 por su activismo, pero sobrevivió y continúa luchando por los derechos de las mujeres y la educación para todos.
Malala Yousafzai is a Pakistani activist for female education and human rights. When she was 15 years old in 2012, she was shot in the head by the Taliban for advocating for girls' education. She survived the assassination attempt and has since continued campaigning internationally for education. In 2014, at age 17, she became the youngest Nobel Peace Prize laureate for her work promoting children's rights.
Malala Yousafzai, Human Rights, Equal Rights, Feminism, Education, Pakistan, Nobel Peace Prize, Taliban, Child, Girl, Woman, the Power of One, discrimination
Malala Yousafzai is a Pakistani schoolgirl and education activist who was shot by the Taliban for advocating for girls' education. The document provides biographical details about Malala, including that she wrote blogs about life under Taliban rule and gave interviews promoting education. She continues to receive worldwide support and praise for her bravery in standing up to the Taliban despite being just 15 years old.
Malala Yusafzai es una activista paquistaní que lucha por los derechos de las niñas a recibir educación. Cuando tenía 13 años, los talibanes prohibieron la educación de las niñas en su región y Malala comenzó a bloguear en la BBC sobre su experiencia. En 2012, fue baleada por los talibanes por continuar abogando por la educación de las niñas, pero sobrevivió y ahora es una reconocida defensora a nivel mundial de los derechos de las mujeres y la educación.
Female education has involved issues of gender equality, access to education, and its connection to poverty alleviation. Historically in Islamic societies, women played important roles in founding many educational institutions and half of all royal patrons of these institutions were women. In medieval Europe, education for girls was patchy and controversial, with most girls transitioning directly from childhood to marriage. The issue of female education as an emancipatory concept was first seriously discussed during the Enlightenment. In India in the late 19th century, some universities began admitting female students, which was part of debates around women's roles and rights. In Pakistan in 1992, the literacy rate was still much higher for men at 22% for women compared to overall rates.
Women's access to education has expanded significantly over time but still faces challenges. Originally, education was primarily for wealthy males, with few females receiving formal schooling before the 19th century. Opportunities began to open up with the establishment of free primary schools in the Northeast in the 1830s-1840s. The first women's colleges also emerged in this period, including Mount Holyoke in 1837. However, access to secondary and post-secondary education for women remained limited until after the Civil War. While women made gains in teaching roles by the late 19th century, they faced barriers such as being forced to resign upon marriage. The feminist movement and legislation in the 1970s further expanded access, though gender inequalities in
Throughout history, women have fought for equal treatment and rights. In Egypt, significant progress has been made, with women now commonly attending university. However, traditional views still persist in some communities, where women face harassment and the expectation that their primary roles are in the home. Overall though, Egyptian women today are well-educated and participate fully in the workforce across many fields, with equal pay and opportunities, demonstrating that women have rightfully earned their place in society.
Women have faced discrimination and inequality throughout history. In prehistoric times, women held prominent social roles but their status declined in ancient Greece where they were not allowed to participate in public life. During the Middle Ages, some women were able to exercise power through regency or positions in the church. The Enlightenment led to calls for greater women's rights to education and participation in politics. The industrial revolution provided women new economic opportunities but they still faced barriers. Today, while legal equality exists, women remain underrepresented in politics and face challenges balancing career and family responsibilities.
Women have faced discrimination and unequal treatment throughout history. In prehistoric times, women held prominent social roles but their status declined in ancient Greece and Rome where they were legally subjugated to men. During the Middle Ages, some women exercised power through regency or positions in the church. The Enlightenment advanced ideas of women's equal intellectual capacity and rights to education. The 19th century saw women's rights movements advocating for suffrage and equal opportunities in work and politics. Today, while legal equality exists, women still face barriers such as lower pay and underrepresentation in leadership positions. Statistics show women make up most of the workforce but hold just 15-40% of political offices across Europe.
Girls had less access to education than boys before the 1960s. Curriculums were differentiated by gender, with girls learning housework and boys focusing on other subjects to prepare them for government roles. While some improvements occurred in general social opportunities for women, the government stated women were biologically and psychologically different from men. After the 1960s, English state education policies aimed to provide more equal opportunities for women's education. However, into the 1990s, studies still found evidence of gender discrimination and stereotypes in education, though it took more subtle forms than outright denial of schooling.
Public education began to take shape in the Early National Period from 1750-1800. Benjamin Franklin and Thomas Jefferson proposed systems of public education to promote social mobility and an enlightened citizenry. Franklin advocated for quasi-vocational schools in Pennsylvania, while Jefferson proposed a three-tiered system in Virginia including basic schools, grammar schools, and college. Both sought to use education to facilitate social advancement for students. Charity schools were also established to educate poor children with the goal of eliminating poverty and crime through moral education. However, these schools faced challenges with costs and enforcing discipline. Segregated schools also emerged in the North, though blacks paid taxes but received fewer educational resources than whites.
Education is a form of learning in which knowledge and skills are transmitted from one generation to the next through teaching, training , or research . Education often takes place under the guidance of others, but can also be through self-study. [1] Any experience that has a significant influence on the way people think, feel, or act can be considered educational. However, it is impossible to force a person to learn something that they themselves do not need, that is anti-education. Education is often divided into stages such as early childhood education , primary education , secondary education , and higher education
Franco vietnamese female students - finishedtripmhs
The document summarizes research on two Franco-Vietnamese high schools for females, Dong Khanh in Hue and Ao Tim in Saigon, during 1920-1945. It discusses how education helped form intellectual Vietnamese women. While colonial schools had imperfections, they provided good human values selected from Vietnamese culture. Female students gained confidence and participated more in society through their new education. The schools gave women official schooling for the first time.
The document discusses the history of education and how it has differed for men and women. It notes that for most of history, formal education was largely restricted to wealthy men, while most people learned trades from family. By the late 19th century, some schooling was provided to immigrant women to teach English, home economics, and American values. While access to education has expanded for women in recent decades, subtle messages in schools still track students according to gender expectations.
From the dawn of Iranian history, education and learning have been revered and preferred. In the 20th century the tradition of learning has been put forward by the enlightened rule of the Pahlavi’s father and son. Reza shah (1925-41) the founder of the Pahlavi dynasty believed that the expansion of modern
education was a pre-requisite for social and political progress. He wants to make education a corner stone in his nationalist program. He considered education a single most important factor in promoting both the well being of the individual and the progress of the country and is the cure for all that is wrong with the people and the country. During this period a large number of elementary and secondary schools were established in Tehran and other major cities. Education received attention from all social classes. The purpose of the present paper is to examine the role of Reza shah Pahlavi in the development of education based on the modern curricula.
Mary Wollstonecraft argued that all individuals, regardless of age or gender, should have equal access to education. She believed that both boys and girls should receive the same education together, to help them learn to appreciate each other's gender and promote equality. Wollstonecraft also felt that educating women was important for society's progress, as it would allow women to develop morally and contribute more to society than just childbearing. Her overarching goal was to fight for women's rights to education in order to transform society and advance gender equality.
REGENCY GENDER ROLE-EDUCATION ON BOYS AND GIRLS.pptx BY STOURNARA E & STAVLI...Vivi Carouzou
The document discusses education for boys and girls during the Regency era in England. For boys, the standard education involved attending prestigious boarding schools like Eton or Harrow starting around age 8. The school day was long and discipline was harsh, involving corporal punishment. After school, a Grand Tour of Europe was a common educational experience for wealthy boys. For girls, education focused on skills like music, dance, language and domestic duties to prepare them to be wives and mothers. Higher education opportunities were limited, though some families hired governesses or sent girls to private seminaries.
Co education in colleges & universitiesBilal Ashraf
The document discusses the debate around coeducation (mixed-gender education) in Pakistan. It outlines arguments from those in favor, such as it being a modern system that prepares students for social settings, and those against it, such as some believing it conflicts with Islamic principles. Both sides are presented, with counterarguments to the points made. Overall, the document does not take a clear stance and suggests coeducation may be acceptable at some education levels with appropriate restrictions.
This document provides an overview of women's rights from a historical perspective, with a focus on comparing the status of women in major religions and contemporary societies. It discusses how women have been mistreated in many cultures throughout history, manipulated by men while the mistreatment was blamed on religious teachings. The document aims to objectively analyze how Islamic teachings actually promoted women's rights centuries before other societies by restoring dignity and rights.
The use of transformative justice to heal schools and communities; prevent violence and repair harm; hold ourselves, our communities, institutions and officials accountable; and to break America's addiction to incarceration. Part 2 covers the historical roots of the school-to-jail track, youth criminalization and mass incarceration.
Running Head REFLECTIVE SUMMARY1Summary of Chapter 52.docxtoltonkendal
Running Head: REFLECTIVE SUMMARY 1
Summary of Chapter 5 2
The European based colonies used to carry out transportations and also established various educational institutions on the basis of socioeconomic classes in Northern America. A few basic activities such as religious studies, reading, arithmetic and writing were provided by the primary schools that had a vernacular language system. Other institutions such as the colonial college and the grammar school, provided a classical type of education. This education was provided to men and boys of upper classes as these institutions were reserved for them. This classical education activities taught them to take up the roles of leaders at places such as churches, societies and states.
In the beginning of the period of nationalism, three revolutionaries namely Thomas Jefferson, Benjamin Franklin and Benjamin Rush suggested schemes for establishing a contemporary system of schools. An American form of the English dialect was used by Noah Webster’s Scheme in order to create an identity of US on a national level.
In the 19th century, the common school, which was the example of elementary school of the common masses, helped in the development of the education of teachers. This had much effect for the teachers of the ordinary schools. In addition to this, much initiative was taken up in order to make more number of women enter the field of teaching. At this time, the concept of women working or gaining education was not popular like modern times and majority of the women had to fight in order to obtain proper rights which was entitled to men but not them on the grounds that they are women and hence inferior in everything as compared to men.
At the end of the 19th century, the high schools that were public in nature, established the education system of America that connected the colleges of the state and universities to the elementary schools that are public. The future of the United States was influenced by such vital historical influences and references.
coding work/1_1.jpg
coding work/1_2.jpg
coding work/1_3.jpg
coding work/1_4.jpg
coding work/2_1.jpg
coding work/2_2.jpg
coding work/DemoTemperatureRead1.vi
coding work/tankfillemptyBasic (1).vi
...
Education in colonial America was stratified based on class, gender, race, and religion. Children were educated to take their parent's place in society and education aimed to maintain the status quo. In New England, education had a religious purpose and all children received basic literacy instruction. Wealthier families could afford private tutors or send their children to grammar schools and colleges like Harvard. After the American Revolution, the new republic promoted universal education to create knowledgeable citizens and support democratic ideals.
Friedrich Froebel established the first kindergarten program in Germany in 1837 based on principles of play-based learning. He believed that children learn best through hands-on activities using specialized materials he developed. The kindergarten model spread to the United States in the mid-1800s, where it grew rapidly. However, critics argued that kindergarten had become too rigid and structured, not reflecting new progressive ideas of how children learn best. Reformers in the early 1900s incorporated more free play, creative activities, and topics relevant to children's lives to make kindergarten more developmentally appropriate.
The Washington PostEducationThis Marine vet was banned.docxarnoldmeredith47041
The Washington Post
Education
This Marine vet was banned from his kid’s school after objecting to
Islam lessons
By Emma Brown
February 23, 2016
John Kevin Wood says his daughter’s school has banned him from campus for more than a year, illegally
punishing him for raising objections to classroom lessons about Islam. Now he’s gone to court for help, asking a
judge to remove the ban so he can watch his daughter graduate from high school.
“She’s in the final semester of her senior year, and as it stands right now, she’s going to have to go through that
life experience without her dad there,” said Kate Oliveri, a lawyer from the Michigan-based Thomas More Law
Center who is representing the Wood family.
The dispute dates to October 2014, when Wood’s daughter showed him several assignments for her 11th grade
World History class at La Plata High in Charles County, Md.
She had been asked to memorize the Five Pillars of Islam. She had been asked to write and recite the shahada,
the Muslim statement of faith: There is no God but Allah, and Muhammad is the messenger of Allah. She had
been taught, according to school papers submitted to federal court, that most Muslims’ faith is “stronger than
the average Christian.”
The lessons also taught that Islam was a “peaceful religion,” court papers say, and that “jihad” is a “holy war
waged on behalf of Islam as a religious duty; a personal struggle in devotion to Islam especially involving
spiritual discipline.” Wood is a Marine veteran who had lost two buddies in combat in the Persian Gulf during
Operation Desert Storm.
The school wasn’t just teaching Islam but was promoting it, it seemed to Wood, and in a way that amounted to
an assault on his family’s Christian faith.
When Wood called to complain about the assignments and request alternative work for his daughter, school
This Marine vet was banned from his kid’s school after objecting to... https://www.washingtonpost.com/news/education/wp/2016/02/23/t...
1 of 4 9/5/19, 11:37 AM
officials issued a no-trespass order against him. Wood has not been allowed to set foot on the campus of La
Plata High since October 2014.
The order, which Wood’s lawyers posted online, says that Wood “made verbal threats against the school.” The
legal battle now centers on whether the school system unfairly punished Wood for speaking out.
In court papers, Wood says he never threatened physical harm against the school or its staff. Instead, he said,
he threatened to take his concerns public by going to the media and to lawyers.
The dispute turned into a legal battle last month, when Wood and his wife, Melissa, sued the Charles County
school system, alleging that La Plata High’s lessons on Islam violated their daughter’s civil and constitutional
rights.
“The First Amendment prohibits the promotion of the religion of Islam over other faiths, such as Christianity or
Judaism, in our public schools,” says the complaint, filed in U.S District Court in Maryland.
Katie O’M.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Girl Education
1.
2.
3.
4. Female education is a catch-all term for a complex of issues and debates surrounding education (primary
education, secondary education, tertiary education and health education in particular) for females. It includes areas
of gender equality and access to education, and its connection to the alleviation of poverty. Also involved are the issues
of single-sex education and religious education, in that the division of education along gender lines, and religious
teachings on education, have been traditionally dominant, and are still highly relevant in contemporary discussion of
female education as a global consideration.While the feminist movement has certainly promoted the importance of the
issues attached to female education, discussion is wide-ranging and by no means confined to narrow terms of reference:
it includes for example AIDS.Universal education, meaning state-provided primary and secondary education independent
of gender, is not yet a global norm, even if it is assumed in most developed countries. In some Western countries, women
have surpassed men at many levels of education. For example, in the United States in 2005/2006, women earned 62% of
Associate's degrees, 58% of Bachelor's degrees, 60% of Master's degrees, and 50% of Doctorates.Education for women
with handicaps has also improved. In 2011, Giusi Spagnolo became the first woman with Down Syndrome to graduate
college in Europe (she graduated from the University of Palermo in Italy.)Improving girls' educational levels has been
demonstrated to have clear impacts on the health and economic future of young women, which in turn improves the
prospects of their entire community. In the poorest countries of the world, 50% of girls do not attend secondary school.
Yet, research shows that every extra year of school for girls increases their lifetime income by 15%. Improving female
education, and thus women's earning potential, improves the standard of living for their own children, as women invest
more of their income in their families than men do. Yet, many barriers to education for girls remain. In some African
countries, such as Burkina Faso, girls are unlikely to attend school for such basic reasons as a lack of private latrine
facilities for girls.Higher rates of high schools and university education among women, particularly in developing
countries, have helped them make inroads to professional careers and better-paying salaries and wages. Education
increases a woman's (and her partner and the family's) level of health and health awareness. Furthering women's levels
of education and advanced training also tends to lead to later ages of initiation of sexual activity and first intercourse,
later age at first marriage, and later age at first childbirth, as well as an increased likelihood to remain single, have no
children, or have no formal marriage and alternatively, have increasing levels of long-term partnerships. It can lead to
higher rates of barrier and chemical contraceptive use (and a lower level of sexually transmitted infections among women
and their partners and children), and can increase the level of resources available to women who divorce or are in a
situation of domestic violence. It has been shown, in addition, to increase women's communication with their partners
and their employers, and to improve rates of civic participation such as voting or the holding of office.
5. Along with the custom of foot-binding among Chinese women through the end of the 19th century, it
was recognized that a woman's virtue lay with her lack of knowledge. As a result, female education was
not considered to be worthy of attention. With the arrival of numerous Christian missionaries from
Britain and USA to China in the 19th century and some of them being involved in the starting of
schools for women, female education started to receive some attention.
Due to the social custom that men and women should not be near to one another, the women of China
were reluctant to be treated by male doctors of Western Medicine. This resulted in a tremendous need
for female doctors of Western Medicine in China. Thus, female medical missionary Dr. Mary H. Fulton
(1854-1927) was sent by the Foreign Missions Board of the Presbyterian Church (USA) to found the
first medical college for women in China. Known as the Hackett Medical College for Women
, this College was located in Guangzhou, China, and was enabled by a large donation from
Mr. Edward A.K. Hackett (1851-1916) of Indiana, USA. The College was dedicated in 1902 and
offered a four-year curriculum. By 1915, there were more than 60 students, mostly in residence. Most
students became Christians, due to the influence of Dr. Fulton. The College was officially recognized,
with its diplomas marked with the official stamp of the Guangdong provincial government. The
College was aimed at the spreading of Christianity and modern medicine and the elevation of Chinese
women's social status. The David Gregg Hospital for Women and Children (also known as Yuji
Hospital
was affiliated with this College. The graduates of this College included CHAU Leesun (
, 1890-1979) and WONG Yuen-hing (
), both of whom graduated in the late
1910s and then practiced medicine in the hospitals in Guangdong province.
6. Women in Islam played an important role in the foundations of
many Islamic educational institutions, such as Fatima al-Fihri's founding
of the University of Al Karaouinein 859. This continued through to
the Ayyubid dynasty in the 12th and 13th centuries, when
160 mosques and madrasahs were established in Damascus, 26 of which
were funded by women through the Waqf (charitable trust or trust law)
system. Half of all the royal patrons for these institutions were also
women.
According to the Sunni scholar Ibn Asakir in the 12th century, there
were opportunities for female education in the medieval Islamic world,
writing that women should study, earn ijazahs (academic degrees), and
qualify as scholars and teachers. This was especially the case for
learned and scholarly families, who wanted to ensure the highest
possible education for both their sons and daughters. Ibn Asakir had
himself studied under 80 different female teachers in his time.
According to a hadithattributed to Muhammad, he praised the women
of Medina because of their desire for religious knowledge:
"How splendid were the women of the ansar; shame did not prevent
them from becoming learned in the faith."
While it was not common for women to enroll as students in
formal classes, it was common for women to attend
informal lectures and study sessions at mosques, madrasahs and other
public places. While there were no legal restrictions on female
education, some men did not approve of this practice, such as
Muhammad ibn al-Hajj (d. 1336) who was appalled at the behaviour of
some women who informally audited lectures in his time: In Islam,
women are allowed to be educated so that they can teach their children
7. In ancient Rome, upperclass women seem to have been well-educated, some
highly so, and were sometimes praised by male historians of the time for their
learning and cultivation. Cornelia Metella, for instance, was distinguished for
her knowledge of geometry, literature, music, and philosophy. In the wall
paintings ofPompeii, women are more likely than men to be pictured with
writing implements. Some women had sufficient knowledge of the law and
oratorical training to conduct court cases on their own behalf, or on behalf of
others. Among occupations that required education, women could be scribes
and secretaries,calligraphers, and artists
Some and perhaps many Roman girls went to a public primary school. Boys
and girls were educated either together or with similar methods and
curriculum. One passage in Livy's history assumes that the daughter of
a centurion would be in school; the social rank of a centurion was typically
equivalent to modern perceptions of the "middle class" Girls as well as boys
participated in public religious festivals, and sang advanced choral
compositions that would require formal musical training.
8. pronouncements of some religious authorities.Shulamith
Shahar writes,of the situation in the nobility, that Among
girls there was an almost direct transition from childhood
to marriage, with all it entails.
Education was also seen as stratified in the way that
society itself was: in authors such as Vincent of Beauvais,
the emphasis is on educating the daughters of the nobility
for their social position to come.
Educational opportunities for women were poor.in some
areas Girls were usually allowed to receive only
elementary instruction from their mothers, while boys
could go off to be tutored, go to church-run schools, or join
a guild or burger school to learn an occupation. Most
schools for girls were associated with convents, but some
aristocratic women were educated in palace schools during
the age of chivalry in household duties, good manners,
music, and conversation. In medieval Frankish society,
however, women were given a more equal education and the
education of the average lay women was comparable to
that of her husband.[citation needed]
The majority of the most educated women in the Middle Ages
9. In early modern europe, the question of female education had become a standard commonplace one, in other
words a literary topos for discussion. Around 1405 leonardo bruni wrote de studies et letteris,addressed to baptista
di montefeltro, the daughter of antonio ii da montefeltro, duke of urbino; it commends the study of latin, but warns
against arithmetic, geometry, astrology and rhetoric. In discussing the classical scholar isotta nogarola,
however, lisa jardine notes that (in the middle of the fifteenth century), ‘cultivation’ is in order for a noblewoman;
formal competence is positively unbecoming.Christine de pisan's livre des trois vertus is contemporary with bruni's
book, and sets down the things which a lady or baroness living on her estates ought to be able to do.
Erasmus wrote at length about education in de pueris instituendis (1529, written two decades before); not mostly
concerned with female education, in this work he does mention with approbation the trouble thomas more took
with teaching his whole family. Catherine of aragon "had been born and reared in one of the most brilliant and
enlightened of europen courts, where the cultural equality of men and women was normal". By her influence she
made education for english women both popular and fashionable. In 1523 juan luis vives, a follower of erasmus,
wrote in latin his de institutione foeminae christianae. This work was commissioned by catherine, who had charge
of the education of her daughter for the future queen mary i of england; in translation it appeared as education of a
christian woman. It is in line with traditional didactic literature, taking a strongly religious direction. It also placed a
strong emphasis on latin literature.
Elizabeth i of england had a strong humanist education, and was praised by her tutor roger ascham.[44] she fits the
pattern of education for leadership, rather than for the generality of women. Whenjohannes sturm published latin
correspondence with ascham centred on the achievements in humanist study of elizabeth and other high-ranking
english persons, in konrad heresbach's de laudibus graecarum literarum oratio (1551), the emphasis was on the
nobility of those tackling the classics, rather than gender.
Schooling for girls was rare; the assumption was still that education would be brought to the home
environment. Comenius was an advocate of formal education for women.In fact his emphasis was on a type of
universal education making no distinction between humans; with an important component allowed to parental
input, he advocated in his pampaedia schooling rather than other forms of tutoring, for all.
10. The issue of female education in the large, as emancipatory and rational, is
broached seriously in the Enlightenment. Mary Wollstonecraft, who worked as a
teacher, governess, and school-owner, wrote of it in those terms. Her first book
was Thoughts on the Education of Daughters, years before the publication of A
Vindication of the Rights of Woman.
The Commission of National Education in the Polish-Lithuanian Commonwealth,
founded in 1777, considered the first Ministry of Education in history, was a
central, autonomous body responsible for nationwide, secular and coeducational
training. In the late 19th century, in what was then the Russian province
of Poland, in response to the lack of higher training for women, the socalled Flying University was organized, where women were taught covertly by
Polish scholars and academics. Its most famous student was Maria SkłodowskaCurie, better known as Marie Curie, who went on to win two Nobel Prizes.Much
education was channelled through religious establishments. Not all of these
educated women only for marriage and motherhood; for example, Quaker views
on women had allowed much equality from the foundation of the denomination in
the mid 17th century. The abolitionist William Allen and his wife Grizell
Hoare set up the Newington Academy for Girls in 1824, teaching an unusually
wide range of subjects from languages to sciences.Actual progress in
institutional terms, for secular education of women, began in the West in the
nineteenth century, with the founding of colleges offering single-sex education
to young women. These appeared in the middle of the century. The Princess: A
Medley, a narrative poem by Alfred Lord Tennyson, is a satire of women's
education, still a controversial subject in 1848, when Queen's College first
opened in London. Emily Davies campaigned for women's education in the 1860s,
and founded Girton College in 1869, as did Anne Clough found Newnham College in
1875. W. S. Gilbert parodied the poem and treated the themes of women's
higher education and feminism in general with The Princess in (1870) and Princess
Ida in 1883.Once women began to graduate from institutions of higher education,
there steadily developed also a stronger academic stream of schooling, and
the teacher trainingof women in larger numbers, principally to provide primary
education. Women's access to traditionally all-male institutions took several
11. The interrelated themes of barriers to education and employment continued to
form the backbone of feminist thought in the nineteenth century, as
described, for instance by Harriet Martineau in her 1859 article “Female
Industry” in the Edinburgh Journal. Despite the changes in the economy, the
position of women in society had not greatly improved and unlike Frances Power
Cobbe, Martineau did not support the emerging call for the vote for practical
reasons.
Slowly the efforts of women like Davies and the Langham group started to
make inroads. Queen's College (1848) and Bedford College (1849) in London
started to offer some education to women from 1848, and by 1862 Davies was
establishing a committee to persuade the universities to allow women to sit for
the recently established (1858) Local Examinations, with partial success
(1865). A year later she published “The Higher Education of Women.” She
and Leigh Smith founded the first higher educational institution for women,
with 5 students, which became Girton College, Cambridge in 1873, followed
byLady Margaret Hall at Oxford in 1879. Bedford had started awarding
degrees the previous year. Despite these measurable advances, few could take
advantage of them and life for women students was very difficult.
As part of the continuing dialogue between British and American
feminists, Elizabeth Blackwell, the first woman in the US to graduate in
medicine (1849), lectured in Britain with Langham support. They also
supported Elizabeth Garrett’s attempts to assail the walls of British medical
education against strong opposition; she eventually took her degree in France.
Garrett's successful campaign to run for office on the London School Board in
1870 is another example of how a small band of determined women were
12. Christian missionaries in the 19th century opened modern educational
methods, but they usually focused on boys. After early experiments they
settled on promoting ideology of domestic femininity imparted through
girls’ schooling. In South Africa after 1820 male Scottish missionaries
decided that only the most basic education was necessary to prepare
native women for the propagation of Christianity within the home. They
prevented female teachers from operating in the Scottish mission's
territory. They delayed the establishment of a Girls' Department at
Lovedale Institution. Finally new leadership arrived who had a broader
vision of uplifting native women so they could promote Christianity and
Western gender codes.
Muslims from India who came to East Africa in the late 19th century
brought along a highly restrictive policy against schooling for their girls.
13.
14. ~:POST-INDEPENDENCE:~
After India attained independence in 1947, the University Education
Commission was created to recommend suggestions to improve the quality of
education. However, their report spoke against female education, referring
to it as: "Women's present education is entirely irrelevant to the life they
have to lead. It is not only a waste but often a definite disability."]
However, the fact that the female literacy rate was at 8.9% postIndependence could not be ignored. Thus, in 1958, a national committee on
women's education was appointed by the government, and most of its
recommendations were accepted. The crux of its recommendations were to
bring female education on the same footing as offered for boys.
Soon afterward, committees were created that talked about equality between
men and women in the field of education. For example, one committee on
differentiation of curricula for boys and girls (1959) recommended equality
and a common curricula at various stages of their learning. Further efforts
were made to expand the education system, and the Education Commission
was set up in 1964, which largely talked about female education, which
recommended a national policy to be developed by the government. This
occurred in 1968, providing increased emphasis on female education.
15. Before and after Independence, India has been taking active
steps towards women's status and education. The 86th
Constitutional Amendment Act, 2002, has been a path
breaking step towards the growth of education, especially for
females. According to this act, elementary education is a
fundamental right for children between the ages of 6 and 14.
The government has undertaken to provide this education free
of cost and make it compulsory for those in that age group.
This undertaking is more widely known as Sarva Shiksha
Abhiyan (SSA).
Since then, the SSA has come up with many schemes for
inclusive as well as exclusive growth of Indian education as a
whole, including schemes to help foster the growth of female
education.
The major schemes are the folliwing:
16. •--Mahila Samakhya Programme: This programme was launched in
1988 as a result of the New Education Policy (1968). It was created
for the empowerment of women from rural areas especially socially
and economically marginalized groups. When the SSA was formed, it
initially set up a committee to look into this programme, how it was
working and recommend new changes that could be made.
•--Kasturba Gandhi Balika Vidyalaya Scheme(KGBV): This scheme
was launched in July, 2004, to provide education to girls at primary
level. It is primarily for the underprivileged and rural areas where
literacy level for females is very low. The schools that were set up
have 100% reservation: 75% for backward class and 25% for BPL
(below Poverty line) females.
•--National Programme for Education of Girls at Elementary
Level (NPEGEL): This programme was launched in July, 2003. It was
an incentive to reach out to the girls who the SSA was not able to
reach through other schemes. The SSA called out to the "hardest
to reach girls". This scheme has covered 24 states in India. Under
the NPEGEL, "model schools" have been set up to provide better
opportunities to girls.
17. In the Roman Catholic tradition, concern for
female education has expressed itself in the
foundation of religious institutes, with
ministries addressing the area. These
include the Ursulines (1535) and theReligious
of the Sacred Heart of
Mary (1849). A convent education is an
education for girls by nuns, within
a convent building. This was already being
practised in England before 1275 and later
become more popular in France during the
seventeenth century, then spreading
worldwide.
Contemporary convent schools are usually