The document discusses the history of female education around the world. It describes how female education was traditionally limited due to social and religious norms favoring domestic femininity and restricting women's access to schooling. Over time, advocates promoted the importance of educating women to improve their lives and communities. This led to the establishment of some early schools for girls by missionaries and reforms in some societies. However, female education remained a controversial issue and substantial barriers to women's learning persisted for centuries before gradually improving access to schooling in modern times.
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 in traditional Chinese society faced patriarchal social structures and legal discrimination. Under Confucianism, women were expected to obey their fathers, husbands, and sons. They had limited rights and could not inherit property or wealth. During the Tang Dynasty, some social restrictions on women were lifted and they gained more access to education. However, the practice of footbinding began and became widespread, causing lifelong health issues for women.
The Status of women in China from history to present
STATUS OF WOMENin china By: Froidelyn M. Fernandez
2. Women In Traditional China
3. Why do most Chinese people prefer boys than girls? I take care of my elderly. I have authority in the household. I pass on the family lineage. I AM THE CORE OF THE FAMILY. I marry of to another family. I am only financially responsible to my in- laws. When I entered history, I OFTEN CAUSED MEN PROBLEMS.
4. It’s a shame not to have a son.
5. Different Views towards WOMEN
6. DAUGHTER MOTHER-IN-LAW SISTER WIFE DAUGHTER-IN- LAW MOTHER
7. The Yin Yang Perspective WOMEN: soft, yielding, receptive, passive, reflective, tranquil MEN: hard, active, assertive, dominating
8. Confucian Classics Book of rites Book of Poetry Book Of documents
9. The Changing Status of WOMEN
10. HAN times (202 bce- 220 ce)
11. SONG times (960- 1279)
12. QING times (1644- 1911)
13. Being a Woman in China Today: A Demography of Gender By: Attane
14. The situation of Chinese women today
15. One Child Policy: THE BACKGROUNDONE CHILD POLICY Sep 25, 1980 Lax to strict implementation Enforcement procedures
16. EXAMPLE OF AB0RTION QUOTAS In 2009, Yunnan officials developed an implementation plan that outlined abortion targets for specific groups: ‘‘strictly prohibit the birth of multiple children; for women who have multiple out-of-plan children and become pregnant again, the abortion rate must reach 100 percent; for women who have two out-of-plan children and become pregnant again, the abortion rate must exceed 90 percent; for women who have one out-of-plan child and become pregnant again, the abortion rate must exceed 85 percent.’’
17. EXAMPLE OF invasive local enforcement In a small village in remote Guangdong, officials kept a record book that meticulously charted the menstrual cycles and pelvic examination results of every woman of childbearing age. Data showed that 98% of the 280 women were fitted with IUDs, and that every three months, the director of Family Planning committee broadcast an announcement through the village
18. LEGAL ILLEGAL PREGNANCY AFTER MARRIAGE HAS PERMIT TO GET PREGNANT WITHIN THE PREGNANCY QUOTA PREGNANCY BEFORE MARRIAGE NO PERMIT TO GET PREGNANT EXCEEDED THE PREGNANCY QUOTA PREGNANCY AFTER THE FIRST CHILD
19. Consequences of the OCP and the Continuing DAW
Sex education provides instruction on issues relating to human sexuality including relationships, sexual anatomy, activity, reproduction, consent, health, and birth control. It has traditionally been left to parents but is now commonly taught in schools, with the goal of promoting sexual health and reducing risks like teenage pregnancy and disease. While controversial, comprehensive sex education is seen as a public health strategy in many places to address issues like HIV/AIDS and overpopulation.
The document discusses China's one-child policy which has been in place for 30 years. It summarizes that Chinese officials recently reaffirmed their commitment to continuing the one-child policy for the foreseeable future, despite some debate in Chinese media about potentially loosening the policy. The one-child policy has led to human rights abuses through forced abortions and sterilizations. It has also created social issues like a skewed gender ratio and increased sex trafficking. While the policy aimed to curb population growth and boost the economy, critics argue it has caused much harm.
Women in China have experienced both progress and setbacks in their rights and social status over time. Confucian teachings traditionally promoted male dominance and subservience of women. During the Tang Dynasty women had increased land rights, divorce rights, and access to education, but these gains were reduced later on. The 20th century brought new laws aimed at protecting women's rights, though cultural norms have been difficult to change and China's one-child policy has had negative effects, including sex-selective abortion and abandonment of baby girls. Today women make up a large part of the workforce but often face poor conditions, especially in rural areas. Overall women's equality under the law has advanced but true social and cultural equality remains a work in
A RETROSPECTION ON HOW GENDER DISCRIMINATION EXISTED IN INDIA CULMINATED IN ...Jaseel CM
A RETROSPECTION ON HOW GENDER DISCRIMINATION EXISTED IN INDIA CULMINATED IN THE FORBIDDANCE OF THE RIGHT TO EDUCATION OF FEMALE SECT., AIMS AND OBJECTIVES, WHAT IS GENDER DISCRIMINATION,POSITION OF WOMEN IN ANCIENT PERIOD,VEDIC PERIOD,MAURYAN PERIOD,MUGHAL PERIOD,MUSLIM PERIOD,MEDIAVAL PERIOD, BUDDHIST PERIOD,MODERN PERIOD, MODERN PERIOD
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 in traditional Chinese society faced patriarchal social structures and legal discrimination. Under Confucianism, women were expected to obey their fathers, husbands, and sons. They had limited rights and could not inherit property or wealth. During the Tang Dynasty, some social restrictions on women were lifted and they gained more access to education. However, the practice of footbinding began and became widespread, causing lifelong health issues for women.
The Status of women in China from history to present
STATUS OF WOMENin china By: Froidelyn M. Fernandez
2. Women In Traditional China
3. Why do most Chinese people prefer boys than girls? I take care of my elderly. I have authority in the household. I pass on the family lineage. I AM THE CORE OF THE FAMILY. I marry of to another family. I am only financially responsible to my in- laws. When I entered history, I OFTEN CAUSED MEN PROBLEMS.
4. It’s a shame not to have a son.
5. Different Views towards WOMEN
6. DAUGHTER MOTHER-IN-LAW SISTER WIFE DAUGHTER-IN- LAW MOTHER
7. The Yin Yang Perspective WOMEN: soft, yielding, receptive, passive, reflective, tranquil MEN: hard, active, assertive, dominating
8. Confucian Classics Book of rites Book of Poetry Book Of documents
9. The Changing Status of WOMEN
10. HAN times (202 bce- 220 ce)
11. SONG times (960- 1279)
12. QING times (1644- 1911)
13. Being a Woman in China Today: A Demography of Gender By: Attane
14. The situation of Chinese women today
15. One Child Policy: THE BACKGROUNDONE CHILD POLICY Sep 25, 1980 Lax to strict implementation Enforcement procedures
16. EXAMPLE OF AB0RTION QUOTAS In 2009, Yunnan officials developed an implementation plan that outlined abortion targets for specific groups: ‘‘strictly prohibit the birth of multiple children; for women who have multiple out-of-plan children and become pregnant again, the abortion rate must reach 100 percent; for women who have two out-of-plan children and become pregnant again, the abortion rate must exceed 90 percent; for women who have one out-of-plan child and become pregnant again, the abortion rate must exceed 85 percent.’’
17. EXAMPLE OF invasive local enforcement In a small village in remote Guangdong, officials kept a record book that meticulously charted the menstrual cycles and pelvic examination results of every woman of childbearing age. Data showed that 98% of the 280 women were fitted with IUDs, and that every three months, the director of Family Planning committee broadcast an announcement through the village
18. LEGAL ILLEGAL PREGNANCY AFTER MARRIAGE HAS PERMIT TO GET PREGNANT WITHIN THE PREGNANCY QUOTA PREGNANCY BEFORE MARRIAGE NO PERMIT TO GET PREGNANT EXCEEDED THE PREGNANCY QUOTA PREGNANCY AFTER THE FIRST CHILD
19. Consequences of the OCP and the Continuing DAW
Sex education provides instruction on issues relating to human sexuality including relationships, sexual anatomy, activity, reproduction, consent, health, and birth control. It has traditionally been left to parents but is now commonly taught in schools, with the goal of promoting sexual health and reducing risks like teenage pregnancy and disease. While controversial, comprehensive sex education is seen as a public health strategy in many places to address issues like HIV/AIDS and overpopulation.
The document discusses China's one-child policy which has been in place for 30 years. It summarizes that Chinese officials recently reaffirmed their commitment to continuing the one-child policy for the foreseeable future, despite some debate in Chinese media about potentially loosening the policy. The one-child policy has led to human rights abuses through forced abortions and sterilizations. It has also created social issues like a skewed gender ratio and increased sex trafficking. While the policy aimed to curb population growth and boost the economy, critics argue it has caused much harm.
Women in China have experienced both progress and setbacks in their rights and social status over time. Confucian teachings traditionally promoted male dominance and subservience of women. During the Tang Dynasty women had increased land rights, divorce rights, and access to education, but these gains were reduced later on. The 20th century brought new laws aimed at protecting women's rights, though cultural norms have been difficult to change and China's one-child policy has had negative effects, including sex-selective abortion and abandonment of baby girls. Today women make up a large part of the workforce but often face poor conditions, especially in rural areas. Overall women's equality under the law has advanced but true social and cultural equality remains a work in
A RETROSPECTION ON HOW GENDER DISCRIMINATION EXISTED IN INDIA CULMINATED IN ...Jaseel CM
A RETROSPECTION ON HOW GENDER DISCRIMINATION EXISTED IN INDIA CULMINATED IN THE FORBIDDANCE OF THE RIGHT TO EDUCATION OF FEMALE SECT., AIMS AND OBJECTIVES, WHAT IS GENDER DISCRIMINATION,POSITION OF WOMEN IN ANCIENT PERIOD,VEDIC PERIOD,MAURYAN PERIOD,MUGHAL PERIOD,MUSLIM PERIOD,MEDIAVAL PERIOD, BUDDHIST PERIOD,MODERN PERIOD, MODERN PERIOD
Mary Wollstonecraft wrote A Vindication of the Rights of Woman in response to works that argued women were inferior to men and should receive little education. She advocated for equal education for women and men, arguing this would allow women to be rational partners to their husbands rather than obedient servants. While she believed education could improve women's roles as wives and mothers, some critics argue she did not go far enough in advocating women's independence from domestic duties. Her work was a foundational text of feminist philosophy but remained controversial in her lifetime due to her unconventional personal life.
Ann Radcliffe was an English author known for her Gothic novels. She was born in 1764 and wrote novels such as The Mysteries of Udolpho. Radcliffe promoted conservative values through her stories, often showing a contrast between a world with traditional family values and one with more individualism. Her novels typically featured heroines who faced chaos and danger after being separated from their families' protection. Radcliffe suggested that traditional values were the solution to society's problems, though she provided no logical reasons why. She died in 1823 after struggles with health issues.
The document discusses several issues facing Pakistan including corruption in the judiciary and police forces, honor killings, feudalism, family politics, and rising terrorism. Corruption is rampant in the lower courts through bribery, delays, and replacement of cases. Honor killings disproportionately impact women in Sindh province. Powerful feudal families illegally capture land and restrict education. Political opportunities are limited for normal citizens due to dynastic family politics. Terrorism has increased dramatically in recent years, resulting in thousands of deaths and tens of billions in economic losses from 2000 to 2010.
Mary Wollstonecraft was an 18th century British writer and early feminist philosopher. She is best known for her work A Vindication of the Rights of Woman, in which she argues that women are rational beings who should receive an education equal to men. She believed that women appear inferior to men only because they lack education, not because of any innate deficiency. Wollstonecraft felt that women deserve the same fundamental rights as men and should not be confined solely to a private domestic sphere. Her ideas had a significant influence on feminism and the women's rights movement in later centuries.
This document discusses social issues related to HIV/AIDS, drug abuse, and alcoholism. It notes that HIV/AIDS has had devastating demographic, health, economic, and social impacts. Over 25 million people had died from HIV/AIDS by 2005 and it remains a leading cause of death worldwide. Drug and alcohol abuse can also negatively impact families, health, economics, and lead to higher rates of crime and accidents. Addressing social issues requires efforts from governments, organizations, and raising public awareness.
The document discusses electronic media. It defines electronic media as existing in many forms such as radio, television, computers, and smartphones. The document outlines the history of major electronic media technologies from the telegraph to computers. It also lists some of the traditional types of electronic media such as television, radio, and the internet as well as new hybrid forms like smartphones and digital displays. The document discusses how electronic media is used in education through multimedia presentations to help teach students.
This document defines and discusses various types of environmental pollution. It begins by defining environmental pollution and the key terms of pollutant and pollution. It then describes the main types of pollution as water, air, land, and noise pollution. For each type of pollution, it provides details on causes, sources, and effects. It emphasizes that most water and air pollution is caused by human activities. The document concludes by discussing solutions to pollution and providing examples of evidence of global warming.
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
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.
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.
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.
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.
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.
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.
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.
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.
Mary Wollstonecraft wrote A Vindication of the Rights of Woman in response to works that argued women were inferior to men and should receive little education. She advocated for equal education for women and men, arguing this would allow women to be rational partners to their husbands rather than obedient servants. While she believed education could improve women's roles as wives and mothers, some critics argue she did not go far enough in advocating women's independence from domestic duties. Her work was a foundational text of feminist philosophy but remained controversial in her lifetime due to her unconventional personal life.
Ann Radcliffe was an English author known for her Gothic novels. She was born in 1764 and wrote novels such as The Mysteries of Udolpho. Radcliffe promoted conservative values through her stories, often showing a contrast between a world with traditional family values and one with more individualism. Her novels typically featured heroines who faced chaos and danger after being separated from their families' protection. Radcliffe suggested that traditional values were the solution to society's problems, though she provided no logical reasons why. She died in 1823 after struggles with health issues.
The document discusses several issues facing Pakistan including corruption in the judiciary and police forces, honor killings, feudalism, family politics, and rising terrorism. Corruption is rampant in the lower courts through bribery, delays, and replacement of cases. Honor killings disproportionately impact women in Sindh province. Powerful feudal families illegally capture land and restrict education. Political opportunities are limited for normal citizens due to dynastic family politics. Terrorism has increased dramatically in recent years, resulting in thousands of deaths and tens of billions in economic losses from 2000 to 2010.
Mary Wollstonecraft was an 18th century British writer and early feminist philosopher. She is best known for her work A Vindication of the Rights of Woman, in which she argues that women are rational beings who should receive an education equal to men. She believed that women appear inferior to men only because they lack education, not because of any innate deficiency. Wollstonecraft felt that women deserve the same fundamental rights as men and should not be confined solely to a private domestic sphere. Her ideas had a significant influence on feminism and the women's rights movement in later centuries.
This document discusses social issues related to HIV/AIDS, drug abuse, and alcoholism. It notes that HIV/AIDS has had devastating demographic, health, economic, and social impacts. Over 25 million people had died from HIV/AIDS by 2005 and it remains a leading cause of death worldwide. Drug and alcohol abuse can also negatively impact families, health, economics, and lead to higher rates of crime and accidents. Addressing social issues requires efforts from governments, organizations, and raising public awareness.
The document discusses electronic media. It defines electronic media as existing in many forms such as radio, television, computers, and smartphones. The document outlines the history of major electronic media technologies from the telegraph to computers. It also lists some of the traditional types of electronic media such as television, radio, and the internet as well as new hybrid forms like smartphones and digital displays. The document discusses how electronic media is used in education through multimedia presentations to help teach students.
This document defines and discusses various types of environmental pollution. It begins by defining environmental pollution and the key terms of pollutant and pollution. It then describes the main types of pollution as water, air, land, and noise pollution. For each type of pollution, it provides details on causes, sources, and effects. It emphasizes that most water and air pollution is caused by human activities. The document concludes by discussing solutions to pollution and providing examples of evidence of global warming.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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This document discusses the history and development of nursing as a profession from ancient times to the modern era. It describes how nursing began as a way to care for the sick and evolved over time based on scientific advances and societal needs. Key events and figures discussed include the role of religion in early nursing care, Florence Nightingale's pioneering work in the Crimean War that helped establish nursing as a respected profession, and the development of formal nursing education programs in the 19th century. The document traces the progression of nursing from being primarily performed by women in the home to the establishment of nursing as a distinct career path open to both men and women.
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.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
7. 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 stateprovided 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.
TO BE CONTINUE ON NEXT SLIDE
8. 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.
9. 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,
TO BE CONTINUE ON NEXT SLIDE
10. 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 Lee-sun (
, 1890-1979) and WONG Yuen-hing (
), both of whom
graduated in the late 1910s and then practiced medicine in the hospitals
in Guangdong province.
11. 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
12. 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.
13. 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
14. 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. 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.
15. 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
16. The interrelated themes of barriers to education and
EDUCATIONAL backbone
employment continued to form theREFORM 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
TO BE CONTINUE ON NEXT SLIDE
17. 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
starting to reach positions of influence at the level of local
government and public bodies.
18. 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.
19.
20. ~: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.
21. 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:
22. •--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.
23. 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