Women's Education - An Overview and Challenges This presentation analyses the achievements in the area of education of girls and women in a global perspective. It includes some relevant Millenium Development Goals (2000-2015), what they are and how much has been accomplished, and what is left. Regions are compared. Reasons for progress given. Further it argues WHY we should assure girls/women get access to education and WHAT can be done to achieve the MDGs relative to education.
By Inés Chamarro, President of Zonta Madrid Km 0 and Chair of Zonta Spain's Gender Observatory.
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
This presentation describes in detail the problems of women's education in our time. Such important issues as women's rights, the need for education and financial independence are considered.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Consequences of Teenage Parenting Styles on The Attainment of Educational Goa...AJHSSR Journal
The greatest global investment whose productivity leads to rapid economic growth is education.
Despite this fact, teenage parenting and the subsequent parenting styles had consequences on the attainment of
educational goals as was revealed by a study that was carried out in Mumias Sub-county to find out the kind of
consequences that teen motherhood and teen fatherhood had on a secondary school students‟ academic
achievement. Two objectives were set to find out the prevalence rate of teenage parenting and to determine the
kind of contributions the problem had on educational accessibility. The population consisted of 55 principals,
269 teachers and 4,143 students from three classes out of the four classes in the sampled out schools. One third
of the population was taken for each of the three categories of respondents which gave 18 principals heading
mixed gender secondary schools, 89 class teachers and 1,367 studentsboth male and female. The students were
selected using the simple-random sampling alongside purposive sampling where the teen-agers were targeted, as
the stratified random sampling technique targeted principals and teachers from public mixed gender secondary
schools. The study area had four divisions namely, South Wanga, WangaMkulu, East Wanga and Mumias
Central from which the eighteen schools were identified. To collect data, questionnaires were designed for
students, teachers and principals. Descriptive statistics namely frequency counts and percentages was used to
analyze the quantitative data which was then presented in tables. The study found that teenage parenting styles
had consequences on the attainment of educational goals and the recommendations are that guidance and
counseling should be intensified by not only the Ministry of Education at the school level, but also by the local
administration to include parents to teenagers in public forums. Guidance and Counseling should help curb the
problem of teenage parenting in order to remedy the consequences on the attainment of educational goals.
Research paper on Millennium Development Goal 2- Achieve Universal Primary Education. This was written this while studying abroad through the Semester at Sea program where there was very limited access to the Internet and resources.
Given the predominantly patriarchal
setup in the country, the health and
education of a girl child is highly
neglected. Special programmes have
indeed been initiated to stop early
marriages and reduce school dropout
rates. But a lot more needs to be done.
Health & Education
of Girl Child in
India: An Increasing
Concern
– Dr Vibhuti Patel
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Consequences of Teenage Parenting Styles on The Attainment of Educational Goa...AJHSSR Journal
The greatest global investment whose productivity leads to rapid economic growth is education.
Despite this fact, teenage parenting and the subsequent parenting styles had consequences on the attainment of
educational goals as was revealed by a study that was carried out in Mumias Sub-county to find out the kind of
consequences that teen motherhood and teen fatherhood had on a secondary school students‟ academic
achievement. Two objectives were set to find out the prevalence rate of teenage parenting and to determine the
kind of contributions the problem had on educational accessibility. The population consisted of 55 principals,
269 teachers and 4,143 students from three classes out of the four classes in the sampled out schools. One third
of the population was taken for each of the three categories of respondents which gave 18 principals heading
mixed gender secondary schools, 89 class teachers and 1,367 studentsboth male and female. The students were
selected using the simple-random sampling alongside purposive sampling where the teen-agers were targeted, as
the stratified random sampling technique targeted principals and teachers from public mixed gender secondary
schools. The study area had four divisions namely, South Wanga, WangaMkulu, East Wanga and Mumias
Central from which the eighteen schools were identified. To collect data, questionnaires were designed for
students, teachers and principals. Descriptive statistics namely frequency counts and percentages was used to
analyze the quantitative data which was then presented in tables. The study found that teenage parenting styles
had consequences on the attainment of educational goals and the recommendations are that guidance and
counseling should be intensified by not only the Ministry of Education at the school level, but also by the local
administration to include parents to teenagers in public forums. Guidance and Counseling should help curb the
problem of teenage parenting in order to remedy the consequences on the attainment of educational goals.
Research paper on Millennium Development Goal 2- Achieve Universal Primary Education. This was written this while studying abroad through the Semester at Sea program where there was very limited access to the Internet and resources.
Given the predominantly patriarchal
setup in the country, the health and
education of a girl child is highly
neglected. Special programmes have
indeed been initiated to stop early
marriages and reduce school dropout
rates. But a lot more needs to be done.
Health & Education
of Girl Child in
India: An Increasing
Concern
– Dr Vibhuti Patel
THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS INVESTING IN WOMEN AND GIRLS THE BREAKTHROUGH STRATEGY FOR ACHIEVING ALL THE MDGS Based on a speech by Jon Lomoy, Director of the OECD’s Development Co-operation Directorate, at the Helsinki High-level Symposium, United Nations 2010 Development Co-operation Forum, 4 June 2010 KEEP GIRLS IN SCHOOL 1 I believe that investing in women and girls in itself constitutes a breakthrough strategy for achieving the MDGs, and that almost any investment we make in women and girls will have multiplier effects across the Goals —Helen Clark, UNDP Administrator, 25 March 2010. W ithout a great leap forward towards achieving greater equality between women and men and increased empowerment of women and girls, none of the MDGs will be achieved. It is time to back up political promises with the investments and resources needed to do the job. Investing in women and girls has a powerful impact. It will make the world a better place for all – both women and men. Helen Clark has called it the breakthrough strategy for achieving the MDGs. The challenge is to identify how and where donor money can fuel that breakthrough strategy. There are four key areas where increased investments and attention could have catalytic and multiplier impacts on the lives of women and girls – and of future generations: • Keep girls in school to complete a quality secondary education • Urgently improve reproductive health, including access to family planning services • Increase women’s control over productive and financial assets (not just microcredit), and • Identify and support women leaders at all levels. Studies have shown that women with even a few years of primary education have better economic prospects, have fewer and healthier children, and are more likely to ensure that their own children go to school. Development would be accelerated if girls were kept in school to complete a quality secondary education. Education of girls is one of the most powerful tools for women’s empowerment, but discrimination continues to keep girls out of school. • In 2007, only 53 of the 171 countries with available data had achieved gender parity in both primary and secondary education1 . • Secondary school enrolment is very low in sub-Saharan Africa (24 percent of girls and 33 percent of boys). That means that girls are missing out – particularly when they live in rural areas and in poor households. Removing school fees and providing financial incentives for girls to attend school have proven to be effective. At the same time we need to build schools closer to remote communities, ensure that schools have quality teachers and adequate sanitary facilities and that they are safe places for girls. 1. United Nations (2009). The Millennium Development Goals Report 2009
This is my NGO's presentation concerning education in developing countries. Is only education will save our families in Africa, and improve development in developing countries.
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. The Development Objectives of
the mIllenium (2000-2015)
• ODM 2: The universal right of elementary education: To ensure that in
2015, infants worldwide, both boys and girls equally, can complete
elementary school.
• ODM 3: Promote equality between genders and women´s independence.
Eliminate the inequalities between genders in elementary and middle
school, preferably for the year 2005 and in all school levels before the end
of 2015
• ODM 5: Provide better maternity health: (i) Reduce maternity mortality by
three quarters, between 1990 y 2015; (ii) Ensure worldwide/global access
to reproductive health
.
4. ELEMENTARY EDUCATION:
WORLDWIDE?
• According to UNESCO, it has not been possible to achieve
globalization yet, nor will it be achieved by 2015.
• The actual worldwide schooling level is 90%.
• There are still 61 million children without schooling. Since 2008 there
hasn’t been any progress.
• 33 million of these children live in Sub-Saharan Africa and they
represent 24% of the infant population in the elementary school ages in
this region.
5. Of the kids without elementary school education:
• 47% don’t have the opportunity to register.
• Some register late.
• Some have already left school
The biggest challenge is to manage children to register at the right time and
complete the schooling cycle in the official period. The more the registration
time gets delayed, the greater the chance that they never attend school.
6. ELEMENTARY TEACHING:
EQUALITY?
In practical terms, gender equality has been reached in the elementary schools:
• In developing countries, the percentage of girls registering increased from 91
girls for every 100 boys in 1999; the ratio was 97 girls in 2010.
• There are 17 countries in which the amount of girls attending school is less
than 90 percent (in Afghanistan 69%)
• In ¾ of the countries in which there is no equality in schools, typically boys
register more than girls from the start; this disparity is maintained during the
whole education process.
• Globally, girls represent 53% of children without schooling (the percentage
increases dramatically to 65% in the Middle East, 79% in Northern Africa).
7. SECONDARY TEACHING
• In 2010, 90% of the schoolchildren population completed elementary school
(81% in 1999).
• Nevertheless, not everyone continues their education:
71 million adolescents are not registered in school (figure has stayed the
same since 2007)
¾ of the children not registered live in Sub-Saharan Africa, Southern Asia,
and the Middle East
This situation is being driven by the following risk factors: inner-city, poverty,
ethnic minority, gender.
• 97 countries don’t have equality in middle schools. Curiously,
In the Arabian countries, Middle East, Southern Asia and Sub-Saharan Africa
there are less girls than boys, (Africa: 82 girls for every 100 boys). But,
In Latin America, the Caribbean, Far East and Pacific there are less boys
than girls. (e.g. Latin America and Caribbean108 girls for every 100 boys)
• In consequence: neither global education, nor equality accomplished
9. High school teachiing
• In 2010 worldwide equality for high school registration was reached: 98
women registered for every 100 boys.
• Nevertheless this figure is distorted by severe regional disproportions
On one hand in the Middle East the percentage of girls attending high
school is 89%, in Sub-Saharan Africa it is only 63%.
On the other hand, Latin America, Far East, and Northern Africa, North
America and Europe state female overrepresentation (in north America
and Europe women in high schools are the majority: 8 men register for
every 10 women)
10. LITERATION
90% of young adults know how to read and write.
95 women for every 100 men are literate.
Nonetheless:
In 2010, 775 million adults were still illiterate (37% of those in India)
From this number, 122 million are between the ages 15-24: 74 million are
women and 48 million are men
12. FORMAL PROBLEMS
A) Everything that has been said is based on statistics that measure registration
and not effective attendance.
In a study that included 40 developing countries, it was determined that in 24
of the 40 countries, the poor, rural area girls attend school less than 10% of
the time.
B) The children whose births are not registered don´t exist legally and their rights
are denied to them.
Unfortunately, both statistics and the probability of access to education are
solely based on the number of children officially registered.
13. MATERIAL PROBLEMS
A) Economic cost: Elementary education is theoretically free, but still continues to
have costs (school materials, uniforms, transportation, food). In middle school the
costs are 3 to 5 times more than in elementary school.
B) Distance: In rural areas, normally there is a local elementary school nearby, but
there are fewer middle schools and they are located farther away. This leads to
more travel costs, more time outside of the house and more unsafe walks.
C) Health Problems: Among girls, malnutrition and anemia due to menstruation
cause more fatigue, bad concentration, and inefficient cognitive abilities.
D) Domestic work: Traditionally the following task are done by girls: cook, collect
water and firewood, care for kids, go to the market. These duties take time and
energy away from school work.
14. SOCIOLOGICAL PROBLEMS
A) Family Burdens: In many countries, the burden of caring for a family goes to
women, especially adolescent women. Having young siblings adds to the
chances that the older girl drops out of school.
B) Family prejudices: There are many prejudices like the traditional female roles,
or the fact that there is a given preference to send sons to school, and
additionally girls physical integrity is best protected if kept at home.
C) Sexual violence associaded with school, is often committed by their own
teachers.
15. D) Teen Pregnacy: ¼ of the girls in the world are mothers before the age 18 (1 of
every 2 in developing countries).
Teen pregnancy leads to dropping out of school in almost all cases. In
developing countries, complications of pregnancy and labor in adolescents are
one of the main causes of death in women between the ages 15-19.
E) Early Marriage: 1/3 of the girls in developing countries marry before they turn
18 (1 in every 9 before they turn 25).
This causes dropping out of school, because the wife should dedicate herself to
the domestic labors in the husband´s house. Moreover, society expects her to
become pregnant as soon as possible.
17. A) Educating girls by providing information for family planning improves her future
sexual and reproductive health, because it postpones the age of marriage.
This automatically leads to a later first labor.
B) Women's education also improves their children‘s health. It is proven that
infant mortality of children less than 5 years old is inversely proportional to the
mother´s education level. The children of educated mothers have better
nutrition and better probabilities of being vaccinated.
C) Women with a middle school education or higher have a less likely chance of
being victims of domestic violence. On the other side, men with a middle
school education or higher have a less likely chance of committing violence.
18. D) The education improves women’s future economic perspectives: one year of
high school increases future income between 10 and 20%. In addition 90%
of women´s income are reinvested into their family
E) Women represent 40% of the world work force. (43% in the agriculture
sector). Not taking advantage of their possibilities both as handy work and
valuable decision making potential is a tactical error that produces economic
inefficiencies worldwide.
According to the World Bank and the World Economic Forum, apart from being
a basic human right, the education of girls is a necessity in terms of economic
efficiency.
.
20. Some initiative formulas that have been taught have had variable success. In
general, the following initiatives will only work if they are used in the correct
combination for each community:
• Work with parents and community leaders to explain the economic and social
benefits on long term girls education.
• Informal educational programs for young mothers or young married girls
• To diminish the chances of violence:
Separate bathrooms for girls and boys
Closer schools (sometimes adding elementary schools)
Specific gender education programs for teachers
Include Gender studies as a subject in school
21. • Free schooling or scholarship programs for middle school to reduce the
economic cost for families.
• Put in place monetary incentives for families in order to convince them to keep
girls in school.
• Finance food programs that ensure coverage of daily nutritional needs for girls.
Right now, there is an important financial problem due to the fact that the
education budget of many developing countries depend mainly on international
help. UNESCO warns that the crisis has considerably reduced the help offered
to these developing countries. What is left of it is being given mainly to the
sanitary programs instead of education.