This research focuses on the local perception of parents regarding the gender roles and their daughters’ education in the Village Dasuha, District Faisalabad in the province of Punjab. In spite of the fact that the people are aware of the importance of education, there is gender gap and the roles assigned to them are different. Parents deal with their male and female child separately. Preference is given to the sons because they are supposed to be the helping hand for the parents. Girls are generally limited to the domestic activities. Education is also aimed at fitting them into gender roles as prescribed by their society. This study identifies the impact of gender roles on female literacy. The focus of study is to find the actual reason of low participation rate of female education with reference to their role and duties. The efforts have been made to find out the culture perception of parents regarding their daughter’s education and gender discrimination between female and male children as far as the role assignment and access to literacy is concerned. The data presented in this paper has been collected by using qualitative anthropological research techniques.
Despite several achievements in education of girls/women in Nepal, they still remain disadvantaged and discriminated in education system. This study was conducted to explore what kind of gender relation has been seen in society and at home and what are the consequences for girls' education. Gender relations refers to the relations of power between women and men which is revealed through a range of practices, ideas and representations including division of labor, roles and resources between men and women. The information was generated through open interview, focus group discussion and household survey. The findings reveal,though parents argue that they are equally treating their sons and daughters, gender discrimination is found especially in response to providing education to children in both Dalit and Non-dalit communities. The major reasons for such discrimination are lack of gender awareness and existing social norms, values and practices. The multiple exclusion and discrimination are found from different behavior patterns and perception of parents. These practices result is constraints in regards to access and continued participation of girls in education.
A clear roadmap for the new territory of education Education in the U.S. has been under fire for quite some time, and for good reason. The numbers alone tell a very disconcerting story: according to various polls, 70% of teachers are disengaged. Add to that the fact that the United States ranks last among industrialized nations for college graduation levels, and it's evident there's a huge problem that needs to be addressed. Yet the current education system and its school buildings—with teachers standing in front of classrooms and lecturing to students—have gone largely unchanged since the 19th century. Humanizing the Education Machine tackles this tough issue head-on. It describes how the education system has become ineffective by not adapting to fit students' needs, learning styles, perspectives, and lives at home. This book explains how schools can evolve to engage students and involve parents. It serves to spread hope for reform and equip parents, educators, administrators, and communities to: Analyze the pitfalls of the current U.S. education system Intelligently argue the need to reform the current landscape of education Work to make a difference in the public education system Be an informed advocate for your child or local school system If you're a concerned parent or professional looking for a trusted resource on the need for education reform, look no further than Humanizing the Education Machine. This illuminating resource provides the information you need to become a full partner in the new human-centered learning revolution.
This book highlights partnerships between parents and teachers in Early Childhood Development Education in Kakamega County, Kenya. In ECDE, parents and teachers have to work closely in matters of curriculum development in order to lay a firm foundation for the child. However, the author argues that parents seem to leave this responsibility to teachers and even when they get involved in their children’s schooling, the extent of their involvement is not clearly defined. Truphena advocates for ECDE programs that involve parents to enhance pre-school pupil academic achievement. She establishes that both teachers and parents hold positive perceptions towards their involvement in ECDE curriculum development. The author recommends adult literacy programmes for pre-school parents, early childhood education parental awareness program, gender balance of pre-school teachers, free pre-school education, a scheme of service for ECDE teachers in Kenya and employment of Quality Assurance and Standards Officers with a knowledge base on ECDE. This book is highly recommended to pre-service and in-service ECDE teachers, parents, ECDE educators and researchers in Kenya and elsewhere in the world.
Education is a basic human right that is recognized in Article 26 of The Universal Declaration of Human Rights. It is also essential for human resource development which is the basis for national development. Since 1990 numerous education reform policies have been undertaken in The Union of Myanmar. Nonetheless there still remain areas of concern that need to be addressed. The main objective of this thesis is to provide an overview of the education reform in Myanmar as it deals with the country setting, a brief historical background of education and teachers plus a critical review of the way in which the education system has evolved. The roles played by the teachers are further highlighted as they are central in the success or failure of the education reform which depends largely upon the interactions and the inter-changing roles they play.
Degrees of Inequality – Culture, Class, and Gender in American Higher Education
The book attempts to quantify the externalities of universalization of Elementary Education Programme to the parents and society of the students receiving elementary education in North Delhi, India. In the form of case study, the researcher investigated the quality of primary education in Delhi and its non-monetary effects on the poor parents. The study revealed that parents behave better than before, they seems more hygienic, they learnt accounting, few of them learnt reading and writing and their eating habits are being improved.Therefore UEE programme and primary education itself reveal externalities to the parents and society.
Most parents dream of giving their children the best possible education. However an education – primary, secondary and tertiary – costs money. Parents of a child born in 2006 can pay approximately $250K for a child's lifetime education according to the latest research from the Australian Scholarships Group. And costs are constantly on the rise. Investing in Your Child's Future is aimed at parents and future parents, grandparents and other family members, and covers children's education from pre-school to tertiary studies. It is designed to show readers how they can secure and contribute to their children's future and can benefit from a higher education at the institution of their choice, without sacrificing their lifestyle or financial security, and regardless of their income. Investing in Your Child's Future shows readers how they can finance all, or some, of their children's education by planning ahead, implementing simple strategies and saving money as early and as regularly as possible. When your children are young, it's easy to delay funding their education as it is not an immediate expense. However, education is a major expense, regardless of whether you choose a private or public education, and the sooner you start saving, the more money you will accumulate, and the sooner you can stop worrying about your child's future.
Cultivating Humanity – A Classical Defense of Reform in Liberal Education (Paper)
This study aims to identify and analyze gender differences in education and their trends in time, with an emphasis on academic achievements. The study also aims to analyze the situation of education in Albanian in gender perspective, through secondary analysis of statistical data in the education sector, based on harmonized indicators of gender equality and women's status in Albania and findings from the analysis, evaluation reports and on national studies in this field. To fulfill the goals and objectives of this research, as well as to address the research questions of the study, a mixed methodological approach (mixed) was employed. Gender mainstreaming in education field means more than simply achieving equal numbers of women and men, girls and boys in the education system. It also includes policy changes and changes in institutions in order to support gender equality. In this way, gender mainstreaming will bring new dimensions to the education system which, very likely, will require changes in the philosophy of educational programs, management style and operational strategies at the local level.
Gender Equality in education ; A historical reflection on gender gaps in education in Uganda’s 50 year’s of Independence, focused on gender gaps in education globally but with emphasis on Sub-Saharan African perspectives, Ugandan experience in particular. Researched and written from the perspective of gender gaps in education and broader international agenda on equality of education and Education For All, four portraits emerged from this book; that Uganda has achieved equality in enrollment of girls and boys in primary education but quality of education is still wanting; that whereas female enrollment has increased at secondary level, gaps still exist; that whereas there is evidence of female increase in institutions of higher learning but majority are enrolled in humanities, as vocational and technical institutes; sciences and technology are male dominated and there are so many interventions on the ground to bridge the gender gap world over,Uganda inclusive.
Numerous studies attribute quality of education as an inclusive term that contains access, inputs, process and output or outcome of education. Others regard access and input of education as separate but equally important concepts of quality of education. For the latter, quality of education includes process and outcome of education but excludes access and inputs of education. This study, which was conducted in Tanzania, found out that while activists based their concerns more on the outcome of education, the other groups of stakeholders – teachers, parents and policy makers – balanced their concerns more on access, inputs and process of education. Despite the differences in their priorities, all groups, however, understand that all aspects of education achievements, namely, access, inputs, process and outcome are important for education achievement. The study further informs that education reform is the policy agenda, which needs all stakeholders’ engagement. The measurements of access, inputs, process and outcome are effective only when they are addressed holistically within the contemporary policy framework.
This work was conceptualized as a result of the proliferation and complexity of reproductive health problems among the urban youths. There is scanty information explaining the factors related to actual practice of home based sex education by parents. The study adopted a correlational design and targeted parents and their adolescent children. Data was analyzed by means of counts, percentages, t-test, F-test and multiple linear regression. It was found that parental education was strongly related to both knowledge and attitudes. Parents who were more knowledgeable and who had more positive attitudes talked more with their children about family life issues. Both parental knowledge and parental attitudes were found to be significant predictors of intention to practice sex education at home. Parents’ knowledge and socioeconomic status were found to be significant predictors of parental participation in home based sex education. It is recommended that the Government, NGOs, Religious organizations, family life educators and counsellors to develop educational programs targeting parents to help them gain essential skills they may need to communicate effectively about sex education.
As school education in India has witnessed reform in school curriculum and introduction of Right to education Act 2009, the priority on reform in pre-service teacher education programmes is intensified. In the context of recommendation of the National Curriculum Framework 2005 for providing constructivist learning environment in schools and shifting in the role of teacher from information provider to a facilitator of learning, the book provides a comprehensive research report on the status of elementary pre-service teacher education programme in Delhi in the context of National Curriculum Framework 2005.