the importance of women's education essay

Essay on Women Education 500+ Words

Education is a powerful tool that opens doors to opportunities, growth, and progress. One crucial aspect of education is ensuring that women have equal access to it. In this essay, we will explore the significance of women’s education, its impact on individuals and societies, and why it is essential to promote and support women’s educational rights.

Defining Women’s Education

Women’s education refers to the provision of learning opportunities and resources to girls and women. It encompasses formal education in schools, colleges, and universities, as well as informal education through workshops, community programs, and self-directed learning. Women’s education is a fundamental human right and a key driver of gender equality.

The Historical Perspective

Throughout history, access to education for women has been limited in many parts of the world. Women were often denied the opportunity to learn, and their potential remained untapped. However, brave individuals and movements fought for women’s right to education, paving the way for progress.

For instance, pioneers like Malala Yousafzai, the youngest Nobel Prize laureate, championed girls’ education in Pakistan and worldwide. Her advocacy highlights the importance of education for girls and women and the need to break down barriers that prevent them from learning.

The Benefits of Women’s Education

Women’s education offers numerous benefits, both on an individual and societal level. When women are educated, they have better opportunities for employment and career advancement. This economic independence can lead to improved living standards and reduced poverty.

According to UNESCO, educating women can have a profound impact on child health and nutrition. Educated mothers are more likely to make informed decisions about their children’s health and well-being, leading to healthier families.

Empowerment and Gender Equality

Education empowers women by providing them with knowledge, skills, and confidence. It enables them to participate in decision-making processes, advocate for their rights, and challenge gender stereotypes and discrimination. Women who are educated are more likely to become leaders in their communities and contribute to positive societal change.

For example, women like Ruth Bader Ginsburg, the former Associate Justice of the Supreme Court of the United States, used their education and legal expertise to advance gender equality and women’s rights through their work.

Breaking the Cycle of Poverty

Women’s education is a powerful tool for breaking the cycle of poverty. When women have access to education, they can secure better-paying jobs and provide for their families. This economic stability has a ripple effect on future generations, as educated mothers are more likely to invest in their children’s education and well-being.

A study by the World Bank found that increasing girls’ education by one year can lead to an 18% increase in a country’s GDP. This demonstrates the significant economic impact of women’s education.

Women as Agents of Change

Educated women are not only beneficiaries of change but also agents of change in their communities and nations. They play a vital role in addressing social and environmental issues, promoting peace, and advocating for human rights. Women’s education equips them with the tools to be leaders and catalysts for positive transformation.

Conclusion of Essay on Women Education

In conclusion, women’s education is a fundamental right that has far-reaching positive effects on individuals, families, and societies. It empowers women, promotes gender equality, and contributes to economic growth and poverty reduction. Moreover, educated women become advocates for change and leaders in their communities, making the world a better place for all.

As we continue to champion women’s education, let us remember the words of Malala Yousafzai: “One child, one teacher, one book, one pen can change the world.” By ensuring that girls and women have access to education, we are not only changing their lives but also shaping a brighter future for everyone.

Also Check: List of 500+ Topics for Writing Essay

Essay on Women’s Education

Introduction

In countless households worldwide, the morning ritual unfolds with a familiar rhythm. Amidst the clatter of pots and pans, a mother deftly juggles her responsibilities, serving breakfast, pressing uniforms, and packing lunches. Yet, amid this bustling routine lies a profound truth: her own education, or lack thereof, shapes not only her life but also that of her family and community. This scene encapsulates the pivotal role of women’s education in shaping societies.

This essay delves into the transformative power of women’s education. From breaking chains of generational poverty to shattering glass ceilings, education empowers women, fuels societal progress, and fosters a more equitable world for all.

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Historical Context

Throughout history, women have faced numerous barriers to accessing education , with societal norms and cultural beliefs often restricting their learning opportunities. This section explores the evolution of women’s education, highlighting significant milestones and women’s struggles in their pursuit of knowledge.

• Ancient Civilizations: In ancient civilizations like Egypt, Greece, and Mesopotamia, education was predominantly reserved for men, while women were generally confined to domestic responsibilities. Exceptions existed, such as in ancient Egypt, where some women from noble families received formal education in reading, writing, and mathematics.
• Medieval and Renaissance Periods: During the Middle Ages and the Renaissance , education for women was largely limited to religious institutions, where they could receive instruction in convents or monasteries. The emphasis on religious education aimed to prepare women for roles as wives, mothers, and members of religious orders rather than fostering intellectual pursuits or professional careers.
• Early Modern Era: The Enlightenment era brought about shifts in thinking regarding education, with philosophers advocating for broader access to learning for both genders. Despite these ideals, formal education opportunities for women remained limited, and those available often focused on cultivating domestic skills rather than academic or professional development.
• 19th Century: The 19th century witnessed notable progress in the advancement of women’s education, driven by social reform movements such as the women’s suffrage and abolitionist movements. Pioneering figures like Mary Wollstonecraft and Elizabeth Blackwell challenged societal norms and advocated for women’s education and intellectual development rights.
• 20th Century: The 20th century saw increased access to education for women in many parts of the world, driven by social and legislative reforms. Establishing co-educational institutions and expanding women’s colleges provided more opportunities for women to pursue higher education and professional careers. Additionally, global initiatives such as the Universal Declaration of Human Rights (1948) affirmed education as a fundamental human right for all, regardless of gender.
• Contemporary Challenges: Despite progress, significant challenges to women’s education persist in various parts of the world, including barriers related to poverty, cultural norms, gender-based violence, and lack of infrastructure. Efforts to address these challenges continue through international development initiatives, advocacy campaigns, and grassroots efforts to promote gender equality in education.

Socio-Economic Impact

The socio-economic impact of educating women encompasses a broad range of benefits that extend beyond individual empowerment to encompass improvements in various aspects of society and the economy.

• Economic Empowerment: Educating women enhances economic empowerment by providing them with knowledge, skills, and opportunities to engage in the workforce. Women with education are more inclined to attain higher-paying positions, contributing to household income, lessening poverty , and enhancing overall household welfare. Education promotes economic growth and development by improving women’s earning potential and economic resilience.
• Poverty Reduction: Women’s education is a powerful tool for poverty reduction, enabling women to break the cycle of intergenerational poverty. Educated women tend to have smaller and healthier families, leading to improved child health and nutrition outcomes and reduced child mortality rates. Access to education empowers women to make informed decisions about family planning, healthcare, and resource allocation, thereby lifting families out of poverty.
• Health and Well-being: Educating women significantly impacts health outcomes for themselves and their families. Educated women are more inclined to pursue prenatal care, immunize their children, and adopt healthier behaviors, decreasing maternal and child mortality rates. Education empowers women to advocate for their health and well-being, improving community health and reducing healthcare costs.
• Social Mobility and Empowerment: Education enhances social mobility and empowers women to challenge traditional gender roles and norms. Educated women are more prone to participate in civic and political endeavors, champion women’s rights, and contribute to initiatives for community development. Education promotes gender equality and social inclusion by fostering critical thinking skills and expanding women’s opportunities for leadership and decision-making.
• Long-term Development: Investing in women’s education is essential for long-term sustainable development. Educated women play key roles in driving economic growth, promoting social stability, and fostering intergenerational progress. Efforts and strategies centered on women’s education contribute to achieving the SDGs and creating a fairer and more prosperous future for everyone.

Political and Social Empowerment

Here’s a detailed exploration of the impact of education on women’s political and social empowerment:

• Political Participation: Education amplifies women’s political involvement by furnishing them with the knowledge, skills, and confidence requisite for engaging in civic endeavors, including voting, running for office, and partaking in political campaigns. Educated women are more likely to understand political issues, critically evaluate candidates and policies, and make informed decisions during elections. By increasing women’s representation in political institutions, education helps amplify their voices, priorities, and concerns in public discourse and policymaking.
• Leadership Development: Education fosters leadership development among women by communication, cultivating critical thinking, and problem-solving skills essential for effective leadership. Educated women are better equipped to assume leadership roles in diverse fields, including politics, business, academia, and civil society organizations. Through leadership positions, educated women can influence policy decisions, shape organizational agendas, and advocate for gender-responsive solutions to social and economic challenges.
• Advocacy for Women’s Rights: Education empowers women to advocate for their rights and challenge gender-based discrimination and inequality. Women with education are more inclined to be aware of their rights, assert their autonomy, and advocate for equal treatment in various aspects of life, including education, employment, and healthcare. By mobilizing grassroots movements, participating in advocacy campaigns, and engaging with policymakers, educated women are vital in advancing women’s rights agendas and promoting gender equality.
• Social Inclusion and Empowerment: Education promotes social inclusion by breaking down barriers of gender, class, ethnicity, and other forms of discrimination. Educated women are better equipped to challenge social norms and stereotypes that perpetuate inequality and marginalization. Through education, women gain a stronger sense of agency, identity, and belonging, enabling them to participate more fully in social and cultural life and contribute to the diversity and richness of their communities.
• Gender Equality: Education is central to achieving gender equality by challenging patriarchal norms, promoting women’s empowerment, and creating equal participation and representation opportunities. Educated women serve as role models and advocates for future generations, inspiring girls to pursue education, challenge gender stereotypes, and aspire to leadership roles. By promoting gender-sensitive education policies and programs, societies can create enabling environments that support women’s political and social empowerment and contribute to a more equitable and inclusive society.

Health and Family Dynamics

Here are some points to consider regarding health and family dynamics in the context of women’s education:

• Reproductive Health and Family Planning: Women’s education improves reproductive health outcomes by providing access to information and resources for family planning, resulting in lower fertility rates, reduced maternal and infant mortality, and improved family well-being.
• Maternal and Child Health: Educated mothers are more prone to seeking prenatal care, which leads to better maternal and child health outcomes, including increased vaccination rates, enhanced nutrition, and improved cognitive development in children.
• Gender Dynamics within the Family: Women’s education fosters more equitable gender dynamics within families, empowering women to participate in decision-making processes, invest in children’s education and health, and contribute to household income and economic stability.
• Economic Empowerment and Household Income: Educated women have better employment opportunities and earning potential, leading to higher household incomes and financial security, which enables families to afford better healthcare, nutrition, and educational opportunities for their children.
• Breaking Intergenerational Cycles of Poverty: Women’s education disrupts intergenerational cycles of poverty by empowering women to support their families, prioritize education for their children, and generate opportunities for upward social mobility and economic progress.
• Social Support and Community Networks: Education provides women access to social support networks and community resources, fostering resilience, collective action, and positive family dynamics through friendships, alliances, and support systems.

Women’s Education Impact: Based on Education Levels

The table below outlines the importance of investing in women’s education across all levels to achieve positive outcomes for individuals, families, and societies.

Breaking Gender Stereotypes

By providing opportunities for critical thinking, exposure to diverse perspectives, and empowerment, education helps dismantle harmful stereotypes and fosters a more inclusive and equitable society. Here’s a detailed explanation of how education contributes to breaking gender stereotypes:

• Access to Diverse Learning Opportunities: Education grants girls and women access to a wide array of learning opportunities, encompassing fields traditionally linked with males, such as science, technology, and mathematics, along with leadership and entrepreneurship. Education undermines the belief that specific domains are solely appropriate for men by introducing girls to various disciplines and professional trajectories, broadening their ambitions and perspectives.
• Empowerment through Knowledge: Education empowers girls and women with knowledge and information that debunk gender stereotypes and myths perpetuated by society. Through education, girls learn about historical and contemporary figures who have defied gender norms and made significant contributions to various fields, inspiring them to challenge stereotypes and pursue their interests and ambitions.
• Promotion of Gender Equality in Curriculum: Gender-sensitive education curricula promote gender equality by ensuring that educational materials, textbooks, and teaching methods are free from gender bias and stereotypes. Schools and educational institutions can incorporate gender-sensitive teaching practices that encourage critical thinking, foster respectful dialogue, and challenge gender stereotypes in classrooms and beyond.
• Encouragement of Non-traditional Career Paths: Education encourages girls to explore non-traditional career paths and fields where women are underrepresented, such as STEM, politics, and the trades. Education empowers girls to pursue their passions and overcome societal expectations and barriers to entry by providing mentorship, career guidance, and exposure to successful role models.
• Cultivation of Critical Thinking Skills: Education cultivates critical thinking skills that enable girls and women to question stereotypes, challenge societal norms, and analyze information from multiple perspectives. Education promotes a climate of inquiry and curiosity, empowering girls with the abilities and self-assurance to confront gender stereotypes and champion gender equality within their communities and society.
• Promotion of Positive Gender Roles and Relationships: Gender-responsive education promotes positive gender roles and relationships based on equality, respect, and mutual understanding. Through discussions, activities, and projects that promote empathy, communication, and collaboration, education helps foster positive attitudes and behaviors that counteract harmful gender stereotypes and promote gender equality.
• Advocacy for Gender-sensitive Policies and Practices: Educated individuals are more likely to advocate for gender-sensitive policies and practices in schools, workplaces, and communities. By raising awareness, mobilizing support, and holding institutions accountable, educated women and men create environments promoting diversity, inclusion, and respect for all genders.

Initiatives and Interventions

Various initiatives and interventions have been put in place to promote women’s education and address the challenges they encounter. These efforts span government policies, NGO initiatives, grassroots movements, and technological innovations. Let’s delve into some of these interventions with real-world examples:

1. Government Policies and Programs

• Girl Child Education Programs : Many governments have launched specific programs to increase girls’ enrollment and retention in schools. For example, the Government of India introduced the “Beti Bachao, Beti Padhao” (Save the Daughter, Educate the Daughter) scheme to address gender disparities and promote girls’ education.
• Free Education Policies : Governments in several countries have implemented policies to provide free or subsidized education for girls, removing financial barriers to access. For instance, in Kenya, the government abolished school fees for primary education, leading to a significant increase in girls’ enrollment rates.

2. Non-Governmental Organizations (NGOs) and Grassroots Efforts

• Room to Read : Room to Read is a global NGO focusing on improving literacy and gender equality in education. They have programs specifically tailored to girls’ education, providing scholarships, mentorship, and life skills training to girls in low-income communities across Asia and Africa.
• Camfed : The Campaign for Female Education (Camfed) works to support girls’ education and women’s empowerment in rural communities in sub-Saharan Africa. Camfed provides financial support for school fees, mentorship, and leadership development opportunities for girls.

3. Role of Technology in Promoting Women’s Education

• Mobile Learning Platforms : Initiatives like the Mobile Learning for Teachers (ML4T) program in Pakistan leverage mobile technology to provide training and resources to female teachers in remote areas, improving the quality of girls’ education.
• Online Education Platforms : Organizations like Coursera and Khan Academy offer free online courses that can be accessed by women and girls worldwide, providing opportunities for learning and skill development outside of traditional educational settings.

4. Case Studies of Successful Interventions

• SEWA (Self-Employed Women’s Association) in India : SEWA has provided education and vocational training to women in India’s informal sector, empowering them to become financially independent and improve their livelihoods.
• Let Girls Learn Initiative : The U.S. government launched Let Girls Learn to address barriers to girls’ education globally through community-based interventions, partnerships with local organizations, and advocacy efforts.

Challenges and Solutions

Despite significant progress, numerous challenges persist in ensuring equitable access to education for women and girls worldwide. These challenges range from cultural and societal barriers to economic constraints and gender-based violence. Let’s examine some of the key challenges and potential solutions:

1. Cultural and Societal Norms

• Challenge: Deep-rooted cultural beliefs and societal norms often prioritize boys’ education over girls’, leading to disparities in access and opportunities.
• Solution: Community engagement and awareness-raising initiatives can challenge harmful stereotypes and promote the value of girls’ education. For example, community dialogues, cultural festivals celebrating girls’ education, and media campaigns featuring successful women can help shift attitudes and perceptions.

2. Economic Constraints

• Challenge: Poverty remains a significant barrier to education, particularly for girls from marginalized communities who may face additional financial burdens such as school fees, uniforms, and transportation costs.
• Solution: Targeted financial assistance programs, such as scholarships, stipends, and cash transfer schemes, can alleviate economic barriers to education for girls. Additionally, initiatives that provide income-generating opportunities for families, such as microfinance loans or vocational training programs, can help improve household incomes and prioritize education spending.

3. Lack of Infrastructure and Resources

• Challenge: Inadequate school facilities, including classrooms, sanitation facilities, and learning materials, disproportionately affect girls’ access to education, particularly in rural and remote areas.
• Solution: Investments in infrastructure development, including the construction of schools and the provision of basic amenities like clean water and sanitation facilities, are essential to create conducive learning environments for girls. Furthermore, initiatives to improve teacher training and support, as well as the provision of textbooks and educational resources, can enhance the quality of education and encourage girls’ enrollment and retention.

4. Gender-Based Violence and Discrimination

• Challenge: Gender-based violence, including sexual harassment, early and forced marriage, and trafficking, poses significant threats to girls’ safety and well-being, deterring them from pursuing education.
• Solution: Comprehensive measures to prevent and respond to gender-based violence in and around schools are crucial. This includes implementing strict anti-harassment policies, providing safe transportation options for girls, and offering psychosocial support services for survivors. Additionally, legal reforms and community-based interventions aimed at changing attitudes and behaviors related to gender-based violence are essential.

Women’s education is a transformative force with far-reaching implications for health, family dynamics, and economic prosperity. By breaking barriers, empowering women, and fostering gender equality, education contributes to healthier families, more equitable societies, and sustainable development. Despite advancements, obstacles persist, demanding sustained endeavors to secure comprehensive access to high-quality education for every woman and girl. Investing in women’s education is morally imperative and strategically vital for realizing global objectives of health, prosperity, and gender equality. Together, let us strive to unlock the full potential of women through education and create a brighter future for generations to come.

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Education as the Pathway towards Gender Equality

About the author.

Amartya Sen, often referred to as the father of the concept of ‘human development’, reminds us of a quote by H.G. Wells, where he said that “human history becomes more and more a race between education and catastrophe”. Sen maintains that “if we continue to leave vast sections of the people of the world outside the orbit of education, we make the world not only less just, but also less secure”. To Sen, the gender aspect of education is a direct link between illiteracy and women’s security.

Not being able to read or write is a significant barrier for underprivileged women, since this can lead to their failure to make use of even the rather limited rights they may legally have (to own land or other property, or to appeal against unfair judgment and unjust treatment). There are often legal rights in rule books that are not used because the aggrieved parties cannot read those rule books. Gaps in schooling can, therefore, directly lead to insecurity by distancing the deprived from the ways and means of fighting against that deprivation. 1

For Sen, illiteracy and innumeracy are forms of insecurity in themselves, “not to be able to read or write or count or communicate is a tremendous deprivation. The extreme case of insecurity is the certainty of deprivation, and the absence of any chance of avoiding that fate”. 2 The link between education and security underlines the importance of education as akin to a basic need in the twenty-first century of human development.

GENDERED EDUCATION GAPS: SOME CRITICAL FACTS

While a moral and political argument can continue to be made for the education of girls and women, some facts speak powerfully to the issue at hand. Girls accounted for 53 per cent of the 61 million children of primary school age who were out of school in 2010. Girls accounted for 49 per cent of the 57 million children out of school in 2013. In surveys of 30 countries with more than 100,000 out-of-school children, 28 per cent of girls were out of school on average compared to 25 per cent of boys. Completion of primary school is a particular problem for girls in sub-Saharan Africa and Western Asia. 3

Surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household. Almost two thirds of the world’s 775 million illiterate adults are women. In developing regions, there are 98 women per 100 men in tertiary education. There are significant inequalities in tertiary education in general, as well as in relation to areas of study, with women being over-represented in the humanities and social sciences and significantly under-represented in engineering, science and technology.

Gender-based violence in schools undermines the right to education and presents a major challenge to achieving gender equality in education because it negatively impacts girls’ participation and their retention in school. In addition, ineffective sexual and reproductive health education inhibits adolescents’ access to information and contributes to school dropouts, especially among girls who have reached puberty.

The education of girls and women can lead to a wide range of benefits from improved maternal health, reduced infant mortality and fertility rates to increased prevention against HIV and AIDS. 4 Educated mothers are more likely to know that HIV can be transmitted by breastfeeding, and that the risk of mother-to-child transmission can be reduced by taking drugs during pregnancy.

Each extra year of a mother’s schooling reduces the probability of infant mortality by 5-10 per cent. Children of mothers with secondary education or higher are twice as likely to survive beyond age 5 compared to those whose mothers have no education. Improvements in women’s education explained half of the reduction in child deaths between 1990 and 2009. A child born to a mother who can read is 50 per cent more likely to survive past age 5. In sub-Saharan Africa, an estimated 1.8 million children’s lives could have been saved in 2008 if their mothers had at least a secondary education. In Indonesia, 68 per cent of children with mothers who have attended secondary school are immunized, compared with 19 per cent of children whose mothers have no primary schooling. Wages, agricultural income and productivity—all critical for reducing poverty— are higher where women involved in agriculture receive a better education. Each additional year of schooling beyond primary offers greater payoffs for improved opportunities, options and outcomes for girls and women.

In the varied discussions on the post-2015 education related agendas, there was strong consensus that gender equality in education remains a priority. Various inputs noted that inequalities in general, and particularly gender equality, need to be addressed simultaneously on multiple levels—economic, social, political and cultural. A response on behalf of the International Women’s Health Coalition maintained that “all girls, no matter how poor, isolated or disadvantaged, should be able to attend school regularly and without the interruption of early pregnancy, forced marriage, maternal injuries and death, and unequal domestic and childcare burdens”.

Other inputs highlighted the importance of ensuring access to post-basic and post-secondary education for girls and women. Referring to secondary education, the German Foundation for World Population noted that the “completion of secondary education has a strong correlation with girls marrying later and delaying first pregnancy.” While access to good quality education is important for girls and women, preventing gender-based violence and equality through education clearly also remains a priority.

Gender-based discrimination in education is, in effect, both a cause and a consequence of deep-rooted differences in society. Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Moreover, harmful practices such as early marriage, gender-based violence, as well as discriminatory education laws and policies still prevent millions of girls from enrolling and completing their respective education. 5

Additionally, given the extensive and growing participation of women in income generating activities, education for girls and women is particularly important, especially in attempting to reverse gendered patterns of discrimination. Not only is it impossible to achieve gender equality without education, but expanding education opportunities for all can help stimulate productivity and thereby also reduce the economic vulnerability of poor households.

GENDER EQUALITY, EQUITY AND HUMAN RIGHTS

Equity is the strongest framing principle of a post-2015 rights-based agenda, and underlines the need to redress historical and structural inequalities in order to provide access to quality education at all levels. This heralds what was effectively one of the strongest themes that emerged in the post-2015 education consultations, i.e., a rights-based approach in which rights are indivisible. This implies that all aspects of education should be considered from a rights perspective, including structural features of education systems, methods of education, as well as the contents of the education curricula. Indeed, overcoming structural barriers to accessing good quality education is vital for realizing education rights for all.

In related post-2015 consultations, equity is affirmed as a fundamental value in education. Several inputs noted that inequality in education remains a persistent challenge. This is connected to a focus in the Millennium Development Goals on averages without an accompanying consideration of trends beneath the averages. Many contributions in the education consultation, as well as in the other thematic consultations, highlighted the lack of attention to marginalized and vulnerable groups.

Equal access to good quality education requires addressing wide-ranging and persistent inequalities in society and should include a stronger focus on how different forms of inequality intersect to produce unequal outcomes for marginalized and vulnerable groups. Post-2015 consultations suggest that overcoming inequality requires a goal that makes national governments accountable for providing minimum standards and implementing country specific plans for basic services, including education. Equity in education also implies various proactive and targeted measures to offer progressive support to disadvantaged groups.

Amartya Sen notes empirical work which has brought out very clearly how the relative respect and regard for women’s well-being is strongly influenced by their literacy and educated participation in decisions within and outside the family. Even the survival disadvantage of women compared with men in many developing countries (which leads to “such terrible phenomenon as a hundred million of ‘missing women’) seems to go down sharply, and may even get eliminated, with progress in women’s empowerment, for which literacy is a basic ingredient”.

In the summer of 2009, the International Labour Organization (ILO) issued a report entitled “Give Girls a Chance: Tackling child labour, a key to the future”, which makes a disturbing link between increasing child labour and the preference being given to boys when making decisions on education of children. The report states that in cultures in which a higher value is placed on education of male children, girls risk being taken out of school and are then likely to enter the workforce at an early age. The ILO report noted global estimates where more than 100 million girls were involved in child labour, and many were exposed to some of its worst forms.

Much of the research around women and education highlights the importance of investing in the education of girls as an effective way of tackling the gamut of poverty. This is in line with assertions made in numerous other references, which also point to a strong link between education, increased women’s (as opposed to girls’) labour force participation, the wages they earn and overall productivity, all of which ultimately yields higher benefits for communities and nations. In other words, it pays to invest in girls’ and women’s education.

GENDER SOCIALIZATION

In the late 1970s and early 1980s, Western feminist stalwarts, such as Simone de Beauvoir, were elaborating the difference between biological ‘sex’ and social gender. Anne Oakley in particular, is known for coining the term gender socialization (1979), which indicates that gender is socially constructed. According to Oakley, parents are engaged in gender socialization but society holds the largest influence in constructing gender. She identified three social mechanisms of gender socialization: manipulation, canalization, and verbalization (Oakley, 1972). Oakley noted that gender is not a fixed concept but is determined by culture through the use of verbal and nonverbal signifiers and the creation of social norms and stereotypes, which identify proper and acceptable behavior. The signifiers are then perpetuated on a macro level, reinforced by the use of the media, as well as at the micro level, through individual relationships.

The concept entered mainstream lexicon on gender relations and development dynamics, and through criticism and counter criticism, ‘gender socialization’ itself became an important signifier. As a tool to highlight discriminatory practices, laws and perceptions (including stereotypes), gender socialization is often identified as the ‘root cause’ which explains various aspects of gender identities, and what underlies many gender dynamics.

In 2007, the United Nations Children’s Fund (UNICEF) defined gender socialization as “[T]he process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females. These stereotypes are perpetuated by family members, teachers and others by having different expectations for males and females.”

There is, therefore, a clear interaction between socio-cultural values (and praxis) with gender socialization. This only partly explains why it is that in many developing societies there is a persistent prioritization of women’s ‘domestic’ roles and responsibilities over public ones. Most young girls are socialized into the ‘biological inevitability’ of their socially determined future roles as mothers. This is closely connected, in many relatively socially conservative contexts, with the need to ensure (the prerequisite of) marriage.

Most related studies maintain that women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. The World Bank estimates that one year of female schooling reduces fertility by 10 per cent, particularly where secondary schooling is undertaken.

In fact, because women with some formal education are more likely to seek medical care and be better informed about health care practices for themselves and their children, their offspring have higher survival rates and are better nourished. Not only that, but as indicated earlier, these women are less likely to undergo early pregnancy. Being better informed increases the chances of women knowing how to space their pregnancies better, how to access pre and post-natal care, including prevention of HIV/AIDS, sexually transmitted diseases and family planning in general. The World Bank estimates that an additional year of schooling for 1,000 women helps prevent two maternal deaths.

The World Bank, along with UNICEF and the United Nations Population Fund highlight in several of their reports the intergenerational benefits of women’s education. An educated mother is more likely, it is maintained, to attempt to ensure educational opportunities for her children. Indeed, the World Bank specifically notes that “ in many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one- third to one-half year”. 6

In short, girls’ education and the promotion of gender equality in education are critical to development, thus underlining the need to broadly address gender disparities in education.

The rhetorical question that needs to be raised here is whether the consistent elements of gender socialization in the region, and the confusing messages for both sexes, can only lead to entrenching processes of gender inequality. At the very least, it is safe to argue that gender socialization, combined with the continuing discrepancies in education opportunities and outcomes not only provide a negative feedback loop, but effectively contribute to entrenching patriarchal norms.

Political events and the endorsement of political leadership are often catalytic, if not necessary determinants, of policy change. In fact, most education reform programmes are often linked to political dynamics. To date, such reforms are typically launched through a political or legal act. In most cases, countries prioritize aspects such as forging a common heritage and understanding of citizenship, instruction in particular language(s), and other means of building capacities as well as popular support for party programmes. All developing country governments have, at one time or another, put special effort into including girls in the education system. While there is a continuous role for policy makers and governments, it is increasingly clear that the socio-cultural terrain is where the real battles need to be waged in a studied, deliberate and targeted fashion.

Influencing the way people think, believe and behave; i.e., culture is the single most complicated task of human development. And yet, in policy and advocacy circles globally, this particular challenge still remains largely considered as ‘soft’ and, at best, secondary in most considerations. What is maintained here is that within the current global geopolitical climate, particularly where an increasing number of young men—and now also young women—are reverting to extremes such as inflicting violence, and where this is often exacerbated by socialization processes which often enforce certain harmful practices (e.g., early marriage) and outdated forms of gender identity and roles, then culture needs to be a high priority.

Needed cultural shifts require several key conditions. One of these is the importance of bridging the activism around gender equality and doing so by involving both men and women. While this still remains anathema to many women’s rights activists, it is nevertheless necessary that men become more engaged in gender equality work, and that women realize that their rights are incumbent on the systematic partnership with men and on appreciating the specific needs and challenges that young boys and men themselves are struggling with.

Another critical determinant of cultural change is that it has to be from within. Those who have worked with human rights issues more broadly have had to learn the hard way that any change that appears to be induced ‘from outside’, even if responding to a dire need and with perfectly sound reason, is destined for failure in many cases. Sustainable change has to be owned and operated locally. This points to the importance of identifying the ‘cultural agents of change’ in any given society, which include both its men and women activists, religious leaders, traditional and community leaders (in some cases these categories converge), media figures, charismatic community mobilizers, and especially youth themselves, who are the most critical agents of change.

At the same time, it is a fallacy to think that there can be no linkages whatsoever between local ownership and external dynamics. International, especially multilateral, development partners have an important role to play in facilitating the bridge building between and among the cultural agents of change themselves on the one hand, and between them and their respective policymakers on the other. But in this day and age of technology and increasing speed of technology, international development actors, as well as transnational academic actors, are already facilitating the building of bridges between youth. Some of this is already happening through a plethora of fora (including social websites), and the impact remains difficult to gauge.

All this points to the fact that education in the traditional sense of school enrolment, drop-out rates, curricula development, and structural dynamics thereof are in multiple stages of transition. It remains to be seen how, and in what way, new forms of education, knowledge acquisition, and information sharing will significantly change patterns of gender socialization itself. It is too soon to definitely assess the shifting sands we are standing on. Nevertheless, it would be a mistake to either overestimate the power of entrenched patriarchy, or to underestimate the capacity of women and men to significantly refashion their realities. At the same time, the changes in the culture of international development goal setting are already producing critical insights and inputs which are shaping the agenda of global, regional and national dynamics for upcoming decades.

The opinions expressed in this article belong to the author only and do not necessarily reflect the opinions or positions of any institution, Board or staff member.

1 UNICEF and UNESCO: The World We Want— Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/ Making_education_a_Priority_in_the_Post-2015_Development_ Agenda.pdf.

3 “Making education a Priority in the Post-2015 Development Agenda: report of the Global Thematic Consultation on education in the Post-2015 Development Agenda”.

4 All the figures and data herein presented from UNESCO. 2011b. EFA Global Monitoring Report 2011. The Hidden Crisis: Armed Conflict and Education, Paris and UNESCO . World Atlas of Gender equality in education. Paris, 2012.

5 UNESCO— http://www.unesco.org/new/en/education/themes/leading-the-international-...

Alger, Chadwick. “Religion as a Peace Tool”, The Global Review of Ethnopolitics , vol.1,4: 94 -109. (June 2002).

Diamond, Larry (ed.). Political Culture and Democracy in Developing Countries (Boulder and London, Lynne Rienner, 1994). Huntington, Samuel. ‘The Clash of Civilizations?’, Foreign Affairs , vol.72, No.3, Summer 1993, pp. 19 -23.

Johnson, Chalmers. Blowback: The Costs and Consequences of American Empire (New York , Henry Holt and Company, 2000).

Karam, Azza. Transnational Political Islam: Religion, Ideology and Power (London, Pluto Press, 2004).

Leftwich, Adrian (ed.). Democracy and Development: Theory and Practice (London, Polity Press, 1996).

Macrae, Joanna. Aiding Recovery? The Crisis of AID in Chronic Political Emergencies (London and New York, Zed Books in Association with ODI, 2001).

Pilch, John J. “Beat His ribs While He is young” (Sir 30:12): A Window on the Mediterranean World”, Biblical Theology Bulletin: A Journal of Bible and Theology, vol. 23, 3 (1993) pp 101-113.

Tynedale, Wendy. (ed.). Visions of Development: Faith-based Initiatives (UK: Ashgate, 2006).

United Nations Development Programme (UNDP)’s Arab Human Development Report (New York, 2002, 2004, and 2005).

UNESCO, “Key Messages and Data on Girls’ and Women’s education and literacy” (Paris, April 2012).

UNICEF and UNESCO, The World We Want—Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/Making_education_a_Priority_in_the... . United Nations Population Fund (UNFPA) State of World Population Report: Reaching Common Ground—Culture, Gender and Human Rights (2008).

Williams, Brett (ed.). The Politics of Culture (Washington D.C., The Smithsonian Institution, 1991).

World Bank MENA report: The Road Not Travelled: Education Reform in the Middle East and North Africa , (Washington D.C. The World Bank, 2008).

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The US role in advancing gender equality globally through girls’ education

In 1995, just after the 75th anniversary of the 19th Amendment to the U.S. Constitution, then-First Lady Hillary Rodham Clinton gave a historic speech in Beijing at the United Nations Fourth World Conference on Women. There, she famously declared that “human rights are women’s rights, and women’s rights are human rights,” discursively weaving the struggle for gender equality in the U.S. to the struggle for gender equality around the world.

As the U.S. commemorates the centenary of the 19th Amendment and the world celebrates 25 years since the Beijing Platform for Action —which set a global agenda to remove systemic barriers holding back women’s full participation in public and private life—there is much stocktaking that the U.S. needs to do with regard to its role in advancing gender equality beyond our borders. In particular, the U.S. government’s role in promoting girls’ education, a key pathway to achieving gender equality, must be stepped up significantly.

Why girls’ education?

Girls’ education, alongside improved sexual and reproductive health and rights, has often been cited as the world’s best investment , the key to enabling girls and women more agency in their homes, communities, and countries. Educating girls contributes later to their increased formal economic opportunity and wages , decreases in pregnancy and early marriage , reduction in child and maternal mortality , better educated children when they do bear children, increased participation in politics , and decreased climate risk vulnerability . The list of spillover effects from an investment in girls’ education runs long as a result of empowered women; healthier families; and more resilient economies.

In the United States, progress in the education of women and girls has been an important step to (and byproduct of) advancing gender equality in all facets of domestic and work life. The story of female education and progress toward gender equality has been similar in many other high-income and upper-middle income countries around the world. But it has been patchwork or stalled in many low-income countries due to geopolitical, economic, and social barriers, as well as a lack of funding targeting countries with the greatest gender gaps in education.

An uneven story of progress, threatened by COVID-19

While women in the U.S. were surpassing men in earning doctoral degrees in the early 2000s , the number of illiterate women in low-income countries was actually increasing by 20 million between 2000 and 2016 )—although this trend was primarily the result of decades of exclusion from education as girls aged into adulthood. During this same period, access to education for successive cohorts of girls began to increase as the era of the Millennium Development Goals ushered political attention to address gender gaps in education. Indeed, in just under two decades, gender gaps in education closed tremendously. Between 2000 and 2018, the number of primary school aged girls out of school fell by 44% , and by 2019 nearly two-thirds of countries had achieved gender parity in primary education. However, progress has plateaued over the last decade. Conflict in Northern Africa and Western Asia have made the region furthest from parity in primary education, and gender gaps in secondary education persist in sub-Saharan Africa.

Some of the barriers obstructing progress in low-income countries include gender discriminatory policies like prohibiting pregnant schoolgirls and adolescent mothers from attending school; gender-blind education budgets that may disproportionately benefit boys; gender-insensitive school facilities that may discourage girls and female teachers from attending school especially during their menstrual cycles; gender biased curriculum and teaching that may teach girls their future is in the marriage market rather than the labor market; and harmful gender practices like child marriage and female genital mutilation that may lead to girls dropping out of school prematurely.

Analysis at the Brookings Institution estimates that education gaps between rich and poor girls will take a long time to close; universal secondary education for the poorest girls in sub-Saharan Africa is estimated to be achieved by 2111. When it comes to individual countries, these gaps may take even longer to close .

The COVID-19 pandemic is worsening this timeline. Girls’ increased burden on domestic work and unpaid care during stay-at-home orders, their increased vulnerability to gender-based violence due to limited mobility during lockdown, and their lower access to technology and the internet means girls have less time and fewer resources to engage in remote learning , are at risk of unwanted and unplanned pregnancies , and are more likely to remain out of school when they eventually reopen. We don’t yet have a full understanding of what the long-term effects of COVID-19 school closures will be on girls, but research from previous protracted school closures suggests that learning loss combined with girls’ unique vulnerabilities can have long-term consequences for girls and the road to gender equality.

Prior to the pandemic, estimates suggest that 130 million girls were out of school around the world. If countries like the U.S. do not actively work to ensure special attention is paid to girls in the COVID-19 recovery plans of countries where girls face increased vulnerabilities, there could be an additional 20 million girls globally who do not return to school.

A troubling trend toward realizing gender equality through education

Since First Lady Clinton’s speech, girls’ education has become a political priority among many governments and high-level political fora promoting gender equality. The money appeared to have followed, most notably in the last decade as corporate engagement in girls’ education increased and as special funds, like the UK Department for International Development’s Girls’ Education Challenge , were dedicated. In 2010, 20% of overseas development assistance (ODA) targeted at gender equality went to the education sector, making the education sector the largest recipient of ODA targeting gender equality . But in 2018, while the overall ODA bucket to gender equality nearly doubled (from US$25.3 billion in 2010 to US$48.7 billion ), the education sector’s share has been halved .

Moreover, globally, investment decisions have not always appeared to be made on the assessment of need alone. For example, a Brookings analysis of multilateral, bilateral, foundation, and corporation financing of girls’ education found that countries with some of the largest gender gaps in education were not receiving any ODA or philanthropic donor funding targeting gender equality in education.

So, while investments toward promoting gender equality are on an upward trend, countries may be losing sight of the importance of investing in girls’ education as a critical entry point. And, those funds that have been allocated may not be targeting geographies where the road to gender equality is the longest and hardest.

A troubling trend in U.S. leadership

Amidst this global trend in girls’ education leadership and financing, it appears that the United States may be moving in the wrong direction for girls as well. Indeed, the U.S. record on advancing gender equality overseas has been inconsistent and highly dependent on the incumbent administration’s priorities. The last few years suggest a troubling trend.

Under the Obama administration, bilateral, allocable aid targeting gender equality grew from 0.05% to 7.91% of total aid between 2009 and 2016 . Within his first week in office, President Obama signed into law legislation that would strengthen women’s ability to challenge pay discrimination in the U.S., setting in motion a host of government initiatives and programs that would signal his feminist presidency at home and to the world. During this time, too, the U.S. adopted a whole of government approach to empower adolescent girls, which focused attention on enhancing girls’ access to quality education among other strategies to enhance the status of girls, improve girls’ health, and build girls’ leadership.

However, the Trump administration brought quick rollbacks. Notwithstanding his unabashed parading of misogyny and sexism, within his first 100 days in office President Trump reinstated and expanded President Reagan’s Global Gag Rule , which cut all federal aid associated with efforts to provide girls and women access to safe family planning, and derailed Let Girls Learn , First Lady Michelle Obama’s initiative targeting educational opportunities for adolescent girls. Such signaling was followed by a host of setbacks for gender equality in the U.S. and a sharp fall in the percentage of U.S. aid (to 2.6% by 2018) aimed at principally advancing gender equality overseas.

Although Ivanka Trump, an advisor to the president, spearheaded the Women’s Global Development and Prosperity Initiative   in 2019 as a means of maintaining U.S. foreign policy objectives in women’s economic empowerment, there is a notable absence of attention to girls’ education and family planning—two important factors to ensuring women’s economic inclusion. And while attention to girls’ education is present in USAID’s 2020 draft, Gender Equality and Women’s Empowerment Policy , the absence of attention to “gender-related power imbalances” (which was referenced in the 2012 policy), sexual and reproductive health and rights, and girls’ and women’s access to comprehensive family planning, means that efforts to advance gender equality through education will ultimately fall short.

As things currently stand, the U.S. has gone from an intersectional approach to gender equality that sought to combat discrimination on multiple, simultaneous, and intersecting fronts, to one that is piecemeal, incoherent, and takes several steps backward .

Three actions to reverse course

As we mark 100 years since the 19th Amendment to the U.S. Constitution and 25 years since the Beijing Declaration, we must consider that girls today in developing countries do not have another 100 years to wait for gender equality. If humanity is to realize Generation Equality by 2030, the U.S. has an important role to play in helping other countries “ build back equal ” for girls, especially in the wake of COVID-19. It can start in three ways:

1. Adopt a feminist foreign policy . A feminist foreign policy can be defined as: “the policy of a state that defines its interactions with other states … in a manner that prioritizes peace, gender equality and environmental integrity [and] seeks to disrupt colonial, racist, patriarchal and male-dominated power structures.” To date, only five countries (Sweden, Canada, France, Luxembourg, and Mexico) have adopted a feminist foreign policy—although many more countries have declared being a feminist government.

The U.S. should lead the charge in the second wave of countries adopting a feminist foreign policy. It can do so by centering girls’ education (as well as girls’ sexual and reproductive health and rights) into U.S. foreign policy, national security, international development, and humanitarian assistance. With such strong returns on investments in girls’ education and the current lack of such funding in the regions that need it most, girls’ education is low-hanging fruit when it comes to advancing progress in gender equality and promoting girls’ and women’s full participation in public and private life.

This idea already has momentum on Capitol Hill. In September, Congresswomen Jackie Speier (CA-14), Lois Frankel (FL-21), and Barbara Lee (CA-13) introduced legislation to support the goals of a feminist foreign policy. Their legislation calls for a U.S. foreign assistance policy among others that will “promote gender equality and focus on the experience of women and people who experience multiple and intersecting forms of discrimination, such as gender-based violence, lack of access to sexual and reproductive health, lack of access to education, and the burden of unpaid care responsibilities.”

2. Increase ODA toward gender equality as a principal goal . Feminist advocates recommend that countries should allocate at least 20 percent of their total aid to investments with gender equality as a principal objective, and at least 85 percent as a significant objective. Presently, the U.S. is far below the OECD average and trails behind Sweden and Canada, two governments that have adopted a feminist foreign policy. Although the U.S. is the fourth largest net funder of gender equality ODA, this amount reflects only 21% of its overall aid (compared to 90% in Canada and 87% in Sweden). The U.S. needs to dramatically increase its gender equality ODA if it wants to walk its talk.

3. Give way to gender transformative leadership . Research has pointed to the important role of transformative leadership to promote progress in girls’ education specifically and gender equality broadly. Such leadership is needed not only at the level of individual political leadership (e.g., President and First Lady Obama, Congresswoman Nita Lowey, former Executive Director of the White House Council on Women and Girls Tina Tchen, etc.), but also through collective political leadership (e.g., through whole of government approaches, bipartisan working groups, cross-agency partnerships, and the members of the Democratic Women’s Caucus pushing for a feminist foreign policy today). Luckily, the U.S. isn’t short on transformative feminist leaders whose leadership on issues of gender equality should be amplified throughout U.S. international development programs, including education.

Congress doesn’t have to start from scratch when it comes to enabling policy frameworks for greater feminist action. For example, Congress passed the bipartisan Reinforcing Education Accountability in Development (READ) Act in September 2017, making it easier for the U.S. to partner with other countries and organizations to promote basic education in developing countries. Congress should use this groundwork to further advance legislative efforts that identify and address the specific barriers girls face in accessing and completing quality, gender transformative education around the world. Requiring outward facing departments such as the Department of State and USAID to develop strategies that bolster adolescent girls’ participation in democracy, human rights, and governance would help cement women’s and girls’ rights in the center of foreign policy decisions instead of being tacked on to programs with other aims.

There never was a better moment to take stock of the United States’ role in advancing gender equality at home and overseas. As the world is still trying to land on its feet from the COVID-19 shock, a fuller commitment to girls’ education through a U.S. feminist foreign policy could help reinvigorate global progress toward gender equality. In another 100 years, we should hopefully be able to look back and say that universal education for girls did for women and girls in the world what the enactment of the 19th Amendment did for gender equality in the U.S.

I would like to thank Katie Poteet for providing valuable research assistance.

This piece is part of 19A: The Brookings Gender Equality Series.  Learn more about the series and read published work »

About the Author

Christina kwauk, fellow – global economy and development, center for universal education, more from christina kwuak, congress may now have historic female representation, but women in leadership still have a long way to go.

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Essay on Education Is the Key to Women’s Empowerment

Students are often asked to write an essay on Education Is the Key to Women’s Empowerment in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Education Is the Key to Women’s Empowerment

Introduction.

Education is a powerful tool for all individuals. For women, it is the key to empowerment, unlocking opportunities and freedoms.

The Power of Education

Education opens doors, helping women to gain valuable skills and knowledge. It enables them to participate in decision-making processes, both in their personal lives and in society.

Breaking Barriers

Educated women can challenge societal norms and overcome barriers. They can fight against discrimination and inequality, advocating for their rights and those of others.

In conclusion, education is pivotal for women’s empowerment. It provides them with the tools to shape their lives and communities positively.

250 Words Essay on Education Is the Key to Women’s Empowerment

Education is the cornerstone of women’s empowerment, providing them with the tools to navigate the world, create change, and contribute to societal progress. The impact of education on women’s lives transcends the individual, influencing families, communities, and nations.

Education equips women with knowledge and skills, fostering self-confidence and the ability to make informed decisions. It is the catalyst for social, political, and economic participation, enabling women to engage in dialogue, assert their rights, and challenge gender norms.

Economic Empowerment

Education opens doors to economic opportunities, reducing dependence and fostering financial autonomy. It is a stepping stone to better jobs, higher income, and economic stability. Women with education are more likely to invest in their children’s education, creating a cycle of empowerment.

Health and Well-being

Educated women are more likely to understand and advocate for their health rights, leading to improved health outcomes for themselves and their families. They are better equipped to make choices regarding family planning, nutrition, and healthcare.

Education also plays a crucial role in breaking down barriers that hinder women’s empowerment. It challenges patriarchal norms, combats discrimination, and promotes gender equality.

In conclusion, education is the key to women’s empowerment, providing the means to challenge societal norms, participate in economic activities, and make informed health decisions. It is not just a right, but a powerful tool for change, fostering a more equitable and inclusive society.

500 Words Essay on Education Is the Key to Women’s Empowerment

Education equips women with the knowledge, skills, and self-confidence necessary to participate fully in the development process. It broadens their horizons, provides them with better job opportunities, and helps them break free from the shackles of poverty. Education also instills in them a sense of self-worth, enabling them to make informed decisions about their health, family, and career.

Education and Economic Empowerment

Economic empowerment is a critical aspect of women’s empowerment. Education plays a significant role in this regard. An educated woman is more likely to participate in the labor force, earn a higher income, and have more control over her economic resources. She is also more likely to invest in her children’s education, setting a positive cycle of empowerment and development in motion.

Education as a Tool for Social Change

Education is not just about individual empowerment; it also has the potential to bring about profound social change. Educated women are more likely to challenge societal norms and fight against injustices. They become active participants in social, political, and cultural dialogues, advocating for gender equality and women’s rights. Education thus serves as a catalyst for societal transformation, fostering a more inclusive and equitable society.

Challenges and the Way Forward

Despite the clear benefits of women’s education, numerous challenges persist. These include gender stereotypes, early marriages, and limited access to quality education, especially in developing countries. Addressing these challenges requires concerted efforts from governments, civil society, and international organizations. Policies should aim at eliminating gender disparities in education, promoting girls’ enrollment and retention in schools, and improving the quality of education.

In conclusion, education is indeed the key to women’s empowerment. It provides women with the tools to navigate and influence the world around them, contributing significantly to their economic, social, and political empowerment. As we strive towards a more equitable and inclusive society, ensuring access to quality education for all women should be a priority. Only then can we unlock the immense potential that lies within each woman, leading to a more prosperous and just world.

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Gender equality and education

Gender equality is a global priority at UNESCO. Globally, 122 million girls and 128 million boys are out of school. Women still account for almost two-thirds of all adults unable to read.

UNESCO calls for attention to gender equality throughout the education system in relation to access, content, teaching and learning context and practices, learning outcomes, and life and work opportunities. The  UNESCO Strategy for gender equality in and through education (2019-2025)  focuses on a system-wide transformation to benefit all learners equally in three key areas: better data to inform action, better legal and policy frameworks to advance rights and better teaching and learning practices to empower. 

What you need to know about education and gender equality

"her education, our future" documentary film.

Released on 7 March for 2024 International Women’s Day, “Her Education, Our Future” is a documentary film following the lives of Anee, Fabiana, Mkasi and Tainá – four young women across three continents who struggle to fulfill their right to education. 

This documentary film offers a spectacular dive into the transformative power of education and showcases how empowering girls and women through education improves not only their lives, but also those of their families, communities and indeed all of society. 

Global Accountability Dashboard

The Global Accountability Dashboard is a one stop resource that monitors country progress against key indicators on gender-transformative education, spotlights actions taken by governments and their partners, and provides an evidence hub of initiatives and good practices from 193 countries.

The Dashboard is supported by the Global Platform for Gender Equality and Girls’ and Women’s Empowerment in and through Education , a multi-stakeholder partnership emerging from the 2022 Transforming Education Summit. It complements and deepens the Summit’s Dashboard of Country Commitments and Action to Transform Education. 

Key figures

of which 122 million are girls and 128 million are boys

of which 56% are women

for every 100 young women

Empowering communities: UNESCO in action

Keeping girls in the picture

Everyone can play a role in supporting girls’ education

UNESCO’s new drive to accelerate action for girls’ and women’s education

2022 GEM Report Gender Report: Deepening the debate on those still left behind

Capacity building tools

• From access to empowerment: operational tools to advance gender equality in and through education
• Communication strategy: UNESCO guidance on communicating on gender equality in and through education
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• Keeping girls in the picture: youth advocacy toolkit
• Keeping girls in the picture: community radio toolkit

Monitoring SDG 4: equity and inclusion in education

Resources from UNESCO’s Global Education Monitoring Report.

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Role of Education in Women Empowerment and Development: Issues and Impact

11 Pages Posted: 27 Sep 2015

Sowjanya Shetty

Poornaprajna College

V. Basil Hans

Srinivas University

Date Written: September 26, 2015

Pandit Jawaharlal Nehru once said: “If you educate a man you educate an individual, however, if you educate a woman you educate a whole family. Women empowered means mother India empowered”. When women who contribute almost half of the population are empowered it will strengthen the national economy. Education is considered as a milestone for women empowerment because it enables them to respond to the challenges, to confront their traditional role and change their lives. Increasing access to education notwithstanding, gender discrimination still persists in India and lot more needs to be done in the field of women's education in India. Women have so much unexplored potential which has never been tapped. As education is both an input and input of human development, educational equity will ensure enabling and entrepreneurial development. Today, the female literacy levels according to the Literacy Rate 2011 census are 65.46% where the male literacy rate is over 80%. Even beyond literacy there is much that education can do for women’s rights, dignity and security. Education is the key to unlock the golden door of freedom for development. Eileen Malone Beach sees education, health care, and income as a blessed trinity because they are so closely related. This paper discusses the impact of education on empowerment of women as well as the challenges and changes that we must have to deal with during the process. We call for a renewed emphasis on relevant, quality and holistic education to ensure the desired results.

Keywords: Development, Education, Empowerment, India, Women

JEL Classification: I23, I24, I25, I28, J16, O15

Suggested Citation: Suggested Citation

Poornaprajna College ( email )

Udupi Uduoi District Karnataka India

V. Basil Hans (Contact Author)

Srinivas university ( email ).

Mangalore India

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Essay Curve

Essay on Women Education – Short Essay & Long Essay upto 1500 Words

Essay on Women Education: Women education is a crucial aspect of society that has been overlooked for far too long. In this essay, we will explore the importance of educating women and the impact it has on society as a whole. From breaking the cycle of poverty to empowering women to take control of their own lives, education is the key to unlocking the potential of women around the world. Join us as we delve into the significance of women’s education and why it is essential for a thriving and equitable society.

Table of Contents

Women Education Essay Writing Tips

1. Start by introducing the importance of women’s education in society. Highlight how education empowers women, improves their quality of life, and contributes to the overall development of a nation.

2. Provide statistics and data to support the need for women’s education. Include information on the current status of women’s education globally, such as literacy rates, enrollment in schools, and access to higher education.

3. Discuss the barriers and challenges that women face in accessing education. These may include cultural norms, poverty, lack of infrastructure, child marriage, and gender discrimination. Explain how these barriers hinder women’s ability to pursue education and achieve their full potential.

4. Highlight the benefits of women’s education, both on an individual and societal level. Women who are educated are more likely to have better health outcomes, earn higher incomes, and participate in decision-making processes. Educated women also tend to have smaller families and invest more in their children’s education.

5. Explore the role of education in promoting gender equality and women’s rights. Education can help challenge traditional gender roles and stereotypes, empower women to advocate for their rights, and create a more inclusive and equitable society.

6. Discuss the impact of women’s education on economic development. Educated women are more likely to enter the workforce, start businesses, and contribute to the economy. Investing in women’s education can lead to increased productivity, innovation, and overall economic growth.

7. Provide examples of successful initiatives and programs that have promoted women’s education. Highlight the importance of government policies, community partnerships, and international support in advancing women’s access to education.

8. Address the importance of intersectionality in women’s education, considering factors such as race, ethnicity, class, and disability. Recognize the diverse experiences and challenges faced by women from different backgrounds and advocate for inclusive and equitable education systems.

9. Conclude by emphasizing the need for continued efforts to promote women’s education and ensure equal opportunities for all. Encourage readers to support initiatives that empower women through education and advocate for policies that prioritize gender equality in education.

10. Remember to proofread and edit your essay for clarity, coherence, and accuracy. Ensure that your arguments are well-supported with evidence and examples to make a compelling case for the importance of women’s education.

Essay on Women Education in 10 Lines – Examples

1. Women education is crucial for the overall development and progress of society. 2. It empowers women to make informed decisions about their lives and future. 3. Educated women are more likely to participate in the workforce and contribute to the economy. 4. Education helps women gain confidence and self-esteem, enabling them to stand up for their rights. 5. It reduces the likelihood of early marriage and childbirth, leading to better health outcomes for women and their families. 6. Educated women are more likely to educate their own children, breaking the cycle of intergenerational poverty. 7. Women education promotes gender equality and challenges traditional gender roles and stereotypes. 8. It enhances women’s political participation and leadership in society. 9. Education provides women with the skills and knowledge needed to access better opportunities and improve their quality of life. 10. Investing in women’s education is a smart investment for the future, as educated women are key drivers of social and economic progress.

Sample Essay on Women Education in 100-180 Words

Women education is crucial for the overall development of society. Educated women are more likely to make informed decisions about their health, family, and career. They are also more likely to contribute to the economy and participate in the workforce. However, in many parts of the world, women are still denied access to education due to various social, cultural, and economic barriers.

It is important to invest in women’s education to break the cycle of poverty and empower women to become agents of change in their communities. When women are educated, they are more likely to raise educated children, which can have a positive impact on future generations.

Governments and organizations should prioritize women’s education and work towards creating a more inclusive and equitable education system. By providing women with equal opportunities for education, we can create a more just and prosperous society for all.

Short Essay on Women Education in 200-500 Words

Women education is a crucial aspect of societal development and progress. It is widely acknowledged that educating women has a positive impact not only on their own lives but also on their families, communities, and the society at large. However, despite the progress that has been made in recent years, there are still many challenges that hinder women’s access to education.

One of the main barriers to women’s education is the prevailing gender stereotypes and societal norms that prioritize the education of boys over girls. In many cultures, girls are expected to prioritize household chores and caregiving duties over their education, which often leads to early dropout rates and limited opportunities for further education. This perpetuates a cycle of poverty and inequality that is difficult to break.

Another challenge that women face in accessing education is the lack of resources and infrastructure in many parts of the world. In rural areas, for example, schools may be located far away from villages, making it difficult for girls to attend regularly. Additionally, there may be a lack of qualified teachers, proper facilities, and educational materials, which further hinders women’s access to quality education.

Furthermore, economic factors also play a significant role in limiting women’s access to education. Many families living in poverty cannot afford to send their daughters to school, as they may prioritize the education of their sons instead. This perpetuates a cycle of poverty and inequality, as women who are not educated are less likely to secure well-paying jobs and break out of the cycle of poverty.

Despite these challenges, there have been significant efforts made to promote women’s education and empower women to pursue their educational goals. Organizations and initiatives such as the Malala Fund and the Global Partnership for Education have been working tirelessly to advocate for gender equality in education and provide resources and support to girls and women in need.

It is essential to continue to prioritize women’s education and address the barriers that hinder their access to education. By investing in women’s education, we can empower women to reach their full potential, contribute to the economy, and participate fully in society. Education is a fundamental human right, and every woman and girl deserves the opportunity to access quality education and fulfill their dreams. Only by investing in women’s education can we truly achieve gender equality and create a more just and equitable society for all.

Essay on Women Education in 1000-1500 Words

Women’s education has been a topic of debate and discussion for centuries. In many societies, women have been denied access to education, or have been limited in the type of education they can receive. However, in recent years, there has been a growing recognition of the importance of women’s education, and efforts have been made to ensure that women have equal access to education as men.

One of the main reasons why women’s education is so important is because it has a direct impact on the overall development of society. When women are educated, they are more likely to participate in the workforce, which can help to boost the economy. Educated women are also more likely to have healthier families, as they are better able to make informed decisions about their health and the health of their children. Additionally, educated women are more likely to be involved in their communities, which can help to promote social cohesion and stability.

Despite the many benefits of women’s education, there are still many barriers that prevent women from accessing education. In some societies, women are not allowed to attend school, or are only allowed to receive a limited education. In other cases, women may face discrimination or harassment in educational settings, which can make it difficult for them to succeed academically. Additionally, women may face financial barriers to education, as they may not have the resources to pay for school fees or other educational expenses.

In recent years, there have been efforts to address these barriers and to promote women’s education. Many countries have implemented policies to ensure that women have equal access to education, and to promote gender equality in schools and universities. For example, in some countries, there are programs that provide scholarships or other financial assistance to women who want to pursue higher education. Additionally, there are initiatives to promote girls’ education in areas where they may be at risk of dropping out of school, such as in conflict-affected regions or in areas with high rates of child marriage.

One of the key challenges in promoting women’s education is changing societal attitudes towards women and their role in society. In many societies, women are still seen as being primarily responsible for the care of their families, and their education is often seen as less important than that of men. Changing these attitudes requires a concerted effort to promote gender equality and to challenge traditional gender roles. This can be done through education campaigns, advocacy efforts, and by promoting positive role models for women and girls.

Another challenge in promoting women’s education is ensuring that women have the support they need to succeed academically. This includes providing access to quality education, as well as support services such as counseling, mentoring, and childcare. Women may also need support in overcoming other barriers to education, such as poverty, discrimination, or lack of access to transportation. By addressing these barriers and providing women with the support they need, we can help to ensure that women have equal opportunities to succeed in education and in life.

In conclusion, women’s education is a critical issue that has far-reaching implications for society as a whole. When women are educated, they are better able to contribute to the workforce, to make informed decisions about their health and the health of their families, and to participate in their communities. However, there are still many barriers that prevent women from accessing education, and efforts must be made to address these barriers and to promote gender equality in education. By promoting women’s education, we can help to create a more equal and just society for all.

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• Leverage Beyond /

Importance of Women’s Education

• Updated on  
• Nov 15, 2021

What is education ? Education is defined as learning or studying existing knowledge and cultural legacy. It is a fundamental human right , accessible to all genders or sexes. Across the world, education is viewed as a necessity yet millions of women remain illiterate because of poverty, social stigma, discrimination, lack of resources and much more. In this blog, we will understand the importance of women’s education and will see some of the famous quotes of world leaders on women’s education.

Also Read: Myths About the Indian Education System

This Blog Includes:

What is the importance of women’s education, importance of women’s education: explained in simpler terms, why is it important to educate women , speech on importance of women’s education, importance of women’s education in women empowerment, importance of women’s education quotes, importance of women’s education on their health, welfare schemes for women.

Female education is a catch-all term for a complex set of issues and controversies surrounding education for girls and women (including elementary, secondary, and university education, as well as health education). It’s also known as women’s education or girls’ education. Inequalities in education for girls and women are complex: some problems are more systematic and less explicit, such as science, technology, engineering, and mathematics (STEM) education disparities, while others are more systematic and less explicit, such as violence against women or prohibitions of girls from going to school.

Women’s education is critical to the country’s entire development. It’s similar to an effective medicine that may know how to cure a patient and recover their health. A well-educated lady is capable of managing both her personal and professional lives. The physical and intellectual growth of the child is the moral goal of education. Education’s true objective is to provide students with “full knowledge” or “greater information.” 

A well-educated woman provides the skills, knowledge, and self-assurance necessary to be a better mom, worker, and citizen. A well-educated woman will also be more productive and well-paid at work. Indeed, the return on investment in education is often higher for women than for males.

The following are some of the reasons why it is crucial to educate women, especially in an underdeveloped country:

Basic Right

To begin with, education is a fundamental right for everyone, and when we say everyone, we must remember that women should be included in this group. We cannot have such a big number of illiterate women in our society; it would be a great loss to us. Every girl and woman, whether rich, poor, young, elderly, married, single, widowed or of any other social position, has the right to an education. Education is a fundamental right, not a privilege.

Increases Literacy Rate

Nearly 63% of the world’s 163 million illiterate youngsters are female. By providing education to all children, literacy rates will rise, boosting development in undeveloped countries.

Eliminates Human Trafficking

According to the United Nations Inter-Agency Project on Human Trafficking, women are most vulnerable to trafficking when they are uneducated and poor. This multinational business may be seriously impacted by giving young females opportunities and essential skills.

Political Representation

Women are under-represented as voters and political participants all across the world. Civic education, training, and overall empowerment, according to the United Nations Women’s programmes on leadership and participation, will help bridge that gap.

Equality in Society

Discrimination and inequality always begin at the root level. When a boy goes to school while his sister remains home because she is a girl, it sows a seed of bias in the boy’s head. He believes he is superior simply because he is a boy, and he has no rationale for this belief. When women participate in education by attending schools and colleges with males, the boys are more aware of their educational rights and are less likely to acquire a superiority complex. As a result, teaching both men and women promotes the concepts of equality and democracy.

Poverty Reduction

When women have equal rights and access to education, they are more likely to engage in business and economic activities. By feeding, clothing, and providing for entire families, increased earning power and income battle existing and future poverty.

It is undeniable that the relevance of female education is a significant problem. There is no gender equality; it is only for boys and girls to think as a group. Boys and girls should be equally prepared when it comes to national growth and development. How can we imagine a future world full of technology, creativity, beauty, and development in every sector while keeping one of our four productive populations in a four-walled boundary that we call home?

The majority of people in India, as we all know, live in rural areas. This community, though, has evolved through time. Public perceptions of freedom were not any more conservative. Many families have relocated their girls to states with greater resources. They study theatre, dancing, art, music, sculpture, science, history, journalism, and medicine, among other subjects.

Girls, like any other boy who is focused on reaching their objectives, go out and give it their all, whether it’s in education or athletics. They achieve because of their hard work and dedication.

The only thing that stands in the way of anyone achieving it is that it is impossible to attain. Girls, on the other hand, require a lot of familial support in addition to their desire. They require a family that understands them, and their family, like any other male counterpart, must grow. His parents are in charge of a lot of obligations.

Children are like buds; if you give them enough water and enough sunlight at the right time, they will blossom into healthy blossoming flowers. When I say that, I’m referring to children of either gender. We can solve all of our issues if we can shift our girls’ how attitudes about education and the importance of their country’s growth.

Women’s empowerment is an important element of every community, state, or nation. In a child’s basic life, it is a woman who performs a prominent role. Women have a significant role in our culture. Women’s empowerment via education might result in a good attitude change. As a result, it is critical for India’s socio-economic and political development. The Indian Constitution gives the government the authority to take affirmative action to promote women’s empowerment. Education has a huge impact on the lives of women.

Women’s empowerment is a global problem, and many formal and informal movements throughout the world focus on women’s political rights. Women’s empowerment begins with education, which helps them to adapt to difficulties, face their traditional roles, and alter their lives. As a result, we must not overlook the value of education in terms of women’s empowerment. In light of recent advancements in women’s education, India is seen as the world’s emerging superpower.

Women’s empowerment, according to the United National Development Fund for Women (UNIFEM), involves:

• Gaining knowledge and awareness of gender relations, as well as the ways in which they may be changed.
• Gaining a sense of self-worth, faith in one’s ability to effect desired changes, and the ability to direct one’s own life.
• Having the ability to make decisions that give you negotiating power.
• Improving one’s abilities to organize and influence social change to achieve a more just social and economic order on a national and worldwide scale.

As a result, empowerment is defined as a psychological sense of personal control or influence, as well as a concern for actual social power, political authority, and legal rights. Individuals, organizations, and communities are all included in this multi-level architecture.

Below, we have listed some of the famous quotes by some of the most popular personalities in the world:

“There is no greater pillar of stability than a strong, free, and educated woman.” ~Angelina Jolie

“If we are going to see real development in the world then our best investment is WOMEN!” ~Desmond Tutu

“As a tribute to the legions of women who navigated the path of fighting for justice before us, we ought to imprint in the supreme law of the land, firm principles upholding the rights of women.” ~Nelson Mandela

“We should be respectful but we must also have the courage to stop harmful practices that impoverish girls, women and their communities.” ~ Graca Machel

“When women are educated, their countries become stronger and more prosperous.” ~Michelle Obama

“Young women who want an education will not be stopped.” ~ Freida Pinto

“Women share this planet 50/50 and they are underrepresented – their potential astonishingly untapped.” ~Emma Watson

“To educate girls is to reduce poverty.” ~ Kofi Annan

“The seeds of success in every nation on Earth are best planted in women and children.” ~Joyce Band

Education has been linked to fewer child and maternal deaths, better child health, and decreased fertility in various research. Women with some formal education are more likely than uneducated women to use contraception, marry later, have fewer children, and be more knowledgeable of their children’s nutritional and other needs.

• Feedback: Girls’ education assists women in limiting the number of children they have. Over time, increasing girls’ school attendance lowers fertility rates.
• Mental Health: Increased access to education for women improves maternal health. An additional year of education for 1,000 women is known to help avoid two maternal deaths. 
• Child Survival: Increasing the educational opportunities for girls has a beneficial impact on infant and child health. A child born to an educated mother has a 50% higher chance of living through the age of five than a child born to an illiterate mother.
• HIV/AIDS: A girl’s or woman’s chance of getting HIV or passing HIV to her baby is decreased by education.Women in 32 countries who continued their education after elementary school was five times more likely than illiterate women to know basic HIV facts.
• Income Potential: Women’s earning potential is enhanced by education. A single year of primary school has been proven to improve women’s earnings by 10% to 20% later in life, whereas female secondary education returns range between 15% and 25%.

The following are the welfare schemes initiated to promote women education:

Mahila Samakhya Programme : The New Education Policy of 1968 led to the establishment of the Mahila Samakhya Programme in 1988, which aimed to empower rural women from low-income families.

The Kasturba Gandhi Balika Vidyalaya Scheme (KGBV) provides basic education to girls. It mostly serves rural regions with poor female literacy.

Girls who are not encouraged via SSA are covered under the National Programme for Education of Girls at the Elementary Level (NPEGEL) .

The Saakshar Bharat Mission for Female Literacy was established to reduce female illiteracy.

Women’s education is critical to the country’s entire development. It’s similar to an effective medicine that may know how to cure a patient and recover their health. A well-educated lady is capable of managing both her personal and professional lives. The physical and intellectual growth of the child is the moral goal of education. Education’s true objective is to provide students with “full knowledge” or “greater information.”

The overall literacy rate in India is 74.04% with Kerala with highest literacy rate while Bihar with the lowest literacy rate.

There are various powerful mediums available for Indians to raise awareness, the most primary place it begins is at home where girls should be encouraged to go to school and follow their talents. Powerful mediums like social media, government volunteers, advertisements, politicians can attribute to raising awareness.

In this blog, we saw the importance of women’s education. Many concerns must be solved, including infrastructure, teacher-to-student ratios, female child safety at school, an improved curriculum, and sanitary facilities, for more girls to be educated. Furthermore, parents must recognize the value of education and must not discriminate between their male and female children. Stay connected with Leverage Edu for educational content!

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• Women Education in India Essay

Introduction of Women’s Education

Nowadays, the importance of women's education is growing day by day. It is not only important to educate girls and women, but also it is necessary to provide them with basic facilities. In many countries, especially in developing countries, the literacy rate of women is low as compared to men.

The main reason behind this illiteracy rate among women is the lack of proper resources. Women's Education In India, the situation of women's education is not very good. According to the 2011 census, the literacy rate of Indian women was 64.6%. This number is quite low as compared to the literacy rate of men, which is 80.9%. 

Essay on Women’s Education:

There are many reasons behind this illiteracy rate among women. The most important reason is the lack of proper resources. In India, most of the women are illiterate because they are not allowed to go for education. Society thinks that men must educate their children, especially girls, because they think that women's role is only to take care of the house and family. If she starts going to school or university, then who will look after her house? Moreover, sometimes when women send their children to schools, they are not allowed to sit in the same class as their male counterparts. 

This is because of the social customs and traditions which are still prevailing in our society. The Government of India has made it mandatory for all the schools to provide education to girls till middle school. However, this is not being implemented properly because of the lack of resources. The lack of resources is not the only reason behind the illiteracy rate of women. The mindset of people is also one of the main reasons. In our society, the role of women is still considered to be limited to the house and taking care of the family. This mindset is changing slowly, but it will take some time to change completely.

India is considered to be one of the fastest-growing economies in the world. Its democracy is also quite overwhelming for the entire world as the country comprises many cultures, religions, and diversities. Since independence from the Colonial Rule, India has done miracles in different phases and made significant development. This development is also due to women's education and empowerment steps taken by the Government.

The social stigma of gender bias and inequality is changing rapidly. India is becoming a superpower due to the similar contribution of both genders. By promoting education for women, India is also achieving a higher literacy rate very fast. This, on the other hand, will impressively help our country to progress in all aspects. The literacy rate of women was 8.6% after independence and has increased to 64% within 7 decades. Despite the glorifying facts, India is still wreaked with different malpractices and social stigmas in the deeper corners.

Child labour, child marriage, dowry, etc., are a few of the prime reasons for gender inequality. Women were meant to be inside the house when men gathered food. This happened thousands of years ago when humans understood the biological differences between the genders. The time has changed. We have a haven for all of us to live and prosper. Women should enjoy every right men are enjoying. One of the prime rights of women that is entitled to be is education. Education is the prime weapon to fight all such social stigmas and illogical practices.

This is the major step towards the brighter future of India. There are many reasons why women are still not given similar rights to enjoy and get educated. They are thought to be the burden of a family. Even today, female feticide is practised. It means that this gender has less value in society. We need to educate the entire society regarding the social rights of all genders. Women should get educated to understand their rights as well.

If you look a little deeper, we will find that many crimes circle women, such as trafficking, rape, feticide, murder, dowry, etc. Gender-based discrimination is the prime reason behind such crimes. Until and unless both genders are considered to be equal, these crimes will carry on as usual. Women should be educated first. This is the stepping stone to such a beautiful future. 

Even in the 21st century, many families feel reluctant to send their girls children to pursue schooling and higher studies. One of the prime reasons behind such malicious thought is economic disparity. Many families are unable to send their children to schools. When it comes to gender, they choose their sons and could not afford education for girl children.

There are many reforms and acts that the Government has amended to patronize women's education. Aids are distributed, and education is almost made free for children in rural areas so that women can get proper education to create a foundation. Their future is not restricted between the four walls of a house. Our society needs to believe that women are no less than men. They can pursue their dreams and compete with men in all phases.

We need to promote the benefits of women's education. Major changes are made in bills to encourage women's education. Strict actions are taken, and crimes related to gender should be penalized to stop gender discrimination. We should also teach our children that all genders are equal and should be treated accordingly. It is when women are educated, they will be empowered to make excellent decisions and will contribute to the economic growth of our country.

There are Many Reasons behind the Importance of Women Education. Some of these Reasons are as Follows:

1. Women education is important for the development of a country. A country can only develop if its women are educated.

2. Educated women can play an important role in the development of their families.

3. Educated women are less likely to get married at an early age.

4. Educated women can contribute to the economic development of their countries.

5. Women education is necessary for the empowerment of women.

6. Educated women can raise awareness about various social issues.

7. Educated women can act as role models for the younger generation.

Conclusion:

Women education is very important for the development of a country. It is necessary to provide girls and women with proper resources so that they can get educated. Girls and women have the potential to contribute to the economic development of their countries. They can also play an important role in the development of their families. Therefore, it is necessary to pay more attention to women education.

FAQs on Women Education in India Essay

1.What are the benefits of women getting educated?

The primary benefit is that women will get proper education to develop skills. They will be able to earn better than they were doing before. Women can contribute to shaping an improved society for themselves and their coming generations too. The economic growth of the country will also be significantly enhanced after educating women. If women are educated, they can be successful as a man in any field in their life because they are born to achieve something in their life, so if they are educated, it will help them for their good career. Women will be able to get proper education, skills development, financial independence, etc. They can also contribute well towards shaping an improved society for themselves and future generations too. The economic growth of the country will significantly improve after educating women.

2.How does education help to stop crimes against women?

Education can help reduce crimes against women by teaching boys and girls about the importance of gender equality from a young age. Girls who are educated are more likely to be aware of their rights and be able to defend themselves against violence and abuse. Education also teaches critical thinking and provides children with tools to challenge ideas and practices that discriminate against women. Education can empower girls, increase their leadership skills and make them aware of laws protecting their rights which will help reduce crimes against women.

3.How do we teach children that genders are equal?

We can teach children that genders are equal by modelling behaviour that values both boys and girls equally. We can also talk to our children about the importance of equality and why it is important. We can encourage our children to stand up for what they believe in and explain the consequences of gender discrimination to them. Women should be allowed to have an education because it is their right, and it will help to stop the crime against women. Women will also become aware of their rights which will help to stop crimes against women.

4.How does women's education contribute to the economic growth of a country?

Women's education contributes to the economic growth of a country by allowing them access to jobs that are more likely to be located in urban areas where opportunities are often greater. Educating women also allows them to take on more responsible positions within the workforce, which can result in increased productivity and innovation. When women can earn an income, they are often able to reinvest a large portion of it back into their families and communities, which can help spur economic growth.

5.How does Government help to promote women's education?

The Government is trying hard to encourage women's education by providing aids like scholarships, free books, uniforms, and hostels for girl students. The Government has also started several schemes to encourage girls' education, such as the Girl Child Protection Scheme, Beti Bachao Beti Padhao Yojana, etc. Despite all these efforts, however, the dropout rate of girl students is still high. Girls are often forced to marry early and leave their education midway. So, more efforts are required from the Government for women's education promotion.

• Essay Editor

The Importance of Mathematics in Secondary Education

1. introduction.

There was a time when mathematics enjoyed a much improved reputation. It was highly respected, and the word mathematician was reserved for highly educated thinkers capable of solving the most difficult problems. It was the mathematical activity of laying the foundation of philosophical, theoretical, and practical issues. With the advent of the sciences and the continued development of the activities associated with them, mathematics took on the role of underlying the complete structure of the science and the technology emerging from the application processes associated with the sciences. The word mathematician lost the aura it had, was democratized and its meaning was altered. All individuals with knowledge of mathematics eventually came to be called mathematicians; however, nothing could be said about the excellence of the preparation of these mathematicians. Since the beginnings of each scientific and technological discipline and particularly in the nineteenth and twentieth centuries, which have marked an era in the development of the sciences and technology, the importance of a solid mathematical knowledge has become increasingly evident. It is indubitable that the solid preparation in mathematics of specialists and professionals from almost all fields is a key point for the qualification of these people as writers, teachers, researchers, and problem solvers. There is no doubt about one of the characteristics of the mathematics course: talented students in the areas chosen by others to be the best teachers widely read and well-prepared professionals. These convocations serve only to strengthen the conviction that all areas require qualified teachers. Another characteristic of the mathematics course is that future teachers appreciate mathematics only when they return to being students.

2. The Role of Mathematics in Secondary Education

Whether the cardinal purpose of secondary education is to develop citizens with intellectual and greater technical skills or to select candidates for positions and abilities that enjoyed a higher social status and title, the mid-twentieth century school played a significant role in acute social origin and transmission. The mid-twentieth century school aimed to develop students who were guided by judgments in a liberal and democratic society; to produce the next generation of engineers, scientists, mathematicians, and technicians; and even to prepare citizens with basic arithmetic skills. But neither of these goals was independent of conceptions about mathematics, science, and physics, the qualities of mind and behavior related to these subjects, and the methods to be used in its teaching. Whether responsible for this development or responding to it or, more likely, participating in multiple roles as both cause and effect, school curricula and teachers reinforced gradients between, on the one hand, the "nimble-minded" or "scientist-minded" who participated according to their formal intellectual qualifications and training in the new institutions of labor, business, government, and academy and, on the other, the "less qualified" or "non-scientist", who are subjects to stereotypes, prejudices, and discrimination unrecognized yet regrettably anticipated, which would become increasingly important in higher studies, in the labor market and that sub-served the personal and immediate needs. What roles could be conceived and standards be trusted for mathematics teaching in the secondary school in the mid-twentieth century for future mathematicians, scientists, engineers, and technicians, as well as for students who would pursue further studies in these professions?

2.1. Development of Critical Thinking Skills

The study of mathematics is not just about computations or the performance of algorithms. Mathematics is a way of thinking that allows students to develop a critical decision-making ability acquired through problem solving, reasoning, communicating, and making connections within their classroom learning. These critical decision-making abilities will benefit students in all areas of their lives. No other field of study provides the same benefits as those achieved from the secondary mathematics preparation. That is why it is so important for every student to have a solid secondary mathematics education that provides them with the foundation necessary to effectively think their way through a problem, no matter how complex the situation or how elusive the solution. What students learn from mathematics is that the real questions are without easy answers, demanding careful thought, exploration, experimentation, and detailed reasoning. This new way of thinking is not so much instruction as it is that good teaching is the scaffolding of this structural development. Hence, mathematics instruction is best classified within the analytical cognitive learning domain. It is a primary intellectual competency that lies at the very foundation of the reconstruction of our society.

2.2. Preparation for Higher Education and Careers

The study of mathematics is complex and intricate. It encompasses the major conceptual models of the physical world and the mind's understanding of the way our human brain processes information. Yet, because the majority of students entering high school do not have the basic skills necessary for understanding the significant mathematics coursework required in secondary education, a large group of students enter high school without the minimal pre-algebra skills needed for success in their first mathematics course. So, the preparation and the guidance of the middle and junior high school students should ensure that the students acquire knowledge, understanding, and skills in the use of the mathematical language, symbols, and notations which pervade the later world of mathematics coursework. Success in advanced chemistry, physics, and upper-level mathematics courses taken in the matrix of secondary schools widens the choices of college majors and future careers for high school-age students. A strong success in Advanced Placement Chemistry, Advanced Placement Physics, and Advanced Placement Calculus classes opens the doors to career success in a wide variety of fields, such as medicine, pharmacy, healthcare, business, finance, and engineering. Mathematics is the language of and the tool in and for these sciences. Students should be prepared for work in them and not diverted or derailed by unneeded courses.

3. Challenges in Teaching Mathematics at the Secondary Level

Developing mathematical power through learning experiences involves several challenges. Mathematics is a difficult subject and it makes heavy demands on the students' logical and reasoning power. Research in cognitive science corroborates the view that the level of thinking definitely determines the quality of learning. Advances in mathematics also develop through supplementing principles and theories with examples. Papert rightly comments: "Even if somebody else has invented the wheel, your next job, as a learner, is to reinvent it. One exact replica wheel will take you only a short distance. The wheel that you invent yourself will take you much further." Learners should use mathematics in an active problem-solving way, not as a spectator sport. Failing to offer such diverse learning experiences in mathematics would retard the development of proper understanding and the basic nature of mathematics as a problem-solving subject, which stimulates and invigorates the mind. Forms of intellectual capital that learners intuitively develop, which are essential, include fluency with mathematics language, the ability to think quantitatively, the vision to see relationships in real-life situations, the art of thinking logically and critically, the habit of organizing one's thinking, the ability to define recognizable concepts, the willingness to articulate what one thinks, the alertness to the validity of what one says, intellectual honesty, and the instinct of creativity and common sense. It is difficult to find teachers who, by being models, help students develop these capitals. Furthermore, learning to appreciate mathematics communication that was humanly constructed rather than revealed by the creator would take learning to a higher level of reflection. It is these challenging and high, though unnoticed, expectations of the subject that mathematics educators are frequently lacking.

3.1. Lack of Student Engagement

There are many facts about humans and their engagement with mathematics. Our students present a wide variety of behaviors with regard to mathematics, mainly indifference, fear, and the conviction that they are not capable of doing it. Teachers, on the other hand, acknowledge the utmost importance and necessity of mastering this field in modern society. They understand that being an elementary mathematics teacher also means training people to analyze, argue, and decide, essential competencies in modern life. Yet, there is the belief among teachers that most students will never continue to deepen their studies in mathematics, which results in the choice not to attempt to engage them in the active defense of stances. This means that most students have no opportunity in their educative life to understand what mathematics is all about and the role that this teaching may play in life. They have no opportunity to be in touch with some of their subject matter, the argumentation. Curriculum emphasizes calculation, procedures, and memorization of rules. Every now and then, students are introduced to several types of concepts, and this sometimes results in conflicts without any resolution. According to our research results, real numbers and their properties are an example media support to the present concern, as a student says: "It's wrong, some math books present the sum of two layers of mathematical material beyond the student's knowledge. The book presents a sect and, then, begins to explore this new information without giving a module to fix whether or not there was a total understanding from the input of this information".

3.2. Addressing Math Anxiety

To enable all students to face the challenges of mathematics in school and in their lives beyond school, we need to address not only their achievement in mathematics but also, and perhaps especially, their affective orientation to mathematics. Many factors impact both students' beliefs about mathematics and their experiences in mathematics in and out of school. However, a high proportion of learners are affected by one troubling ailment, often referred to as math anxiety or fear of mathematics. Math anxiety has been called "debilitating" because when it is at its strongest, the individual is no longer able to perform. Chronic, high levels of math anxiety cause the individual to freeze up in situations involving mathematics. And, perhaps even more importantly, one outcome of severe math anxiety is the general anxiety "paralysis" that affects not only mathematics but also adjacent fields. If our learners are to do well in their schooling and careers, they need to be able to do mathematics and they need to believe in their ability to do mathematics. This task is made more urgent by the unintended messages our often negatively handed-down curriculum sends about who can be a mathematician and who is in fact welcome in mathematics class.

4. Innovative Approaches to Teaching Mathematics

Of course, then, the question arises, how can we follow such a program? What kinds of difficulties shall we confront in introducing the teaching which we believe to be appropriate, and introducing it in the most difficult of all educational levels? In what ways may we overcome these difficulties? These are some of the matters which I shall consider in my remarks. I shall discuss these problems only briefly, for I believe that the difficulty of the enterprise is matched by the complexity of the issues proposed. What we shall need is multifaceted, I am convinced. Two foci suggest themselves to us immediately: the pre-service training of our teachers, and the in-service training of the same group. And then, too, the curriculum of schools of secondary level and the way in which students of mathematics in those institutions experience the subject, and the preparation of the teachers of mathematics who work there, again, all of which are subjects too extensive to treat in total here. With such a catalogue of topics as this, not to mention the many others which I shall not enumerate, it seems to me to be clear that we shall require, as we plot our individual courses, an approach as dynamic and as multiple as are those of which I have spoken in the context of student learning.

4.1. Use of Technology

One of the challenges of this time is to make use of technology in order to make difficult contents of mathematics and other subjects even more attractive. We believe that using derivatives is the best way to learn a subject. In fact, we believe that technology did not change teaching methods and improves the way concepts are introduced. It is well known, for example, that learning with examples gives the mathematical subject a special meaning and it reinforces the understanding of the theory. It is an example of when using technology is a good way to promote good results. At the same time, it is also an example where the use of technology does not bring a radical change in the teaching process. Computers and even portable computers allow, however, to do things that enter a new domain. It is with great pleasure and, at the same time, with particular humility that any teacher hears the questions and observations of a student who has derived, using the computer, something that the teacher never noticed or that the teacher discovered only after long hours of work. It is indeed fundamental that the tools must be in the hands of the student, who, in an environment with complete autonomy, must discover that the teacher has shown the way and that many of the questions asked by the teacher are fundamental in order to understand the use of mathematics, or of another subject, in real problems.

4.2. Project-Based Learning

Two of our secondary mathematics methods students, both of whom participated in this study, are employed by a school district in North Carolina, United States. These young women insist that one of the truths they know is that students like and benefit from project-based mathematics work. In the stories the two women tell, they have decided that challenging their students to design and manufacture candy boxes, develop a fundraising carnival, and use the concept of polynomial functions to model the trajectory of a basketball are among the kinds of activities that thrive on both academic and personal levels. They explain that kids benefit, as they participate in the active kind of learning that is meaningful, and receive real payback in increased retention and conceptual understanding of mathematics. Our problem-based learning study of preservice secondary mathematics teachers led to a realization that we must prepare our PSTs to use project-based learning in their middle and high school classrooms. Patrick Shields asserts that students are more likely to benefit from project-based learning if their teachers are not only positive about PBL, but also maintain a level of comfort with it. To be effective in this type of setting, teachers must be prepared to answer a host of student questions. In addition, teachers and their administrators must be willing to commit a major level of energy to the project over an extended period. This kind of dedication, says Shields, produces the kinds of student qualities—such as improved mathematical skills and creativity, along with enhanced work habits and study skills.

5. Conclusion

In conclusion, mathematics is the formal process of constructing conclusions from well-defined statements based on accepted axioms. As such, it is a tool that is valuable in almost all disciplines. With respect to the high school graduate, it is important to realize first of all that secondary school mathematics is not limited to "practical" purposes but has to do with the whole logical reasoning process. That is, a student of mathematics increases in whether he uses it in a technical sense or not. The more he is a student of mathematics, the more valuable a graduate he will be in any field. In addition, since teaching of mathematics is difficult, it requires skill and experience, and the "regular" teacher is usually "non-technical" in the sense that he has not used much mathematics after having passed his university's requirements. The teacher of senior school mathematics must be particularly skillful and must have a marked understanding of the subject in order to present it in such a way that he does not lose touch with reality on the one hand and on the other hand does not fall into pseudo-practical gimmickry. Technical mathematics should be the specific objective of the more specialized fields of mathematics education such as science and engineering. Such fields have, in fact, modified mathematics at various times: the physicist pushed back the frontiers of calculus, the logician developed non-Euclidean geometries, and the engineer had to struggle with non-convergent series. Such modifications will continue and indeed are necessary, but this does not mean that the basic building blocks should not be tools so that we can communicate thought, a very vital end. It is hoped that all practitioners of any field of technology should have a training in mathematics and not neglect the subject as an essential tool to all of them.

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DeVry University Releases "Closing the Gap: Upskilling and Reskilling in an AI Era," its Report on Learning and Development in the U.S. Workforce

While worker enthusiasm for life-long learning is growing in an AI-driven world, employers aren’t meeting the moment with the right upskilling opportunities and training

LISLE, Ill – Aug. 27, 2024 – Today, DeVry University released its second annual report on upskilling and reskilling the U.S. workforce in the age of AI. In partnership with Reputation Leaders , the research reveals that while employees are more enthusiastic about opportunities for ongoing learning, current employer upskilling and reskilling efforts are not meeting the moment with the right opportunities to reach, engage and train all employees. This can lead to greater organizational and talent risk.

The report, Closing the Gap: Upskilling and Reskilling in an AI Era , surveyed more than 1,500 employees and 580 hiring decision-makers across sectors to uncover gaps and opportunities for upskilling in this rapidly evolving landscape.

"Generative AI and high-volume data analytics are fundamentally transforming how we learn and work, leading to significant disruption in the job market. While some roles are vanishing, many are quickly evolving in ways we’ve never seen before,” said Elise Awwad , president and CEO of DeVry University. “This swift evolution underscores the urgency for upskilling and reskilling to meet rising expectations, while also preparing for the emergence of entirely new roles and career paths. Our research provides critical insights into how both employers and employees are adapting to this fast-paced change, highlighting what can be done better to meet future demands."

The research uncovered four key insights about the challenges of upskilling and reskilling in an AI-driven world:

Workers Have More Access, Time and Energy for Upskilling—But Still Aren’t Taking Action

While more workers say they face no barriers to upskilling (30% in 2024 vs. 22% in 2023), employers estimate only about half (55%) of workers participate in upskilling opportunities available at work. Nearly 9 in 10 employers (87%) say they offer upskilling. This represents a slight increase compared to last year's study (78%) in both availability of upskilling and utilization of programs, but across industries, the survey still found a substantial gap between what workers and employers say versus what they do.

Workers Believe in Their Current AI Skills More Than Their Employers Do

Workers and employers both acknowledge the ubiquity of AI and the importance of embracing skills in this new technology as an essential component of the near-future workplace. Yet, employers are underestimating the AI fluency of their current workers. According to the survey, employers say that 32% of their workers are merely novices at AI; however, workers feel far more strongly about their skill sets with only 3% describing themselves as such.

Women Are Falling Behind When It Comes To AI

Amid growing access to and deployment of AI tools, women are falling behind men in uptake of skills and use of AI tools. Only 41% describe their AI proficiency as intermediate or higher, in comparison to 55% of men. And, while 43% of men regard AI as a way to help them get ahead, only 27% of women agree. Women see less value in the adoption of AI in comparison to men on every measure, with only 49% seeing the benefits of AI as making their work easier in comparison to 58% of men. 

Current Upskilling Approaches—Including in AI—May Expose Companies to Long-Term Risk

The data raises ethical questions about the choices employers make in providing access to AI training and skills development. Seventy-two percent of employers say they do not provide upskilling benefits to all workers, and 42% of employers say they are not confident that their organization understands how to train workers on AI effectively. When more than half of workers (56%) say they are using AI tools at work at least weekly, many are doing so without training and without guardrails for any ethical or security considerations.

“Inequitable access to AI learning and resources and use of AI tools in the workplace without guardrails, threaten to create new and avoidable organizational risks. The solution is integrated planning for the use of AI and holistic training that prepares all workers for seamless deployment of the new technology.  At DeVry, we believe intentional education of employees and the broader U.S. workforce around AI is imperative for companies and organizations to successfully navigate an increasingly technology-focused marketplace,” commented Awwad.

About the Survey

DeVry University engaged Reputation Leaders, an independent research firm to conduct research from June 11-26, 2024, about artificial intelligence (AI) in connection to upskilling and reskilling. We surveyed workers and employers about their attitudes and experiences on the topic.​ The worker sample consisted of a total of 1,526 American adults between the ages of 25 and 45. The respondents were employed, underemployed, or unemployed but expecting to start work in the next 12 months​. The employer sample consisted of 581 hiring decision-makers from a mix of industries, with a particular focus on the technology sector and HR managers.​To view all the findings of Closing the Gap: Upskilling and Reskilling in an AI era, click here . 

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In New York, DeVry University operates as DeVry College of New York. DeVry University is accredited by The Higher Learning Commission (HLC), www.hlcommission.org . The University’s Keller Graduate School of Management is included in this accreditation. DeVry is certified to operate by the State Council of Higher Education for Virginia. Arlington Campus: 1400 Crystal Dr., Ste. 120, Arlington, VA 22202. DeVry University is authorized for operation as a postsecondary educational institution by the Tennessee Higher Education Commission,  www.tn.gov/thec . Lisle Campus: 4225 Naperville Rd, Suite 400, Lisle, IL 60532. Unresolved complaints may be reported to the Illinois Board of Higher Education through the online complaint system https://complaints.ibhe.org/ . View DeVry University’s complaint process  https://www.devry.edu/compliance/student-complaint-procedure.html Program availability varies by location. In site-based programs, students will be required to take a substantial amount of coursework online to complete their program.

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