In Africa, Women Human Rights Defenders (WHRDs) have been recognized by the United Nations and other human rights organizations for their fight against female genital mutilation/cutting (FGM/C) of ...women and girls as young as 5 years old, and child marriages of young and adolescent girls across the continent. This paper acknowledges the instrumental role played by Women Human Rights Defenders in placing gender equality and the human rights of women and girls on the policy agenda of governments on the continent. It further emphasizes to emphasize the need for governments and government leaders to prioritize the support and protection of women, girls, and vulnerable groups across the continent.
Abstract
For over a decade, the early grade reading assessment (EGRA) has been used to measure and report on students’ acquisition of five reading skills. Education development initiatives funded by ...the US Agency for International Development, the World Bank, Department for International Development (DFID), and other agencies have facilitated the use and adaptation of the EGRA into over 100 languages in more than 65 countries (Dubeck & Gove, 2015, p. 315). Guidelines for the proper use and the limitations of the EGRA have been circulated widely. An international evidence base that challenges the theoretical underpinnings and the expanded use of the EGRA is also growing (Bartlett, Dowd, & Jonason, 2015). Not yet explored to date, however, is the use of the EGRA as a measure to determine Payment by Results (PbR) in a donor agency initiative. This chapter examines the use of the EGRA oral reading fluency (ORF) subtest as a PbR learning outcomes measure in DFID’s Girls’ Education Challenge (GEC) projects, and it concludes that the way in which the EGRA ORF was used for PbR was a misuse of the EGRA, and ultimately it did not serve well the PbR project beneficiaries, the marginalized girls.
We study family background effects on participation in primary and secondary education of children in Turkey using large representative data sets. Educational participation, especially of girls, is ...found to be still a major concern, with non-enrollment being especially high in the countryside and the eastern part of the country. Parental education, number of siblings, household income, occupation of the father, traditionality of the mother and the mother's ability to speak Turkish are major factors affecting participation. For primary participation of girls, having a mother who has completed primary education and who can speak Turkish is most significant. Traditional gender role attitudes of the mother reduce the girl's chances to get secondary education. For participation of boys, the economic situation of the household is important. Findings indicate that a key role is played by the mothers of the children who are out of school. Reaching this group of mostly illiterate and traditional women is a major challenge for policy makers wanting to improve the situation.
The discussions that took place between the Colonial Office and Christian missions over the implementation of the recommendations of the Phelps Stokes Education Commissions merit more historical ...investigation. While missions voiced little public opposition to the reforms of mission education outlined in the two reports, over time, in meetings and conferences sponsored by the International Missionary Council (IMC), missionary challenges to the recommendations mounted. This was especially the case with the recommendations concerning the education of African girls. Thomas Jesse Jones, leader of the two Phelps Stokes Education Commissions and author of the two reports, argued that schools for African girls should focus on the training of future Christian matriarchs, who would supply colonial states with the healthy, disciplined labour forces those states desperately desired. Jones identified the school maintained by the missionary Mabel Shaw at Mbereshi in Zambia as the model other missions might emulate. Based upon Jones' recommendations concerning Shaw and her school, the British Colonial Office placed before Christian missions a gendered educational policy that would feature the education of African girls as wives and mothers. J. H. Oldham of the IMC took the point in presenting the Phelps Stokes recommendations and the government proposals based upon the recommendations to missionaries. Oldham discovered that missionaries questioned Shaw's expertise and rejected the idea that girls should be educated only to be wives and mothers.
Education of girls in India lags behind that of boys and several communities in India fare worse than others. Because of their secondary status in the society, Indian girls tend to suffer from low ...self‐esteem. Thus, it is necessary to study the reasons why girls are being discouraged from attending and completing school as well as what are the expectations mothers have from them when compared to their male siblings. Data was collected using structured questionnaires and semi‐structured interviews with the participants. Of 15 mothers, 12 completed the questionnaires; of these, five mothers were interviewed, and their data was used to present the findings of a comparative study on the maternal expectations on academic achievements in primary school children residing in Urban Bangalore, South. This study also throws light on some of the peripheral issues that emerge while considering maternal expectations on academic outcomes. The study examines how maternal expectations might differ in the case of boys versus girls within an Indian context, particularly within an urban setting in Bangalore, Karnataka. No differences were seen in the expectations mothers had of their sons compared to their daughters, but several other issues emerged. The results of this study may not be used conclusively as this is just a small‐scale research project and hence no generalisation can be made to address such prevalent cultural issues in India, particularly in Urban South Bangalore, Karnataka, South India. The results of this study illustrate the need for more literature within the Indian context.
Although education of children is universally accepted as a leading mechanism of poverty eradication and social development, many developing nations continue to struggle in achieving gender parity in ...primary and secondary education. While Mozambique has recently accelerated its efforts to reduce this gap, girls are still enrolled and attending school at a much lower rate than boys. The present study explored the barriers to children's – especially girls' – education in central Mozambique, based on information on 738 children in two separate communities. Household, child, environmental, and social/cultural factors are examined in the context of global and regional data. The study found girls to be impacted more negatively by every correlating factor, including the lingering practice, in rural areas, of early marriage. Policy and research implications are discussed.
In the early 1870s, instead of writing a story, drawing a picture, or composing a poem, William Henry Bailey made a hand-drawn map for his ailing mother. Despite its lack of beauty, its contents ...betray its unique and poignant intent: the map shows Hillsborough, NC, as it might have appeared in 1839, when Priscilla Bailey was a young wife and mother, surrounded by friends and social activities. Decades later, when Priscilla was living far from all that and recovering from a bad fall, her son created his map, with its narrative explanation of every detail, to comfort his mother by reminding her of happier days and treasured connections. Why did Bailey - a lawyer with no particular expertise in drafting, surveying, or drawing - decide to make a map to stir healing memories in his mother? The answer may lie in an evocative cartographic culture among elite Southern women of her generation. Educated to use maps, engaged daily with graphic information in their sewing and needlework patterns, and frequently separated from kin and other loved ones, these women turned to the cartographic form with familiarity and an expectation of solace. They used geographic vocabularies and metaphors to express their sense of isolation and their need for connection, even as gender norms and physical realities limited their travel and restricted them to their homes. In this article, the practice and implications of this emotional cartographic culture are explored through the examples of two women, Priscilla Bailey and Ellen Mordecai; this exploration is intended to demonstrate the value of a manuscript-based, biographical approach to the history of domestic map use.
The paper carries the reader across and over great spans of space and time, with an Indian feminist woman academic journeying back to seventeenth-century ancien regime France, to 1770s Scotland, to ...1790s England, to early 20th-century Bengal, and back again to where she started from, 21stcentury India.
This document highlights the results and associated processes from Chayan’s implementation experience under the RACHNA program. The programmatic framework, designed for low-prevalence contexts in ...India, draws on standard targeted intervention approaches but is grounded in community-based methods unique to local contexts. The fi ndings from the Behavior Surveillance Survey (BSS) conducted by CARE in 2006 and the external review indicate encouraging results as compared to BSS in 2003. CARE Wp no. 9.
This qualitative study employs a Bourdieusian framework to explore how urban middle-class parents in Pakistan support their daughters' education while transmitting cultural capital. Parents emphasize ...talim-o-tarbiyat, referring to education and nurturing. I argue that, owing to the availability of educational resources and the recognition of the cultural capital conferred by Western qualifications, middle-class, educated urban parents choose Western education as talim. Additionally, Tarbiyat motivates their aspirations for their daughter's education with specific cognitive references, notably Ashraaf values. Through boundary work and concerted cultivation, they reproduce cultural capital, influencing career choices and networks. Nevertheless, educated working women, experiencing a transformation of their habitus, foster new cognitive and social structures for themselves and their daughters. The study identifies desirable cultural capital, suggesting future research on exploring the conversion strategies of educated women's capital by considering diverse sociocultural factors that intersect with gender dynamics within both private and public spheres.
