An Unequal World, with everyone at an unequal chance.
There are many influences that affect education levels of girls.
Comparisons are shown below between Australia and India - a developing nation
Comparisons are shown below between Australia and India - a developing nation
Australiaaverage of 17 years of education
At peace on own soil
2 - HDI*
The education of girls is socially accepted and equal to that of boys
Australian perspective: Providing free, quality education to all children reflects the fact that every child is entitled to fundamental human rights and is to be treated with equality and dignity. The Australian Government provides a public school system which is free along with support to families with school aged children to assist with additional schooling costs. Attending school or vocational training is mandatory until the age of 16. Further financial support is given to students wishing to continue with tertiary education. Government policy is directed at ensuring students remain studying. 2011 Census, 61.1% of the population were recorded as adhering to Christianity, 22.3% declared "no-religion" and a further 9.4% did not answer the question. |
Indiamedian boy finishes schooling in year 6, median girl finishes schooling in year 1
Developing from past wars
93 - HDI*
For girls the focus on purity is of utmost importance, not education
The main reason for not sending girls to school is the poor economic condition. Girls are required to work to assist the family Another reason is the far off location of schools. In Indian society virginity and purity is given utmost importance and people are afraid to send their girl child to far off schools where male teachers teach them along with boys. 2011 Literacy Census - 74.04% population are lilterate. 82% are men and 65.46% are women. 2001 census, Hiduism is the majority religion with 80.5% of the population of India. Islam (13.4%), Christianity (2.3%), Sikhism (1.9%), Buddhism (0.8%) and Jainism (0.4%) are the other minor religions. |
*"measure of the average level of human development of people in a society once inequality is taken into account. It captures the HDI of the average person in society, which is less than the aggregate HDI when there is inequality in the distribution of health, education and income. Under perfect equality, the HDI and IHDI are equal; the greater the difference between the two, the greater the inequality."
It is therefore evident that a number of elements affect the inequality of female education throughout the world.
Poverty, culture and peace / war status are factors that have led to this inequality.
Within India, it is evident that one's economic status will determine whether or not female's will get an education. Socially and culturally, a woman's education is not of value, therefore it is not seen as neccessary to send them to school, especially if the family faces financial strife. This is the reality for many as 86% of the population, who live on just under $2 per day. A further 44% live on under $1 per day.
The money required for education is more likely to be spent on the males in the household. This is due to the cultural superiority they hold over the women as the care-takers and providers of the family. This contrasts the women's role, who are expected to care for the home and children.
The locations of schools within India, particlarly in rural areas can be remote. This can also discourage the sending of children to school.
This inequality in education is manifested by the fact that millions of women are still illiterate, live in poverty, face dowry problems, malnutrition, discrimination, offences of rape and violence in the home.
However, with a proper educaiton, women can transform their situation, know their rights, support themselves and their children and improve their communities.
Poverty, culture and peace / war status are factors that have led to this inequality.
Within India, it is evident that one's economic status will determine whether or not female's will get an education. Socially and culturally, a woman's education is not of value, therefore it is not seen as neccessary to send them to school, especially if the family faces financial strife. This is the reality for many as 86% of the population, who live on just under $2 per day. A further 44% live on under $1 per day.
The money required for education is more likely to be spent on the males in the household. This is due to the cultural superiority they hold over the women as the care-takers and providers of the family. This contrasts the women's role, who are expected to care for the home and children.
The locations of schools within India, particlarly in rural areas can be remote. This can also discourage the sending of children to school.
This inequality in education is manifested by the fact that millions of women are still illiterate, live in poverty, face dowry problems, malnutrition, discrimination, offences of rape and violence in the home.
However, with a proper educaiton, women can transform their situation, know their rights, support themselves and their children and improve their communities.
In sharp contrast, education within Australia is regraded very highly. Government run public schools are prolific and funding is provided by the government to private schools in order to provide the best education possible. This is for both girls and boys. The attention given to female schools has not always been as equal to male schools, but over the years, it has risen to a more equal balance. There are different levels of education, often reflecting the socio/economic status of an area, however all children have access to an education in Australia, the standard of which is amongst the highest in the word.
Religion is an influencing factor in the education of women throughout the ages. Within Australia, religion does not restirct women's rights to education. Where some individuals may focus their daughters or niece's on a more traditional, at-home wife/daughter role, the rising number of women getting jobs is a result of the increase in education for women. This is due to the importance of education on getting a job. The more highly educated a girl becomes, the more skilled she is, the greater her capacity for economic reward in the work place.
Women in Ancient India were seen as inferior to men and had very limited freedom. This suppression meant women did not have educational freedom as well. It was not considered as being of any importance to women. However in the modern Buddhism religion, education is not restricted.
It is therefore evident through this case study on India, that women's education is significantly influenced by cultural and social expectations, a families economic status and religion. The impact of these national values results in very poor outcomes for girls education in India.
Although a very different outcome is achieved in Australia, again, social, cultural and economic impacts affect the education of girls. These values are then reflected through Government policy, which supports the values of the country in providing education.
http://www.oecdbetterlifeindex.org/topics/education/
Religion is an influencing factor in the education of women throughout the ages. Within Australia, religion does not restirct women's rights to education. Where some individuals may focus their daughters or niece's on a more traditional, at-home wife/daughter role, the rising number of women getting jobs is a result of the increase in education for women. This is due to the importance of education on getting a job. The more highly educated a girl becomes, the more skilled she is, the greater her capacity for economic reward in the work place.
Women in Ancient India were seen as inferior to men and had very limited freedom. This suppression meant women did not have educational freedom as well. It was not considered as being of any importance to women. However in the modern Buddhism religion, education is not restricted.
It is therefore evident through this case study on India, that women's education is significantly influenced by cultural and social expectations, a families economic status and religion. The impact of these national values results in very poor outcomes for girls education in India.
Although a very different outcome is achieved in Australia, again, social, cultural and economic impacts affect the education of girls. These values are then reflected through Government policy, which supports the values of the country in providing education.
http://www.oecdbetterlifeindex.org/topics/education/
Why Do Some Countries Ban / Limit Women Education?
Women education in some countries are banned or limited. A number of questions arise from this statement as to why. Looking into this question major themes of:
1. Power
2. Money
3. Culture
were seen as relevant to many of the areas that this happens.
Power is a major threat to women's education. Men dominating women is not an unusual sight. Although equality has become more prominent and most of the Western World has come to accept this, developing countries are not yet used to the idea. One effective way to exercise power over women is to limit their education. If they do not know of anything different than the life they are living, they will not protest. If a women does not learn her rights, she will not exercise them. If women do not learn basic skills of reading and writing, they cannot find a good salary job and stays submissive at home. Limiting women's education is one of the best ways to stop women from thriving become equal because they do not have the skills or knowledge to overcome this issue. Power is one of the main contributing factors to education inequalities in developing countries.
Money is another factor to banning or limiting women education in developing countries. This is usually due to, again, the power of men over women. A man's education will come before a women's education when a choice is had to be made. This decision has dated back through history where the men were the sole providers for the family. Therefore, men need an education to get a good/high salary income to provide for the family home. Money in developing countries is very important and usually hard to come by, so its usually put into basic needs of life - food and water, not an education.
Culture can influence the limiting or banning of women education. Religion and tradition are the two main factors to this. Very religious regions can have very traditional views and focus on the importance of purity and religious worship than that of education. Traditionally, men are the sole providers for the family home and women stay at home, cooking and cleaning. This was a fact of life until quite recently. The majority of the western world encourage this, however, the developing still have quite strong traditions, due to power and money commonly.
1. Power
2. Money
3. Culture
were seen as relevant to many of the areas that this happens.
Power is a major threat to women's education. Men dominating women is not an unusual sight. Although equality has become more prominent and most of the Western World has come to accept this, developing countries are not yet used to the idea. One effective way to exercise power over women is to limit their education. If they do not know of anything different than the life they are living, they will not protest. If a women does not learn her rights, she will not exercise them. If women do not learn basic skills of reading and writing, they cannot find a good salary job and stays submissive at home. Limiting women's education is one of the best ways to stop women from thriving become equal because they do not have the skills or knowledge to overcome this issue. Power is one of the main contributing factors to education inequalities in developing countries.
Money is another factor to banning or limiting women education in developing countries. This is usually due to, again, the power of men over women. A man's education will come before a women's education when a choice is had to be made. This decision has dated back through history where the men were the sole providers for the family. Therefore, men need an education to get a good/high salary income to provide for the family home. Money in developing countries is very important and usually hard to come by, so its usually put into basic needs of life - food and water, not an education.
Culture can influence the limiting or banning of women education. Religion and tradition are the two main factors to this. Very religious regions can have very traditional views and focus on the importance of purity and religious worship than that of education. Traditionally, men are the sole providers for the family home and women stay at home, cooking and cleaning. This was a fact of life until quite recently. The majority of the western world encourage this, however, the developing still have quite strong traditions, due to power and money commonly.