Do you think there is a need for taking further efforts regarding education of women ? If yes then what efforts need to be taken?
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Do you think there is a need for taking further efforts regarding education of women ? If yes then what efforts need to be taken?
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First, give girls a strong foundation through early childhood development (ECD). Disadvantages built early in life are difficult to remedy, but effective ECD programs can avoid such disadvantages and thereby yield high payoffs. ECD programs build the technical, cognitive, and behavioral skills conducive to high productivity later in life. Successful interventions emphasize, among other areas, nutrition, stimulation, and basic cognitive skills.
A new study suggests that in Jamaica, 20 years after an ECD intervention was conducted, the average earnings of beneficiaries – boys and girls - were 42% higher than those of the control group. While such large gains might not be obtained if all children were benefiting from such interventions, which is the ultimate aim, it is nevertheless clear that early psychosocial stimulation can substantially improve future earnings.
The second step focuses on basic education. Gaps remain, to be sure: Data from a forthcoming paper suggest that in 24 low-income countries, only 34% of girls in the poorest 20% of households complete primary school, compared with 72% of girls in the richest 20% of households. These income-related gaps can be reduced through interventions to reduce the opportunity cost of schooling for girls, such as conditional cash transfers.
In Yemen, one such new program targeting girls in grades 4-9 in disadvantaged communities is reaching close to 40,000 girls. In addition to increasing enrollment and attendance, we also need to ensure that all girls who go to school can learn—by building stronger schooling systems with clear learning standards, good teachers, adequate resources, and a proper regulatory environment that emphasizes accountability.
But learning for what? Education for its own sake certainly has an intrinsic value, but education and training that proves useful in the workplace is also essential. The third step in helping girls grow is to provide them with job-relevant skills that employers actually demand, or that they can use in launching their own business.
Many countries have achieved (or are making rapid progress toward) gender parity in basic education. By contrast, labor force participation in most developing countries remains substantially lower for young women than men. In India, Nigeria and South Africa, more than three-quarters of all girls aged 15-24 are not engaged in paid work and are not looking for work. And according to the International Income Distribution Database, nearly 40% of young women globally are either unemployed or ‘idle’ (not in education, nor work). In addition are the millions of young women who are engaged in unpaid or unproductive work.
Clearly, this represents a significant loss to their families as well as to economic growth. How can we get young women into productive work? According to new research conducted as part of the World Bank’s Adolescent Girls’ Initiative, a program in Liberia that provided girls age 16-27 with life skills, training, and job placement assistance increased employment by nearly 50%, and nearly doubled incomes. The program also had positive impacts on self-confidence, satisfaction with job outcomes, and household food security.
Step four relates to the creation of an environment that encourages investments in knowledge and creativity. This requires innovation-specific skills and investments to help connect people with ideas, as well as risk management tools that facilitate innovation. Again, girls are at a disadvantage when compared with boys, with fewer opportunities and, therefore, lower rates of entrepreneurship in many countries.
A new program in Uganda run by the nongovernmental organization BRAC provides girls age 14-20 with a safe space, life skills training, and livelihoods training for self-employment based on local market conditions. This program generated significant income gains from self-employment with no adverse effects on schooling outcomes. In addition, childbearing among beneficiaries declined, the proportion of girls using condoms increased, and the incidence of forced sex decreased.
Finally, and this is the fifth and last step, it is important that societies promote flexible, efficient, and secure labor markets. Apart from avoiding rigid job protection regulations while strengthening income protection systems, providing intermediation services for workers and firms is important to transform skills into actual employment and productivity.
A new study suggests that in Jamaica, 20 years after an ECD intervention was conducted, the average earnings of beneficiaries – boys and girls - were 42% higher than those of the control group. While such large gains might not be obtained if all children were benefiting from such interventions, which is the ultimate aim, it is nevertheless clear that early psychosocial stimulation can substantially improve future earnings.
The second step focuses on basic education. Gaps remain, to be sure: Data from a forthcoming paper suggest that in 24 low-income countries, only 34% of girls in the poorest 20% of households complete primary school, compared with 72% of girls in the richest 20% of households. These income-related gaps can be reduced through interventions to reduce the opportunity cost of schooling for girls, such as conditional cash transfers.
In Yemen, one such new program targeting girls in grades 4-9 in disadvantaged communities is reaching close to 40,000 girls. In addition to increasing enrollment and attendance, we also need to ensure that all girls who go to school can learn—by building stronger schooling systems with clear learning standards, good teachers, adequate resources, and a proper regulatory environment that emphasizes accountability.
But learning for what? Education for its own sake certainly has an intrinsic value, but education and training that proves useful in the workplace is also essential. The third step in helping girls grow is to provide them with job-relevant skills that employers actually demand, or that they can use in launching their own business.
Many countries have achieved (or are making rapid progress toward) gender parity in basic education. By contrast, labor force participation in most developing countries remains substantially lower for young women than men. In India, Nigeria and South Africa, more than three-quarters of all girls aged 15-24 are not engaged in paid work and are not looking for work. And according to the International Income Distribution Database, nearly 40% of young women globally are either unemployed or ‘idle’ (not in education, nor work). In addition are the millions of young women who are engaged in unpaid or unproductive work.
Clearly, this represents a significant loss to their families as well as to economic growth. How can we get young women into productive work? According to new research conducted as part of the World Bank’s Adolescent Girls’ Initiative, a program in Liberia that provided girls age 16-27 with life skills, training, and job placement assistance increased employment by nearly 50%, and nearly doubled incomes. The program also had positive impacts on self-confidence, satisfaction with job outcomes, and household food security.
Step four relates to the creation of an environment that encourages investments in knowledge and creativity. This requires innovation-specific skills and investments to help connect people with ideas, as well as risk management tools that facilitate innovation. Again, girls are at a disadvantage when compared with boys, with fewer opportunities and, therefore, lower rates of entrepreneurship in many countries.
A new program in Uganda run by the nongovernmental organization BRAC provides girls age 14-20 with a safe space, life skills training, and livelihoods training for self-employment based on local market conditions. This program generated significant income gains from self-employment with no adverse effects on schooling outcomes. In addition, childbearing among beneficiaries declined, the proportion of girls using condoms increased, and the incidence of forced sex decreased.
Finally, and this is the fifth and last step, it is important that societies promote flexible, efficient, and secure labor markets. Apart from avoiding rigid job protection regulations while strengthening income protection systems, providing intermediation services for workers and firms is important to transform skills into actual employment and productivity.
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Answer:
Yes we do need to take further effort to ensure the education of women.
Explanation:
Girls who acquire an education are more likely to lead healthy, fulfilling lives and are less likely to marry early. They create better futures for themselves and their family, earn higher wages, and take part in decisions that most directly affect them. Education for girls boosts economies and lowers inequality. The "National Committee on Women's Education" has put forth a number of recommendations for improving girls' education.
Setting up school infrastructure, launching new schools, putting schools within children's reach, establishing a girls' section in a boys' school, condensing courses for adult women, etc.
Improving the current schools: Hiring more qualified and sufficient staff, including many female teachers and school mothers in mixed-gender schools; providing better facilities and instructional tools. These are the steps that need to be taken to ensure the education of women.
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