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Did Women Have The Lack Of Education Video

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Inthe historic Beijing Declaration and Platform for Action promised equal access to education for girls around the world. A quarter-century later, a new report shows that, Educaiton considerable progress toward this goal, much remains to be done. Part of that promise, set out in the historic Beijing Declaration and Platform for Action, was to ensure education for all girls.

A quarter-century after the conference and coming just after the International Day click here the Girl Child on October 11, the good news is that million more girls are enrolled in primary and secondary school than inand that more girls than ever are staying in school and graduating. Educatiom is good news in tertiary education as well: three times more women are studying at university in this generation than the last. In Morocco, for example, just 30 women were enrolled for every men in the early s; today there is parity.

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Outcomes matter as much as access. Here, there has been significant progress.

But the poorest girls are still left behind. In over 20 countries, most of them in Sub-Saharan Africa, hardly any poor rural girls will graduate from upper secondary school.

For the most marginalized, schools are still unsafe environments where verbal and sexual harassment, abuse, and violence prevail. In many places, high pregnancy rates very often keep girls out of school, perpetuating the cycle of poverty. While the prevalence of early pregnancy fell by one-third among girls aged between andearly pregnancy rates remain high — especially in Sub-Saharan Africa, Woken one-quarter of year-old girls are already mothers. It is also essential that comprehensive sexuality education is introduced in all schools. This type of counseling not only helps students resist peer pressure to engage in or accept violence, but also leads to a reduction in early pregnancies. But two countries still enforce a ban on pregnant girls and young mothers in education: Equatorial Guinea and Tanzania. Other barriers are less serious but hold girls back as well.

Consider Rabia Nusrat, who wanted to study engineering ever since she was a child in Pakistan. Despite her parents urging her to select a less male-dominated subject, she insisted and now is the first in her family and here to complete a degree in engineering in Pakistan. But not all girls are equally persistent, and the reality is that not enough teachers and career counselors have the training to help correct the gender imbalance in science, technology, engineering, and mathematics.

School textbooks also perpetuate gender norms that hold girls back. Often, the text and images portray women in traditional homebound roles and less prestigious occupations, while men are depicted as powerful leaders. Such archaic stereotypes have no place in contemporary teaching materials and should be removed.

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Teaching is a feminized profession, which perpetuates gender-unequal norms regarding labor-market opportunities. Still, the glass ceiling is a reality even here. In 48 middle- and high-income countries, Did Women Have The Lack Of Education is a gender gap of 20 percentage points between teachers and head teachers in lower secondary schools. Female leadership does not automatically translate into improvements for girls, but female leaders can change social and gender norms through legislation and policies, and by acting as visible role read more for girls. Education deserves a central position in this new declaration, because girls continue to be more likely to face the worst Educatio of exclusion — especially as COVID threatens to push inequalities to extremes. It is important to celebrate the progress that has been made so far.]