Equal access to education for both males and females is not a universal right. For girls in Ghana, education is often a luxury, and yet the education of Ghanaian girls is crucial to the reduction of poverty within the country. By educating the female population in Ghana, females gain empowerment, social status, and the ability to access tools and jobs that will help aid their families in escaping poverty. Sadly, according to Debrah Emmanuel (2013), “56 percent of women… had no formal education” (p. 55). This paper will argue that in order to aid Ghana as a whole in development it is imperative that Ghanaian females are educated. The may be accomplished by compiling government, community, and private resources. By compiling these resources towards …show more content…
Porter et al. claim that government intervention is necessary because “Support [for] girls…to attend secondary school is also urgently needed” (2011, 408.), without this support Ghanaian girls will not have the opportunity to access the same schooling that males in their communities attend. Aid from the government could also be placed towards building appropriate schools, paying qualified teachers, or buying supplies like textbooks and writing utensils. In summary, no aid from the government would be wasted. In turn the investment of the government could potentially stimulate the economy and provide jobs to female student in the future as teachers or other various …show more content…
When you educate a girl she grows up to become and educated woman who is empowered and can provide for her family. Education is a necessity for Ghanaian females to give them opportunities to lead the most sustainable and successful life. The education in women will benefit Ghana in numerous ways including economically and developmentally. Education provides and avenue for females to explore new concepts, achieve their goals, build self-esteem and intellect. In conclusion it is crucial for females in Ghana to become educated in order to create a developed and sustainable country. Without female education development will not exist. By compiling government, community and private resources it is attainable to reach all Ghanaian females and to provide avenues for them to be schooled. Education in Ghana will open up a wide range of opportunities for young women and will enable them to live their lives to the fullest. All in all, education in Ghana needs to be transformed from a luxury for girls to a right for all Ghanaian
For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education. Lastly, African American students do not receive the same treatment as other students when they attend predominantly white colleges and universities.
In 2001 George W. Bush signed the No Child Left Behind Act and the act took effect in 2002. The United States, and President Bush, thought that the act would aid immigrant students and American students in education from the time they entered elementary throughout adulthood. The NCLB does just the opposite for most immigrated students and native students. Although the act was a good idea at the time in 2001, the lasting effects on students with their education now are appalling because of all the negative feedback that the act provides for most school districts because all the students’ different learning abilities show lower test scores in standardized testing. The No Child Left Behind Act (NCLB) was passed in 2001 for aiding the development of education from 2001-2014 by creating standardized testing in hopes of creating more intelligent children, but there are more children left behind now, supporting the opinion that the act fails.
Equality, America is driven by this one simple word, but how much of America is actually equal
Rawlings, J.J. “Mobilising African Women for Economic Development.” Word Press. 24 Sept. 2009. 19 Jan. 2010. http://jjrawlings.wordpress.com/2009/09/24/mobilising-african-women-for-economic-development-nana-konadu-agyeman-rawlings/.
In that time the women were expected to “act as peacemakers, using their influence to promote social consensus and conservative principles,” (Karen Fisher 247). This plays an interesting position to the treatment of women in Liberia. According to the Philadelphia’s Ladies ' Liberia School Association and the Rise and Decline of Northern Female Colonization Support article about how women in Liberia, “aimed to bring education to become a bigger social issue as they also stayed in domestic and private lifestyle. They set the idea of education being an important as a worldwide agreeance to be taught not only to both genders,” not only does this give women in Liberia a better opportunity but shakes the stereotype of having no political or social point unless they were backed by their husband (Karen Fisher 250). The sexism emplaced by centuries of patriarchy women had to hold behind their husbands as they were seen as submissive gave way when women begin finding ways to hold up the colonization of Liberia by supporting education. The sexism the women of Liberia faced began to shift in political and social positions as, “The Philadelphia Ladies’ Liberia School Association leaders pointed with pride to their impartiality regarding slavery and how their efforts fit unequivocally within the “separate spheres” ideology that defined a woman’s role as being domestic and private, separate from the public sphere”. (Karen Fisher 248). Women in the 19th century found it difficult to have a political stand point in society let alone to be colored, to which the need of teachers for schools in Liberia allowed women to find a foothold in bigger social issues. With the teachings of Christianity as a way
Throughout the centuries, the roles of Nigerian women have continuously evolved. During the pre- colonial era, women in Nigerian tribes were not only child bearers and wives, but also free adults. They played critical roles in food preparation, weaving, pottery, and the economy. However, the impact of British rule in Nigeria made a significant shift from the pre-colonial to the post- colonial era. The influence of the Catholic Church, Western style education, patriarchal government and modern ways of making money took a major toll in a woman’s role in society. As demonstrated in the history and literature of Nigeria, society can clearly witness the setbacks and growths of Nigerian women experienced. This literary paper’s purpose is to analyze how these women came to be, what exactly caused to evolve, and where they stand in today’s society.
Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?
Education has been the hurdle keeping women from gaining equality in society, by separating them from their male counterparts. Women who sought higher education were considered, heathens and the most disgusting beings that would perish. Without education to empower them, women were stripped of their dignity and rights by their husbands and other men of the community. The struggle for women higher education is a battle that still has not reached its citadel.
Ghana News Agency (2003), Educationist laments poor supervision in basic schools [Internet], Ghana News, Available from: , [Accessed 11 March 2011].
Assié-Lumumba, N'Dri, Ali A. Mazrui, and Martial Dembélé. "Critical Perspectives On Half A Century Of Post-Colonial Education For Development In Africa." African & Asian Studies 12.1/2 (2013): 1-12. Academic Search Premier. Web. 9 May 2014.
To me, equality of opportunity in public education is where every single person deserves and is entitled to an equal chance to obtain a good education, grow and make positive progress throughout their time in school, and be successful in reaching their full potential later in life. These people should be treated identically, not differently due to their gender, ethnicity, or socioeconomic status.
Discussions of Nigeria gender equality in recent times have focused on steps taken towards putting women in their proper prospects. In the past, each gender had clearly defined roles and the issue of gender conflict never arose. The extent of gender inequality had been hidden for so long that its seriousness in the present time of Nigeria is now attracting international attention. The 2012 Gender in Nigeria Report recently shows that gender inequality not only exists in the country, but at highly worrying levels. There is a lack of gender balance in the economy, education, politics, health, access to justice and almost all areas of human development.
In the contemporary society, education is a foundational human right. It is essentially an enabling right that creates various avenues for the exercise of other basic human rights. Once it is guaranteed, it facilitates the fulfillment of other freedoms and rights more particularly attached to children. Equally, lack of education provision endangers all fundamental rights associate with the welfare of human beings. Consequently, the role of education and in particular girl child education as a promoter of nation states welfare cannot be overemphasized. As various scholars asserts, the challenges and problems faced by the African girl child, to enjoy her right to education are multifaceted. Such difficulties include sexual abuse, child labor, discrimination, early pregnancies, violence and poverty, culture and religious practices (Julia 219). Across the developing world, millions of young girls lack proper access to basic education. In the contemporary society, this crisis, which is particularly critical in remote and poor region of sub-Saharan Africa, the Middle East, and South Asia have fascinated increased public attention. However, almost all global nation states have assured their commitment in addressing various girl child challenges and allowed a declaration to enable each young girl and boy receive education by the year 2015 (Herz and Sperling 17). This target was firmly established and approved in the United Nations Millennium Development Goals. However, this study will focus on girls’ education in Africa and its impacts to their livelihood.
It is true of Africa that women constitute a treasure that remains largely hidden. (Moleketi 10) African women grow 90% of all African produce, and contribute about 70% of Africa’s agricultural labor every year. (Salmon 16) Both the labor and food that are provided by African women go towards the increase in Africa’s Gross Domestic Product (GDP). (Moleketi 10) Although African women are feeding the majority of Africa’s inhabitants, the constricting ropes of gender inequality are still holding them back from being appreciated and living up to their full potential. Outstandingly, women such as President Ellen Johnson Sirleaf, of Liberia, have gladly accepted the challenge of breaking free of these ropes. The history of women’s rights in Africa, the glass ceiling, and the modern aspects of women’s rights, all play prominent roles in the overall condition of women’s rights in Africa. Until the day arrives that these discriminatory injustices are corrected, individuals in African nations will continue to struggle.
...ds & Gelleny, 2007). Moreover, the status of women is independent on policy adjustments in developing countries. Governments in developing countries should organize an economically and political stable environment, to be economically attractive (Maxfield, 1998 as cited in Richards & Gelleny, 2007). Other critics state governments are forced to cut expenditures in education and social programs. This phenomenon especially affects women (Ayres and McCalla, 1997, as cited in Richards & Gelleny, 2007). Since the public sector is one of the main employers of females, women are often the most disadvantaged by governmental efforts to cut expenditures in the public sector (Hemmati and Gardiner, 2004, as cited in Richards & Gelleny, 2007). As a result, women will become unemployed and unable to expanded education among themselves or their children. (Richards & Gelleny, 2007)