Importance Education Girl Child Essay

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Importance Education Girl Child Essay



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+2. Essay : Educating the Girl Child.

This tradition was probably introduced to give financial assistance to the newly wed couple. Dowry is viewed as a huge burden by the parents of the girl-child. Please note that dowry is prohibited by law in India. Women empowerment : The women need to be empowered. A woman has every right to give birth to a baby. The girl child is a blessing of God. Just give her a chance, and she will make you proud with her achievements. Awareness: Every citizen of civilized society should be made aware of the fact that a girl child is as important as a boy child. If she gets the right opportunity, she can provide economic support to the family and help them to come out of poverty level.

Education: Education raises the consciousness of a person. The mental pattern in favor of society should be transformed. This is the time for historic changes in the society. Both girls and boys should Also read about women education here. Love, respect, and equality: Girls, just like their counterparts, deserves true freedom and equality. All children, girls and boys equally, deserve to be treated with love and respect. When we truly treat someone with love, we respect their autonomy and help them to achieve the very best that they can. Even after her birth, she has to face various hardships because of gender inequality. We must save the girl child after her birth as well.

There is something that all of us can do to help girls all over the world. The corporate India, as part of their Corporate Social Responsibility CSR , is also earmarking funds for the welfare of school going girls. According to the laws prevailing in India, the determination of prenatal sex during pregnancy is illegal and punishable by law. It is unfortunate that people still misuse the ultrasonography diagnostic sonography scan to determine the sex of the unborn baby.

There is a need for:. The girl child has suffered. Before and after Independence, India has been taking active steps towards women's status and education. The 86th Constitutional Amendment Act, , has been a path breaking step towards the growth of education, especially for females. According to this act, elementary education is a fundamental right for children between the ages of 6 and The government has undertaken to provide this education free of cost and make it compulsory for those in that age group.

Since then, the SSA has come up with many schemes for inclusive as well as exclusive growth of Indian education as a whole, including schemes to help foster the growth of female education. One notable success came in , when the first two girls ever scored in the top 10 ranks of the entrance exam to the Indian Institutes of Technology IITs. In West Bengal, literacy rates were found to be low even after fulfilling the 73rd amendment from Mizoram chose not to partake in the 73rd Amendment but has seen greater literacy rates, it is second highest in the country, and also has a better sex ratio.

It was thus found that affirmative actions steps alone were not enough. Women also need to be given the opportunity to develop through formal education to be empowered to serve and profit from holding these public leadership roles. In areas with no ready access to water, girls are often pulled out of school to collect water for their families. Women in Islam played an important role in the foundations of many educational institutions, such as Fatima al-Fihri 's founding of the mosque of Al Karaouine , from which in later centuries developed what some consider the oldest existing, continually operating educational institution in the world according to UNESCO and Guinness World Records , [71] [72] in This continued through to the Ayyubid dynasty in the 12th and 13th centuries, when mosques places of worship and madrasas places of education were established in Damascus , 26 of which were funded by women through the Waqf charitable trust or trust law system.

Half of all the royal patrons for these institutions were also women. According to the Sunni scholar Ibn Asakir , in the 12th century, there were opportunities for female education in the mediaeval Islamic world. Asakir wrote that women should study, earn ijazahs academic degrees , and qualify as scholars and teachers. This was especially the case for learned and scholarly families, who wanted to ensure the highest possible education for both their sons and daughters. While it was unusual for females to enroll as students in formal classes , it was common for women to attend informal lectures and study sessions at mosques, madrasas, and other public places.

While there were no legal restrictions on female education, some men, such as Muhammad ibn al-Hajj d. While women accounted for no more than one percent of Islamic scholars prior to the 12th century, there was a large increase of female scholars after this. Since the revolution, Iran was under control of Islamic rules , the progress of female education was affected by Islamic ecclesiocracy.

Women are forced to wear veiling and are prevented from going to the same school as male students. Female students have to learn different versions of textbooks, which are special editions only for female students. Unmarried women are ineligible for financial aid if they attempt to study abroad. Throughout the past 30 years, the issue of female education has been constantly under debate. Iranian women do have desires and abilities to pursue further education. An Iranian high school student can earn a diploma after studying 3 years. If students aim to enter colleges, they will stay in the high schools for the fourth year study, which has very intense study.

Moreover, women have a much higher probability than men to pass college entrance exams. Islamic female are in need of achieving higher education and truth proved that their abilities are enough for getting higher education. The education opportunities for female need more national attention and less regulations. During and , the proportion of women who participated in universities as students or faculties was rather low. This situation has changed with time passing by. University enrollment was decreased under the influence of Iranian Cultural Revolution. The general enrollment population declined during that time.

After the cultural revolution, the amount of enrollment was going up. The increase in the number of university students is accompanied with an increase in female rate. Islamic higher education contains 5 levels. The 5 levels are associate, bachelor's, master's, professional doctorate and specialized doctorate. It has changed after 30 years. Female rate has not only increased in the students but also in faculty. While formal education is prevalent amongst Iranian women, non-formal educational intuitions are an option as well. Non-formal education in the Islamic Republic of Iran originated from the Literary Movement Organization LMO , which aspired to decrease illiteracy rates in the country. Established in , LMO's tremendous efforts rectified the Pahlavi regime's neglect in regards to educating children and populations in rural areas.

In the late s, LMO created adult literacy programs, vocational-technical schools, and religious institutions to combat high illiteracy rates. Adult literacy programs teach introductory reading, writing, and math in two cycles. While reading, writing, dictation, and arithmetic are introduced in the first cycle, the second cycle delves into Islamic studies, experimental and social sciences, and the Persian language. Religious schools are another educational route for Iranian women. Their popularity is illustrated by the rise in the institution of "female seminaries" as of This led to the creation of the first female seminary in Iran. These institutions offer the opportunity to earn anything from high school diplomas to doctoral degrees.

Newlyweds women specifically are educated on family planning, safe sex, and birth control in population control programs. In addition, the government has established rural health houses managed by local health workers. These health professionals travel to different areas in order to impart information about women's health and birth control. In ancient Rome, upperclass women seem to have been well-educated, some highly so, and were sometimes praised by male historians of the time for their learning and cultivation. Some and perhaps many Roman girls went to a ludus. Boys and girls were educated either together or with similar methods and curriculum.

One passage in Livy 's history assumes that the daughter of a centurion would be in school; the social rank of a centurion was typically equivalent to modern perceptions of the "middle class". Medieval education for females was typically tied to a convent. Research has uncovered that several early women educators were in charge of schools for girls:. Ita of Ireland - died AD. Founder and teacher of a co-ed school for girls and boys at her monastery of Cell Ide. Several important saints studied under her, including St. Brendan the Navigator. Caesaria the Younger - died AD. Successor to the sister of St. Caesarius and abbess of the convent he founded for her nuns, Caesaria the Younger continued the teaching of over a hundred women at the convent and aided in the copying and preservation of books.

Hilda of Whitby - died AD. Founder of the co-ed monastery of Whitby men and women lived in separate houses , she established a center of education in her monastery similar to what was founded by the Frankish nuns. According to the Venerable Bede, "Her prudence was so great, that not only meaner men in their need, but sometimes even kings and princes, sought and received her counsel. Bertilla - died c. Queen Bathild requested her services for the convent she had founded at Chelle.

Her pupils founded convents in other parts of western Europe, including Saxony. Leoba - died AD. Boniface requested her presence on his mission to the Germans and while there she founded an influential convent and school. Bede the Venerable reports that noble-women were often sent to these schools for girls even if they did not intend to pursue the religious life, [93] and St.

Aldhelm praised their curriculum for including grammar, poetry, and Scriptural study. Herlinda and Renilda also demonstrates that women in these convent schools could be trained in art and music. During the reign of Emperor Charlemagne, he had his wife and daughters educated in the liberal arts at the Palace Academy of Aachen, [96] for which he is praised in the Vita Karolini Magni. There is evidence that other nobles had their daughters educated at the Palace Academy as well. In line with this, authors such as Vincent of Beauvais indicate that the daughters of the nobility were widely given to education so that they could live up to their social position to come.

During the late Middle Ages in England, a girl could receive an education in the home, in domestic service, in a classroom hosted in a royal or aristocratic household, or in a convent. There is some evidence of informal elementary schools in late medieval towns, where girls may have received some schooling from parish priests or clerks. Near the end of the Middle Ages, references to women as schoolteachers appear in some French and English records. The instruction of girls was usually oral, although instructors sometimes read texts aloud to girls until they could read on their own. Families with the status and financial means could send daughters to nunneries for education outside the home.

There, they could encounter a wide range of reading material, including spiritual treatises, theological studies, lives of the fathers, histories, and other books. In , Bettisia Gozzadini earned a law degree at the University of Bologna , becoming the first woman to graduate university. In she taught there, becoming first woman believed to teach at a university. In early modern Europe, the question of female education had become a commonplace one, in other words a literary topos for discussion.

Around Leonardo Bruni wrote De studies et letteris , [98] addressed to Baptista di Montefeltro, the daughter of Antonio II da Montefeltro, Duke of Urbino ; it commends the study of Latin, but warns against arithmetic , geometry , astronomy , and rhetoric. Christine de Pisan 's Livre des Trois Vertus is contemporary with Bruni's book, and sets down the things which a lady or baroness living on her estates ought to be able to do. In his book Utopia , Thomas More advocated for women to have the right to education. Erasmus wrote at length about education in De pueris instituendis , written two decades before ; not mostly concerned with female education, [] in this work he does mention with approbation the trouble Thomas More took with teaching his whole family.

The Reformation prompted the establishment of compulsory education for boys and girls. Elizabeth I of England had a strong humanist education, and was praised by her tutor Roger Ascham. When Johannes Sturm published Latin correspondence with Ascham centred on the achievements in humanist study of Elizabeth and other high-ranking English persons, in Konrad Heresbach 's De laudibus Graecarum literarum oratio , the emphasis was on the nobility of those tackling the classics, rather than gender. The issue of female education in the large, as emancipatory and rational, is broached seriously in the Enlightenment.

Mary Wollstonecraft , who worked as a teacher, governess, and school-owner, wrote of it in those terms. The historian, Hannah Lawrance — , played an important role in nineteenth-century public debate about women's education. Like Catharine Macaulay and Mary Wollstonecraft, she argued that virtue had no sex and she promoted the broad education of women in order to increase their opportunities for employment. But unlike her bluestocking predecessors, she derived her argument from a scholarly reappraisal of women's history.

Laura Bassi , an Italian woman, earned a Ph. Working at the University of Bologna , she was also the first salaried woman teacher in a university and at one time she was the highest paid employee. She was also the first woman member of any scientific establishment, when she was elected to the Academy of Sciences of the Institute of Bologna in The first state-financed higher education institution for women in Europe - Smolny Institute for Noble Maidens [ ru ] , was established by Catherine II of Russia in The Commission of National Education in the Polish—Lithuanian Commonwealth , founded in , considered the first Ministry of Education in history, was a central, autonomous body responsible for nationwide, secular and coeducational training.

In the late 19th century, in what was then the Russian province of Poland , in response to the lack of higher training for women, the so-called Flying University was organized, where women were taught covertly by Polish scholars and academics. Much education was channelled through religious establishments. Not all of these educated women only for marriage and motherhood; for example, Quaker views on women had allowed much equality from the foundation of the denomination in the midth century.

The abolitionist William Allen and his wife Grizell Hoare set up the Newington Academy for Girls in , teaching an unusually wide range of subjects from languages to sciences. Actual progress in institutional terms, for secular education of women, began in the West in the 19th century, with the founding of colleges offering single-sex education to young women. These appeared in the middle of the century. The Princess: A Medley , a narrative poem by Alfred Lord Tennyson , is a satire of women's education, still a controversial subject in , when Queen's College first opened in London. Emily Davies campaigned for women's education in the s, and founded Girton College in , as did Anne Clough found Newnham College in Progress was gradual, and often depended on individual efforts - for example, those of Frances Lupton , which led to the founding of the Leeds Girls' High School in Gilbert parodied Tennyson's poem and treated the themes of women's higher education and feminism in general with The Princess in and Princess Ida in Once women began to graduate from institutions of higher education, there steadily developed also a stronger academic stream of schooling, and the teacher training of women in larger numbers, principally to provide primary education.

Women's access to traditionally all-male institutions took several generations to become complete. The interrelated themes of barriers to education and employment continued to form the backbone of feminist thought in the 19th century, as described, for instance by Harriet Martineau in her article "Female Industry" in the Edinburgh Journal. Despite the changes in the economy, the position of women in society had not greatly improved and unlike Frances Power Cobbe , Martineau did not support the emerging call for the vote for practical reasons.

Queen's College and Bedford College in London started to offer some education to women, and by Davies was establishing a committee to persuade the universities to allow women to sit for the recently established Cambridge Local Examinations , with partial success A year later she published The Higher Education of Women. She and Bodichon founded the first higher educational institution for women, with five students, which became Girton College, Cambridge in , followed by Somerville College and Lady Margaret Hall at Oxford in Bedford had started awarding degrees the previous year. Despite these measurable advances, few could take advantage of them and life for women students was very difficult.

As part of the continuing dialogue between British and American feminists, Elizabeth Blackwell , the first woman in the US to graduate in medicine , lectured in Britain with Langham support. They also supported Elizabeth Garrett's attempts to assail the walls of British medical education against strong opposition; she eventually took her degree in France. Garrett's successful campaign to run for office on the London School Board in is another example of how a small band of determined women were starting to reach positions of influence at the level of local government and public bodies. Girls were included as pupils in the first attempt of a public elementary school system in , though this attempt was not fully realized until In the late 18th century and early 19th century private schools for girls were established in Finland, among the more known being those of Christina Krook , Anna Salmberg and Sara Wacklin , which were used by those who did not wish to send their daughters to schools in Sweden.

At first the schools were reserved for girls from upper-class families. At this time it was not possible for the girls to pass the baccalaureate and move on to university studies. In a grammar school made it clear that only girls whose upbringing and manners were impeccable and whose company cannot be considered detrimental to others, and who were from "respectable" families could be in the school. After the first woman in Finland, Maria Tschetschulin , was accepted as a university student by dispensation in , advanced classes and colleges classes were included in many girl schools to prepare students for university by means of dispensation , and in , the demand that all students must be members of the Swedish language upper classes was dropped.

Women were given the right to teach in grammar schools for girls in As was normal in Catholic countries in Europe, girls were normally educated in convent schools for girls operated by nuns, such as Abbaye de Penthemont in Paris. After the French revolution , it became more common with girls' schools , often operated by governesses, a famous pioneer school being that of Jeanne-Louise-Henriette Campan.

France formally included girls in the state elementary education school system in , but girls and boys were only integrated in the lower levels, while the secondary education of girls were entrusted to girls' schools managed by either nuns or governesses, both of whom lacked necessary qualifications. When the problem of unqualified female teachers in the girls secondary education was addressed by a state teacher's seminary for women as well as state secondary education for girls, both of these were still gender segregated. Germany was a pioneer in the education of girls. Beginning in the 17th-century, schools for girls were opened in both Catholic Southern Germany as well as Protestant Northern Germany.

By the time of the Reforms of Peter the Great in the 18th-century, women's education in Russia was almost non existent, and even noblewomen were often illiterate. With the exceptions of some smaller private schools in the Western European foreign colony of St Petersburg, women's education in Russian started when empress Catherine the Great opened the pioneering state girls' schools Smolny Institute in St Petersburg in and Novodevichii Institute in Moscow in The were followed by both private girls' schools as well as by state schools who allowed girls in the lower classes, and in , there were state schools in European Russia with The state schools however only allowed girls in the elementary education classes, not on the secondary education lewel, and the majority of the private girls' schools gave a shallow education of accomplishments with focus on becoming a wife and mother or, if they failed in marrying, a seamtress or governess.

In the s the women's movement started in Russia, which were firstly focused on charity for working-class women and greater access to education for upper- and middle-class women, and they were successful since male intellectuals agreed that there was a need for secondary education for women, and that the existing girls' schools were shallow. From public secondary education girls' schools, called lyceum or girls' gymnasiums as the equivalent to the state gymnasium's for boys were opened in Russia.

The Russian school regulation for state secondary girls' schools of stated that in contrast to state secondary boys' school, which were to prepare students for university, girls were foremost to be educated to become wives and mothers. Women were allowed to attend lectures at the university in , but were banned again when they attempted to enroll as students in When this resulted in women studying in Western Europe mainly Switzerland , the Guerrier Courses opened in Moscow in and the Bestuzhev Courses in St Petersburg in however they did not issue formal degrees, and women were not allowed to attend university until Around , girls' middle-secondary schools begun to appear, and become more common during the 19th century.

By the mid s, most of them had been scrapped and replaced with coeducation. The establishment for girls' schools was left to each city's own authorities, and no school for girls were founded until the Rudbeckii flickskola in , and that school was to be an isolated example. During the 18th century, many girls' schools were established, referred to as Mamsellskola Mamsell School or Franskpension French Pension. In the first half of the 19th century, a growing discontent over the shallow education of women eventually resulted in the finishing schools being gradually replaced by girls' schools with a higher level of academic secondary education, called "Higher Girl Schools", in the midth century.

During the second half of the 19th century, there were secondary education girl schools in most Swedish cities. Between and , girls were integrated in state boys' schools on the secondary lewels, which made it possible for girls to complete their elementary and middle lewel education in a state school instead of having to go to an expensive private girls' school. In the Roman Catholic tradition, concern for female education has expressed itself from the days of the Catechetical School of Alexandria , which in the s AD had courses for both men and women. Ambrose , St. Augustine , and St. Jerome all left letters of instruction [ clarification needed ] for women in convents that they either founded or supported.

In the Middle Ages, several religious institutes were established with ministries addressing women's education. For medieval examples of convent schools, which are one form of such institutions, see the examples at the section on the medieval period. In the early modern period, this tradition was continued with the Ursulines and the Religious of the Sacred Heart of Mary Students in contemporary convent education may be boys particularly in India.

This article incorporates text from a free content work. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia , please see the terms of use. From Wikipedia, the free encyclopedia. Complex set of issues and debates surrounding education for girls and women. First Second Third Fourth. Women's suffrage Muslim countries US. Intersectional variants. Conservative variants. Religious variants.

Other variants. By country. Lists and categories. Lists Articles Feminists by nationality Literature American feminist literature Feminist comic books. This section is an excerpt from Socioeconomic impact of female education. The socioeconomic impact of female education constitutes a significant area of research within international development. Increases in the amount of female education in regions tends to correlate with high levels of development. Some of the effects are related to economic development.

Women's education increases the income of women and leads to growth in GDP. Other effects are related to social development. Educating girls leads to a number of social benefits, including many related to women's empowerment. This section needs expansion. You can help by adding to it. August This section is missing information about pre-modern era. Please expand the section to include this information. Further details may exist on the talk page. Further information: Women in China. Further information: Women in ancient and imperial China. Further information: Women in Iran. Main article: Women's education in Saudi Arabia. ISBN Retrieved Archived from the original on October 9, Retrieved October 11, Plan Canada.

Archived from the original on November 13, Retrieved October 29, Archived from the original on October 11, Population Reference Bureau. Archived from the original on United Nations. Retrieved 4 July Pakistan Journal of Commerce and Social Sciences. ProQuest Catherine Diaspora, Indigenous, and Minority Education. S2CID Campbell Systematic Reviews. La Stampa Italia in Italian. History of Education. South African Historical Journal. Paedagogica Historica. In Bloch, Marianne N. Robert eds. Rienner Publishers. History Workshop Journal. PMID Canadian Journal of African Studies. Africa After Gender? Bloomington: Indiana University Press. Athens: Ohio University Press.

The Education of Girls and Women in Africa. Nairobi: Forum for African Women Educationalists. Women's literacy in worldwide perspective. International Studies in Educational Administration. Western Journal of Black Studies. Journal of Gender Studies. Fred April Signs: Journal of Women in Culture and Society. Fulton The United Study of Forring ed. Hong Kong Baptist University. Retrieved 10 October Caroline Atwater Mason ed. Compiler: Belle Jane Allen. Central committee on the united study of foreign missions. Comparative Education Review. JSTOR The China Quarterly. The New York Times. Fruits of Toil in the London Missionary Society.

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