Articles and Links

Articles and Links:


An investigation by M. Farroq, 2012 to determine the impact of education and going

 to school on income in Pakistan.  The study investigated the impact of education and 

schooling on inequality of income in Pakistan.  The researcher applied the Gini-Coefficient

technique to calculate the income inequality in Pakistan using data from Pakistan Social and 

Living Standard Measurement (PSLM) Survey of 2004-05 of the Federal Bureau of Statistics 

Islamabad. The results show that the distribution of income between male and female labor force 

was found to be unequal. The inequality was higher in males as compared to females.

The value of the Gini-Coefficient for rural and urban areas showed more inequality in urban 

areas than in rural ones  (0.341) as compared to rural areas (0.261) (Farooq, 2012).  The 

value of the Gini-Coefficient for the whole of Pakistan remained (0.301) (Farooq, 2012). The 

results of the study indicated that education and schooling does affect the distribution of 

income in Pakistan.  People with more education are favored over those who are not 

educated. The results suggested that there should not be any discrimination between

males and females in the area of an equal opportunity to receive an education (Farooq,2012).

When the economic growth and development is viewed in a multi- dimensional
 the distribution of income becomes of high importance on both the individual and 
the entire economy of Pakistan. For more information on the rights of girls to an education 
in Pakistan read the article, Malala: Everyone’s Daughter in the Fight for a Girl’s Education at 
:

sid=18409865-a8ee-46f3-9712-2c24f787476a%40sessionmgr4001&vid=0&hid=4111&

bdata=JnNpdGU9ZWRzLWxpd\mUmc2NvcGU9c2l0ZQ%3d%3d#db=rgm&AN=85018438 In the article,

"Does the Human Capital of  using "Human Capital Discourse" as a plan for providing free 
education for all children in Rhwana. Promote or Hinder the Right to an Educatoin?"  The country
allows attention and resources to education for all children in that country. The downside of  the 
situation is that  traditions and lack of personal funds of the poor citizens  of  Rhwanda resulted in a 
lack of funds for clothes and school supplies needed for their children to go to school. 
Otherwise,education was considered free. The government also required a small fee from 
parents who wanted to send their kids to school. "Human Capital Discourse"  led to  
discrimination against girls, orphans, and children with disabilities. Humanitarian funds have been
bountiful, but not enough to repair the damage after a devastating war.  Healthy boys are being 
chosen among poor parents who could not afford to send more than one child to school due to 
cultural expectations of the country. Because resources were short among parents of these children, 
many poor parents had to make a choice as to which one of their children was going to get an 
education. For more information on this article about "Human Capital Discourse:go to:

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=380df5a4-e237-4345-a7f6-

An investigation by M. Farroq, 2012 to determine the impact of education and going

 to school on income in Pakistan.  The study investigated the impact of education and 

schooling on inequality of income in Pakistan.  The researcher applied the Gini-Coefficient

technique to calculate the income inequality in Pakistan using data from Pakistan Social and 

Living Standard Measurement (PSLM) Survey of 2004-05 of the Federal Bureau of Statistics 

Islamabad. The results show that the distribution of income between male and female labor force 

was found to be unequal. The inequality was higher in males as compared to females.

The value of the Gini-Coefficient for rural and urban areas showed more inequality in urban 

areas than in rural ones  (0.341) as compared to rural areas (0.261) (Farooq, 2012).  The 

value of the Gini-Coefficient for the whole of Pakistan remained (0.301) (Farooq, 2012). The 

results of the study indicated that education and schooling does affect the distribution of 

income in Pakistan.  People with more education are favored over those who are not 

educated. The results suggested that there should not be any discrimination between

males and females in the area of an equal opportunity to receive an education (Farooq,2012).

When the economic growth and development is viewed in a multi- dimensional

, the distribution of income becomes of high importance on both the individual and 

the entire economy of Pakistan. For more information on the rights of girls to an education 

in Pakistan read the article, Malala: Everyone’s Daughter in the Fight for Girl’s Education at 
:

sid=18409865-a8ee-46f3-9712-2c24f787476a%40sessionmgr4001&vid=0&hid=4111&

bdata=JnNpdGU9ZWRzLWxpd\mUmc2NvcGU9c2l0ZQ%3d%3d#db=rgm&AN=85018438

         This article will provide more information about girls such as one young advocate for rights to an education in Pakistan called Malala Yousafzai. She is a just 17 years old now and has made a major contribution as a young diplomat/activist for the education of girls in Pakistan as well as the rest of the world,  She became an activist at the age of eleven against the culture of her home country of Pakistan.  Malala spoke with President Obama speaking out to him against the use of drones during wartime to fight in her home country of Pakistan.  In her home country of Pakistan there is much violence.  She defied the fear to speak out against girls being denied an education in Pakistan knowing that she could lose her life by doing so.
Malala has shown extraordinary courage and inspires hope to the globe. People must wonder, how
 much can one  teenager do to change the policy of many countries who deny girls and women the
 same rights as  boys and men due to their cultural beliefs?  At age fourteen, an extremist group 
alled  the Taliban attempted to take her life by shooting her in the head while a school bus.  Malala almost died from her wounds to her head, but the determination of this young girl caught the attention and praise of many people in the world. She now fears going back to Pakistan where she would most surely be killed by the militants who tried to take her life before, so she now studies in England. Her story as an activist who is willing to stand up against the political policies of her home country of Pakistan by attending a school for girls and encouraging other girls to stand up for their right to get an education which was against the government policy has inspired and made her extremely admired by many people. By standing up for her right to an education and the education of all girls, she woke up the world to the plight of girls who are not given an equal education to that of males in their country. Malala has the perseverance of an unrelenting adult who is inspired to fight for the rights of females around the world. In her fight, she has caught the attention of the world on the denial of girls to get an education in every country. She decided at a young age that she was not going to wear a female traditional clothing of the Muslim culture.  She felt that it took away her freedom.  She is now at the center of an international advocacy operation for girls’ education that is involved with a nonprofit
  organization, has written two best-selling books, and she is active as an advocate for girl’s education from Pakistan to Kenya. Malala became the youngest winner of the Nobel Peace Prize for her fearless stand against countries denying girls and women an education that is equal to the males in their country. She believes girls deserve the right to be have the same opportunities as boys and men and should have the right to take any role in society that they choose. Many girls are considered second rate to males in their country, but we need more advocates for education like Malala to be willing to fight for what they believe in. The world needs to know that girls are just as brilliant as boys and able to be leaders in their country and around the world (Brown, 2014, Piedmont, 2014 ).
 Their dream careers may never come true because of unjust laws and rules in their countries.

          One of the major obstacles to the achievement of universal basic education, especially in most
  of the developing nations is the high prevalence of gender inequality in educational access, completion and performance rates. The dream for universal basic education or Education for All (EFA) by 2015 is clearly stated and internationally acclaimed in the United Nations Development Goals (MDG). Several international conventions such as UN Convention on the Elimination of all forms of Discrimination against Women (CEDAW), the Convention on the Rights of the Education for All (EFA) and the Millennium Development Goals (MDG), See http://www.un.org/millenniumgoals/bkgd.shtml  for reports, statements and  statistics on the United Nations's Millennium Development Goals.  The U.N. desites  to attain gender equality in education. All of their plans  are dedicated to the principle of equality of education particularly for the enhancement of access to and completion of educational goals (Stromquist, 2005). Many countries are striving to meet the goal of gender equality in education, but major obstacles still 
lie in the way. Violent situations due to war in countries such as  Iraq and Pakistan, low incomes among the poor, cultural expectations for girls, and social roles in society are major and complex obstacles that stand in the way of full gender equality right now. For more information on the goals of the United Nations and how you can help to promote gender equality in education, you can go to http://www.unesco.org/new/en/unesco/themes/gender-equality/  to find out more about how gender equality if one of  Unesco's  (United Nations Educational, Scientific, Cultural Organization). top two priorities for world change. 

           

References

References:

Malala: Everybody's Daughter in the Fight for a Right to a Girl's Education:

sid=18409865-a8ee-46f3-9712-2c24f787476a%4sessionmgr4001&vid=0&hid=4111&

bdata=JnNpdGU9ZWRzLWxpd\mUmc2NvcGU9c2l0ZQ%3d%3d#db=rgm&AN=85018438

Human Capital Discourse:  

http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=380df5a4-e237-4345-a7f6-


United Nations Goals: 
 http://www.un.org/millenniumgoals/bkgd.shtml 

Unesco:
 

 http://www.un.org/millenniumgoals/bkgd.shtml

All Girls Deserve the Right to an Education

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All Girls Deserve the Right to an Education

        I graduated from AFCENT International High School in Brunssum, the Netherlands while my
dad served in the United States Air Force under the North Atlantic Treaty Organization (NATO).
While I attended AFCENT   which stands for Armed Forces Central Europe I was a member of the
Model United Nations. I have represented the countries of Germany, Turkey, and Guatamala as a
Model United Nations Representative in Brussells, Belgium.  I experienced the power of  the
unificaton of countries in order to persue and defend human rights in the world. I have also lived in
the developing  country of the Azores which is an underdeveloped country where people will steal
your clothes off your clothes line if  you don't watch out!

      I am presently a Title I teacher who works with elementary school children in grades K-5 in the
area of literacy. Because my father was in the military, I have lived in foreign countries and observed
children being assigned a career as early as elementary school due to grades they received on test
scores. My interest in girl's education stems from my being a teacher  who loves children. The
students who live in a poverty striken area. Like all poor girls or those who are not allowed to go to
school due to cultural, social expectations or war, they may never reach their full potential in life,
because they won't receive an adequate education in their lifetime.

          One human rights violation that is being committed to the girls around the world, is the
violation of gender inequality in education.. Even in countries that allow girls and boys an equal
right  to go to school prevent girls form being able to gain access to an education. The United Nations
issued a mandate for the elimination of gender equality to take place by 2015. Many countries are
making gains toward this goal, but the struggle for gender equality is far from over. Each country of
the world has different traditions and cultural values as well as various degrees of financial resources.
One proposed solution to solve the issue of gender equality is to increase the capital gain of under
developed countries which has a far larger gender equality gap than many other countries. \\\\

The area of the world with the largest gap is Southeast Asia. Is it possible that these countries could
benefit more from investments made by more industrialized countries  toward creating more factories
so more jobs can be made available to the people? Governments which have a Democracy allow more rights to men and women so that they can make opportunities and more choices in education.  Is it possible that governments which have changed to a Democracy which allows girls and women more educatioanl opportunities from other types of leaderships can set an example as to how cultural changes can benefit a country's and society s economic situation? Countries which only allow men into the workforce limit their country's capacity to benefit their people economically.

One young advocate for the rights of girl to an education in Pakistan is Malala Yousafzai. She is a just 17 years old now and has made a major contribution as a young diplomat/activist for the education of girls in Pakistan as well as the rest of the world,  She became an activist at the age of eleven against the culture of her home country of Pakistan.  Malala spoke with President Obama speaking out to him against the use of drones during wartime to fight in her home country of Pakistan.  In her home country of Pakistan there is much violence.  She defied the fear to speak out against girls being denied an education in Pakistan knowing that she could lose her life by doing so. Malala has shown extraordinary courage and inspires hope to the globe. She spoke out against her country's cultural beliefs, because she believed they were wrong.

 Culture is a strong force in many countries, but can it be overcome by people's desire to live a better
life? Culture is greatly interwined with the religion or religions of a country or region. Changing the
religious beliefs of a country is a very difficult thing to change. I think it depends on an individual's
personal values. What is more important, being able to have a higher standard of living due to

the allowance of the education of girls and women or maintaining the beliefs of your ancestors
even though they may be placing girls and women as well as regions and countries at a lower
standard of living?  What do you think could be the driving force for change in these regions and countries?


I have found in the book, Beyond  Access: Transforming Policy and Practice for Gender Equality in Education  by  J. Aikman  (2015) offers possible solutions to the problem of  inequities as well as inequalities in education for females across the globe. The social consequqences of going to school in India is high.which makes the retention rate very low. National statistics are showing that enrollment is at100% and an equal portion of boys to girls receiving an equal educatoin does not exist. There i still inequalities to an access to education. There are internal forces which influence the retention  of girls in school and mold theirexpectations of their performance and ability. Teachers' have low rural  children, and have low their low epectations of girls. They live in an environment  that  uses physical punishment and are aggressive toward them. As a result, achievement is due t their social status. while the social status of girls there is poor, there is a set of actions which integrate measures for change and gender equality which include the training of teachers, support  for rurual schools, and the social needs to be a package of integrated measures  for change and gender equality, including teacher training, support for schools in poor communities, and a change in social attitudes  that emphasises the importance of investing in girls' education.themselves. Girls  need to participate in decision making about their own education, to
ensure that it is flexible so that it and meets a wide range of different needs

Many countries have a one sized fits all approach to policy making in educaiton for girls. a one-size policy, approach, or curriculum will not fit all. Women There is a discrepancy between  policy and practice in many countries. Policies are only shown  in official documents and created only by people in leadership positio

    

There are complex interrelationships between poverty,cultural and
ethnic differences, geographical marginalisation, and gender inequalities, which
are covered up by nationally statistics.Some of the poorest girls and women
experience the most extreme exclusion from State provisions. What strategies can
be employed, and what lessons can be drawn upon in contexts where ? Are the governments  fragile and/or communities nomadic or semi-nomadic?
What are the options available in countries where decentralised governments
have no budgets for education, and communities are expected to raise their own
revenues? These questions need to be considered in relation to countries affected
by conflict, as well as those that relate to more stable settings.  In South Africa or
Northern Ireland are countries where conflict is still very active Tthere are no 'quick fixes' to the deep-rooted and often widely accepted forms of
gender discrimination that limit girls' educational opportunities, it also
demonstrates the imminent  need for political will at all levels if change is to be
achieved. It shows how drastuc actions, such as the abolition of school fees, can
have a major impact in terms of increased numbers of girls in school, and how
training or other forms of structured reflection on gender inequality by teachers,
officials, and NGOs can yield significant results.