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.