Promotion Of Girls Education In The Context Of Universalization Of Primary Education
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Promotion Of Girls Education In The Context Of Universalization Of Primary Education
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Author : Sarfraz Khawaja
language : en
Publisher:
Release Date : 1985
Promotion Of Girls Education In The Context Of Universalization Of Primary Education written by Sarfraz Khawaja and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985 with Education, Primary categories.
Education Of Girls In Asia And The Pacific
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Author :
language : en
Publisher:
Release Date : 1986
Education Of Girls In Asia And The Pacific written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1986 with Education, Primary categories.
Promoting Girls And Women S Education Lessons From The Past
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Author : Rosemary Bellew
language : en
Publisher: World Bank Publications
Release Date : 1991
Promoting Girls And Women S Education Lessons From The Past written by Rosemary Bellew and has been published by World Bank Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Educacion categories.
Universal Primary Education For Girls
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Author :
language : en
Publisher:
Release Date : 1987
Universal Primary Education For Girls written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Women categories.
Girls Education In The Twenty First Century
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Author : Mercy Tembon
language : en
Publisher: World Bank Publications
Release Date : 2008-01-01
Girls Education In The Twenty First Century written by Mercy Tembon and has been published by World Bank Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-01-01 with Social Science categories.
Persuasive evidence demonstrates that gender equality in education is central to economic development. Despite more than two decades of accumulated knowledge and evidence of what works in improving gender equality, progress on the ground remains slow and uneven across countries. What is missing? Given that education is a critical path to accelerate progress toward gender equality and the empowerment of women, what is holding us back? These questions were discussed at the global symposium Education: A Critical Path to Gender Equality and Women's Empowerment, which was sponsored by the World Bank in October 2007. Girls' Education in the 21st Century is based on background papers developed for the symposium. The book's chapters reflect the current state of knowledge on education from a gender perspective and highlight the importance of, and challenges to, female education, as well as the interdependence of education and development objectives. The last chapter presents five strategic directions for advancing gender equality in education and their implications for World Bank operations. Girls' Education in the 21st Century will be of particular interest to researchers, educators, school administrators, and policy makers at the global, national, regional, and municipal levels.
Women S Education In The Third World
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Author : David H. Kelly
language : en
Publisher: Routledge
Release Date : 2017-05-18
Women S Education In The Third World written by David H. Kelly and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-05-18 with Education categories.
Originally published in 1989. This detailed bibliography focuses on women’s education in the developing nations of Asia, Africa, Latin America and the Caribbean and the Middle East. It contains annotations for about 1200 published works in English, French, Spanish, Portuguese and German. The entries include extensive research journal, monograph and book literature items, including chapters hidden in books that don’t have women or education as their main theme. The citations are organised thematically but with geographic divisions within each of the 15 sections and each entry has a decently detailed summary. It is prefaced by a useful article written by Gail Kelly on the directions in research at the time and the development of women-centric approaches.
Partnerships For Girls Education
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Author : Ines A. Smyth
language : en
Publisher: Oxfam
Release Date : 2005
Partnerships For Girls Education written by Ines A. Smyth and has been published by Oxfam this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Social Science categories.
An account of the formation and development of the Global Campaign for Education is followed by detailed case studies from Bangladesh, Egypt, the Philippines, Peru, and sub-Saharan Africa, illustrating a wide range of partnerships and raising crucial questions about power and control, scaling up, and sustainability.
Women Education
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Author : R.C. Mishra
language : en
Publisher: APH Publishing
Release Date : 2005
Women Education written by R.C. Mishra and has been published by APH Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Women categories.
In Indian context.
Public Policy Formulation Implementation Analyses
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Author : Dr. Sarfraz Khawaja
language : en
Publisher: Mr. Books, Super Market, Islamabad, Pakistan
Release Date : 2013-12-17
Public Policy Formulation Implementation Analyses written by Dr. Sarfraz Khawaja and has been published by Mr. Books, Super Market, Islamabad, Pakistan this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-12-17 with Education categories.
Public Policy does not have teeth but it bites’ Is that what happens? Pakistan is in a perpetual state of slide and is facing existential crises where the Max Weber’s principles of political economy would seem to be helpless. During the last ten years since 2000, Country is groaning under huge pressure of socio-economic decline. By the end of June 2013, Pakistan is burdened with US$60.87 billion foreign debt and Rupees 8,800 billion of internal debt. Foreign investment has declined to US$ 853 million from US$3.7 billion in 2008. The foreign exchange reserves with the Central Bank amounts to US$ 6.5 billion which is barely enough for 60 days of imports. During the next 12 months, US$ 5 billion had to be given back to IMF as loan repayment. The GDP ratio is 3.7% whereas inflation is 9%. The country is also facing trade deficit of US$ 12.54 billion. The stuck up loans of local banks have amounted to the tune of one trillion rupees. Is this enough of biting? This is only part of economic mismanagement notwithstanding the bad governess, thousands of lives lost in terrorist attacks, deteriorating general crime situation and above all the massive corruption in the public sector organizations, miss-management in government offices and institutions. The extreme shortage of gas, petrol and electricity particularly for industry and ordinary household has demonstrated the negligence and inefficiency of the government. The entire country suffers from electricity load shedding of 16 hours or more in 24 hours depending on geographical proximity of the resident. The province of Punjab is the worst hit and the province of Sindh is the least sufferer. This all happened in the presence and declaration of different public policies of several ministries, sectors and departments including monetary and fiscal policies announced from time to time with regular intervals. What happens if there is no public policy? The solace is far away because the non policy situation is no better option than the declared bad Policy. The awful governance, poverty, unemployment, target killings in Karachi, unrest in Baluchistan and above all USA Drone attacks and so on are the results of no public policies. Pakistan has been a very serious victim of terrorist activities since 2000 but unfortunately no policy stipulation has been enacted as a Policy against Terrorism. Who is responsible for the lack of policy formulation on critical areas such as anti terrorism, security (especially human security plus external security) power shortage, food security and several others? Is it legislature (mostly politicians), executive (bureaucracy) Judiciary (apex Courts) or all powerful institution (armed forces)? All of them are equally responsible because each of privileged and powerful key stake holders preferred to stay in their comfort zones. Was it done intentionally or because of poor understanding about the policies of the country and its implication? It resonates that Pakistan is not short of public policies. That may be the situation if the policy is seen as hybrid declaration of reactive statements by the Chief Executive or Head of the State. Public policy is a sacred trust, a commitment of the stake holders and an instrument of public support for the well being of its people and advancement of the country. If these two things do not combine then the policy existence is farce and misleading. There has been rampant corruption in Pakistan. It is assumed that in most of the cases it is greed factor and in rare situation need factor can be seen. In reality corruption is system based in Pakistan. Hence it needs systemic remedy. But no consistent anti- corruption policy has been developed and even if there are some announcements in bits and pieces against corruption the implementation is haphazard. In most of the developing countries like Pakistan public policy has been used as a vehicle of growth and hardly entailed change. This is also correct in most of the policies related to different ministries and departments. This was because of the legacy of colonial rule in which social institutions and state policy were used as an instrument of repression to perpetuate power. Every situation was perceived as a law and order problem which could disrupt the revenue collection by the state apparatus. The excitement of independence and sovereignty was so over whelming that structure and design of social institutions and public policy were not modified. The changed status of the society, not only in geographical sense, but more so in the context of social, political and economic development, the needed institutions to meet the demands of a new country were neither created nor developed. The needs and expectations of the new polity were not compatible with the existing state institutions. The resulting chaos and mismanagement is the manifestation of conflict between the development process which presupposes to work for societal needs and the state policy which is dominated to protect the interest of elite groups. The state institutions whether dealing with the governance of the masses or the dispensation of justice, the operations of finances or the functions of civic amenities worked primarily through force, coercion, nepotism or any other such means. The long years of master subject relationship with little sharing of authority with people has resulted in a psyche which has become intolerant, short tempered and confrontationist. These tendencies run through in all the facets from politics to family life. The roles of social institutions were relegated to authoritarian culture fully supported by the state power. As a result this institutional structure did not take cognizance of the demands of the independence which brought socio political awakening in the people. This situation of a strange anomaly was created which needs corrective actions through the democratization of social institutions. Do the existing social institutions and public policy match the needs of changing realities of our society? The answer is an embarrassing No. The public policy and social institutions working coherently provide structure to the society to make the life of its people organized, manageable and generally satisfied. Hence the rules of business of these institutions have to be framed and practiced in a judicious way to accommodate the needs, requirements and aspirations of the people who are being governed by these institutions. The conflict arose because of the use of discretionary authority without judicious interpretation. The results have been: i) Failure of the institutions in the achievement of its objectives, ii) Reaction by the polity rendered the institutions ineffective and redundant. It is imminent that planners, managers, administrators and implementers need to be qualified and trained in public policy formulation, implementation and analysis. It is obvious that rules of business for managing the human resources have to be different than plastic commodities. This leads to the domain of human relations, communication, motivation and discipline. There are several options to resolve conflict situations which will lead to consensus building on institutional basis. But this change needs more than rhetoric. It needs a change of attitude. Human attitudes and behaviors do not change easily, since they are firmly rooted in their psyche. If we intend to change the behavior of our management structures we will have to scientifically organize and affect a meaningful change in our human resource departments who are responsible for formulation, implementation and analysis of public policy and social institutions. The early draft of this book was read by Dr. Ghais ul Haq, Masood Muzaffar and Asad Wahidi. Masood examined and analyzed the manuscript thoroughly despite his overseas travel commitments. It helped to improve the draft and challenged some assumptions. Asad also examined the draft as a keen analyst and provided useful interventions some of which have been included. I am appreciative of their time, effort and help. I am grateful to Dr. Zahid Hussain for the final editing of this book. Having said all that, I would appreciate candid comments from readers on this modest though challenging effort. My special thanks are due to Zulfiqar Ali Joya and Muhammad Usman Gujjar for the great pains they took in composing, formatting and presenting this book. However, I am solely responsible for any errors or omissions in this book.
Ebook Girls And Education 3 16 Continuing Concerns New Agendas
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Author : Carolyn Jackson
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2010-01-16
Ebook Girls And Education 3 16 Continuing Concerns New Agendas written by Carolyn Jackson and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-01-16 with Education categories.
"This is a book to own, read and re-read for its insights and which should then provoke us to act so that all children at school are able to enjoy and benefit from education". Professor Debbie Epstein, Cardiff University, UK, Editor, Gender and Education "This excellent book offers evidence from a rich vein of research covering all aspects of girls' and young women's experiences of education, in and out of school, and is therefore an absolute must for all involved in teaching, learning, researching and policy-making on gender." Professor Gaby Weiner, University of Edinburgh, UK Countering claims that we live in 'post-feminist' times in which girls 'have it all' and can do, and be, whatever they like, this book explores some of the current concerns of, and about, girls today. Issues relating to girls' schooling and femininities have been sidelined and depoliticised in recent education agendas. Yet questions and concerns relating to schoolgirls' lives and experiences deserve immediate attention. Not all girls are academically successful; many girls face exclusion in schools; career aspirations are still gendered; rates of smoking and drinking alcohol are high amongst some groups of girls. With contributions from leading researchers in gender and education, this book: Draws on cutting edge research to consider ongoing problems and explore new agendas. Includes contributions relating to the entire 3-16 year age range. Considers both the within- and out-of-school experiences of girls, and locates them within wider debates about gender anxieties in contemporary education. This topical collection highlights the main issues faced by girls in Britain today, and endeavours to put girls back on the educational agenda. It is essential reading for students, academics and researchers in education, sociology, and girls' studies, as well as for school teachers and education policy makers. Contributors:Alexandra Allan, Sheryl Clark, Fin Cullen, Jannette Elwood, Becky Francis, Rosalyn George, Valerie Hey, Laura Hills, Jean Kane, Gwynedd Lloyd, Jackie Marsh, Barbara Martin, Gillean McCluskey, Emma Renold, Sheila Riddell, Jessica Ringrose, Farzana Shain, Joan Stead, Elisabet Weedon