Education Portal for Students in India

Measures to Promote Women’s Education in India

• Various measures have been suggested by the ‘National Committee on Women’s Education’ for the improvement of girls’ education.
• (i) Providing school facilities, opening of new schools, bringing schools within easy reach of the children, starting girls’ section in boys’ schools, condensed course for adult women etc.
• (ii) Improving the existing schools : Appointment of more qualified and adequate staff including a large number of women teachers; school mothers in mixed schools ;provision of better building and educational equipment and along with it a wide choice of subjects ;
• (iii) Making education free: Granting concession in the form of scholarships to poor and meritorious girl students;
• (iv) Effective enforcement of compulsory education and creation of social climate among the village community to enroll all girls of school going age;
• (v) Educating public opinion: Teacher-parent co­operation, Education of adult women;

(vi) Providing other convenience and inducement. Such as adjustment of school timings and vacation to suit local needs and conditions, free mid-day meals, free medical and health facilities for the school children, establishment of crèches etc.;

1. (vii) Female inspecting officer: bringing education under the charge of women as far as possible both in regard to teaching as well as inspection and administration.
2. (viii) Shift system: Where co-education is not acceptable, an alternative is to start separate shifts for boys and girls in the same school building, so as to avoid duplication of buildings and equipment’s.
3. (ix) Guidance service: In order to make the education of girls more purposive and practical effective guidance services should be provided in all schools as possible;
4. (x) Appointment of school mothers in mixed schools;
5. (xi) Establishment of nursery and pre-primary schools;
6. (xii) Public co-education: Direct co-operation of the public should be encouraged in the following fields:
7. (a) Establishing private schools;
8. (b) Putting up school buildings;
9. (c) Contributing voluntary labour for construction of school buildings;
10. (d) Providing suitable accommodation for teachers and students, particularly in the rural areas;
11. (e) Popularizing co-education at the primary stage;
12. (f) Creating public opinion in favour of the teaching profession and to give greater respect to teacher in the community;
13. (g) Undertaking necessary propaganda to make the profession of teaching for women popular;
14. (h) Encouraging married women to take up at least part time teaching in village schools and to work as school mother and provision of special incentive to teachers:
15. (i) Initiating action and participating in educative propaganda to break down traditional prejudices, against girls’ education;
16. (J) Organizing school improvement conferences, supplying mid-day meals, uniforms, free textbooks and writing materials to needy children;
17. (k) Seeking the help of women’s association;

Besides, the central and the state governments should join hand and seek the co-operation of different voluntary organisations for the expansion of girls’ education in every nook and comer of the country. This should be considered on a priority programme of education. : Measures to Promote Women’s Education in India
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How can we improve child education in India?

Madhav Bellamkonda At the entrance of Arti’s house in Uttarakhand, accolades make up quite an impressive collection. The 16-ye ar-old proudly holds a certificate in her hand. She has won the school level essay competition in her State. Such accolades and recognition did not come easy for Arti.

1. Her father, Surendra Singh, who runs a small shop in the village, deterred his daughter’s dream to study.
2. With his mind set on prioritising his sons’ education over hers, it became a huge roadblock for Arti to realise her dreams.
3. World Vision India, which worked in her community, came forward to support Arti’s education.

Education was not always the most important for them before World Vision India’s awareness programme changed his mind. “Now I pay more attention to my children’s education,” he said. Her parents are now supportive of her studies and extra-curricular activities, even to the extent of enrolling her in a gym, 5 kilometres away from the village, at Pauri town.

1. Her father devoutly does the job of dropping her off and picking her up on his two-wheeler.
2. Arti’s dream is to work in a bank after completing college.
3. Her parents are very supportive and are willing to help her achieve her dreams by sending her to college in which case she will become one of the few girls in her village to attend college.

Arti is a trendsetter in her own right. Ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all is one of the Sustainable Development Goals (SDG). Quality education is the foundation of sustainable development and is a force multiplier that enables self-reliance, boosts economic growth by enhancing skills and improve people’s lives by opening up better livelihood opportunities.

The Government of India has made significant progress in the last few decades in realising this goal as it achieved nearly 100 per cent of school enrolments at the primary school level. Key initiatives like the Sarva Shiksha Abhiyan, the Mid-day Meal Scheme, and many more have resulted in a rapid increment of primary school enrolment.

Right to Education (RTE) Act 2009 was a landmark legal provision as it ensured access to quality education for children in the age group of 6-14 years. As a result of such policies and programmes, school dropouts in the age group of 6-14 years reduced from 13.46 million in 2006 to 6.1 million in 2014, i.e.2.97 per cent of the total 204 million children, a significant gain compared to 2009 (4.28 per cent) and 2006 (6.94 per cent).

As observed rightly by the National Achievement Survey (2017), improved enrolment is necessary but insufficient for progress. Though nearly 100 per cent enrolment has been achieved, the critical question is, are they learning? It is essential to bring learning outcomes in line with the expectations of all stakeholders.

Enhanced learning outcomes in the form of improved competencies and skills are necessary to ensure sustainable quality education. School Dropouts and Learning Outcomes Despite the progress made in the last few decades in providing quality education to all in India, several challenges remain. According to the National Sample Survey (NSS) 75th Round Household Survey 2017-2018, around 30.2 million children between 6-17 years are out of school, 31 per cent of whom have never attended any educational institution (NSO, 2019).

A recent submission in the Parliament by the Ministry of Human Resource Development states that in 2017-18, Assam (10.1) had the highest dropout rate at the primary level, followed by Arunachal Pradesh (8.1), Mizoram (8), Uttar Pradesh (8) and Tamil Nadu (5.9). At the secondary level, Assam’s dropout rate was 33.7, followed by Bihar (32), Odisha (28.3), Tripura (27.2), and Karnataka (24.3).

As observed rightly by the National Achievement Survey (2017), improved enrolment is necessary but insufficient for progress. Though nearly 100 per cent enrolment has been achieved, the critical question is, are they learning? It is essential to bring learning outcomes in line with the expectations of all stakeholders.

1. Enhanced learning outcomes in the form of improved competencies and skills are necessary to ensure sustainable quality education.
2. However, many schools are not producing the expected results across the country.
3. New data shows that even after five years of schooling, only about half of India’s children have attained the appropriate reading or arithmetic skills expected after two or three years of learning.

In addition, 50 per cent of adolescents are not completing secondary education, Factors Influencing Learning Outcomes Among Children While the data on absenteeism is challenging to obtain, there is a reasonable correlation between regular attendance and learning outcomes. Extrinsic Factors Pedagogical learning spaces that are inclusive, safe, healthy, and child-friendly are some extrinsic motivating factors prompting children to be regular in schools and create an environment conducive to learning. A study by the World Bank correlated how poor infrastructure could result in poor learning outcomes among children.

• For instance, separate toilets for boys and girls are essential.
• However, there is enough evidence, predominantly from rural areas, that girls would give their classes a miss if sanitary facilities were non-existent.
• The obstacles are even more evident in the hinterlands, with most schools having inadequate teaching staff and teaching aids.

A single teacher handling a multi-level set of students is not an uncommon sight in many schools. Furthermore, some children walk or cycle several kilometres to attend school because of the lack of schools within their villages. The long-distance exhausts the young learners and discourages many from being regular, as safety becomes a matter of concern, especially for the girls.

According to the ASER 2020 report, girls (11 per cent) and boys (8.8 per cent) in the age group of 15-16 from the rural areas are out of school, indicating that issues such as child marriage and child labour may once again be on the rise. For a family under economic stress, it becomes a deterring factor if their ward does not achieve the appropriate learning outcomes.

The focus shifts to engaging the child in economic activities since spending time on education would not reap any incentive. A study suggests that unless and until there is considerable improvement in the financial status of households and change in the social attitudes of parents, achieving the goal of universalisation of school education will remain a major challenge for India.

Intrinsic Factors While the extrinsic factors ensure better attendance and grade-appropriate learning, several intrinsic motivational factors are instrumental in achieving these outcomes. The socio-economic context and literacy level of parents and the social and religious beliefs of the community are some of the proven roadblocks to the quality and continuity of education in India.

These intrinsic factors play a crucial role in either encouraging or discouraging children and their families to give importance to education and are present at the community level. Sometimes, access to education is a challenge for a child from a lower rung of the socially constructed caste system.

Children from various religious backgrounds face a similar situation, mainly where certain religious beliefs prevent girls from being educated beyond a particular age. According to the ASER 2020 report, girls (11 per cent) and boys (8.8 per cent) in the age group of 15-16 from the rural areas are out of school, indicating that issues such as child marriage and child labour may once again be on the rise.

For a family under economic stress, it becomes a deterring factor if their ward does not achieve the appropriate learning outcomes. The focus shifts to engaging the child in economic activities since spending time on education would not reap any incentive. Multi-Faceted Approach Towards Solutions Any possible solutions to address the crisis of age-appropriate learning in India and to bring the children who dropped out back to schools should be multi-faceted by engaging with the government (both at the State and local level), community leaders (including elected representatives and faith leaders), parents, school management committees, private/corporate entities, and CSOs/NGOs.

We must recognise that it is in the environment of trust, partnership and collaboration that the solutions we provide would be most successful and sustainable. Our India’s Fragility Index 2019, which ranked the most fragile districts in the country on various contexts, showed that the 50 most fragile districts (based on literacy rates, dropout rates, school enrolment, etc.) were from States such as Bihar, Jharkhand, Madhya Pradesh, Chhattisgarh, Uttar Pradesh, and Rajasthan.

Several projects to enhance Child Education were implemented by us in the most fragile districts. Our approach is to address both the extrinsic factors (such as improving infrastructure) and intrinsic factors (such as building the capacity of teachers, parents and community leaders) to bring better learning outcomes from the children. Charumathi, a 19-year-old first-year medical college student (MBBS), is the epitome of perseverance. She lives with her parents and four sisters in a 225 square feet, single bedroom home in Perumbakkam. Her parents worked hard to see that all five daughters get a good education.

Her road to education was not an easy one. Due to her family’s economic condition, she hesitated to ask her parents for any additional study materials. She says, “I would request my friends for the books or download the content from the internet and study from my phone.” She continues to tell us about a particularly difficult period in 2015 when the city of Chennai experienced devastating floods.

Charumathi and her family had to leave their home and stay at an evacuation centre. She says, “It was a very tough time as I was in the tenth grade and had to give the board examination. I remember doing most of my preparations in a crowded campsite for evacuees.

In the end, my hard work paid off as I scored well and topped my school in the examinations,” says Charumathi proudly. Charumathi and her family moved to Perumbakkam when she was in the 12th grade, which was another crucial year for her. She says, “I had to change my school and would spend two hours travelling back and forth to the new government school.

I worked very hard and made many sacrifices. My effort bore fruit when I scored 1082 out of 1200 in my final exams and had once again topped my senior high school.” Although Charumathi’s perseverance and studiousness took her through these tough times, she credits most of it to the lessons she imbibed through WV India.

She says, “A lot of my determination and encouragement came from attending the Life School programme and children’s Club Meetings conducted by World Vision. We were constantly encouraged and motivated to pursue our dreams. So that gave me hope to strive for more.” After scoring well in the 12th grade, Charumathi decided to pursue her dream of becoming a doctor.

She took the NEET examination. She worked hard but was unable to clear it in her first attempt. In her second attempt though, she passed with a high cut off mark. She finally secured a seat in a Government Medical College. She says, “When I failed my first attempt, I thought that this is just not for me.

• However, World Vision encouraged me and gave me the financial support to attempt the NEET again.
• After clearing it, they supported me by paying a part of my medical college fees.
• My parents were also able to earn more than normal because of the additional livelihood support from World Vision.
• This took care of our educational needs.

It is because of all these things that today I am pursuing my first-year MBBS,” says Charumathi gratefully. She wants to give back to society and be an example for other children in her community, who may feel dispirited by their circumstances. Many parents from these communities now use her as an example to motivate their children.

• She says, “I have come a long way and nothing is going to stop me from achieving my dream of becoming a cardiologist and to serve the poor and disadvantaged.” Every time she gets the opportunity, Charumathi encourages girls to aspire and dream big.
• She graciously shares her experience and methods of studying with them.

“Most of these were lessons taught to us in the Children or Youth Clubs and in the Life School trainings that World Vision had conducted,” says Charumathi. Improved Infrastructure Enhancing school infrastructure is essential to achieve higher school enrolment, low dropout rates, and higher learning outcomes. The Rise Up! Daughters of India (RUDI) project implemented by us in Faridkot, Punjab, is another example of improved infrastructure resulting in higher attendance in schools. Through upgrading the WASH facilities of government schools by setting up separate toilet blocks for boys and girls, handwashing stations, incinerators, disabled-friendly toilet units, and organising awareness campaigns on Sexual and Reproductive Health (SRH) and Menstrual Hygiene Practices (MHP), a higher percentage of adolescent girls were retained in the school. An evaluation of the project revealed that the secondary level enrolment and completion rates had indeed gone up. The primary completion rate increased by 34.4 percentage points (on average), indicating a high retention rate.

• Girls marked remarkable progress of 38.7 percentage points (from 58.7 per cent in 2016 to 97.4 per cent in 2019) in the primary completion rate.
• The secondary school completion improved by 26.1 percentage points, with remarkable progress for girls from 19.2 per cent in 2016 to 51.6 per cent in 2019 and from 23.6 per cent (2016) to 44 per cent (2019) among the boys.

Similarly, we were also able to construct over 250 separate toilets for girls and boys benefitting over 15,000 students through the Support My School (SMS) campaign in partnership with the Coca Cola Foundation. Our Remedial Education Centre (REC) model is a community-led process that seeks to ensure learning support for all children between 6-11 years to inculcate basic reading, writing, arithmetic and life skills,

Children are provided extra two hours of study in a day to help them achieve age-appropriate learning through community volunteers. The model engages with the child through active learning methods, strengthens School Management Committees (SMCs) through capacity-building sessions, and engages parental and community participation in improving learning outcomes among children.

Building Capacity of Stakeholders Building the capacity of various stakeholders (e.g., community leaders, faith leaders, parents, etc.) in child education is an important and often forgotten element in many interventions related to enhancements in children’s education.

• While addressing the extrinsic factors is pivotal, overlooking the intrinsic factors would certainly make efforts futile.
• Our Remedial Education Centre (REC) model is a community-led process that seeks to ensure learning support for all children between 6-11 years to inculcate basic reading, writing, arithmetic and life skills.

Children are provided extra two hours of study in a day to help them achieve age-appropriate learning through community volunteers. The model engages with the child through active learning methods, strengthens School Management Committees (SMCs) through capacity-building sessions, and engages parental and community participation in improving learning outcomes among children. An example of a successful implementation is Dhemaji in Assam (in partnership with HDFC), where 322 primary level children from 10 schools were given remedial education to address poor learning outcomes. The project helped in inculcating a culture of reading in the community and the children.

• Trained facilitators kept the students engaged and interested in reading books and used games, songs, stories and other activities for learning.
• Similarly, in collaboration with PRATHAM, we provided online capacity-building programmes for 1046 government school teachers and 635 REC facilitators in the last two years.

Our Literary Boost (LB) programme is another approach that supports the development of reading skills among young children. We involve the communities as our partners in programme implementation. We gave them the tools required to encourage their children to get excited about reading. The Men Care programme model is another noteworthy venture of the organisation that has successfully gained recognition among the local governments in many States. Contributing to SDG 5 – Gender Equality, the model promotes the involvement of men and boys as equitable, responsible family members to achieve gender equality and positive family well-being.

The model’s effectiveness lies where men are intentionally included in development activities to achieve transformation at the household level. An evaluation of the project in 2018 revealed that one of the most significant transformations was that the school enrolment and retention rate improved by 50 per cent.

The girls could boldly express their desire to pursue higher studies and employment, and the families supported their dreams. The Government should increase the funding for education to 6 per cent of GDP as in NEP 2020. As part of their CSR activities, the private sector can play a key role in developing school infrastructure, particularly in rural areas.

Using their knowledge and pre-established connection with the communities, civil society organisations (CSO) can provide the much-needed last-mile connectivity by engaging with the teachers, SMCs, faith leaders, community leaders, parents, and children through capacity-building, awareness programmes, bridge schooling, supporting enrolment and retention-related interventions, etc.

This multi-pronged approach will help address the existing gaps and enable more children to access quality education in India – together for children, for change, for life. The Way Forward COVID-19 has only exacerbated the current challenges. The number of children who will be out of school would increase manifold in the next few years. Apart from school closure to control the spread of the virus, distance-learning facilities (online platforms, TV broadcasting, radio, etc.) that were adopted to facilitate education could not reach all students due to the massive disparity across wealth, location and gender.

While there is enough uncertainty around the re-opening of schools and protecting children from any possible third wave, the issues remain relevant. As the closure of schools remains in force, there is an opportunity for collaboration among various stakeholders to enhance school infrastructure and mobilise communities, parents, and faith leaders to provide better social and emotional support to children.

There is no ‘one-size-fits-all’ or an omni solution that adequately addresses unique challenges to overcome the barriers of Equity of Education in COVID-19 and Post-COVID 19 situation. A collective effort by various stakeholders is the key to increasing the quality of education in India, enabling every child to have an equal chance for success in the continuity of education. The Government should increase the funding for education to 6 per cent of GDP as in NEP 2020. As part of their CSR activities, the private sector can play a key role in developing school infrastructure, particularly in rural areas. Using their knowledge and pre-established connection with the communities, civil society organisations (CSO) can provide the much-needed last-mile connectivity by engaging with the teachers, SMCs, faith leaders, community leaders, parents, and children through capacity-building, awareness programmes, bridge schooling, supporting enrolment and retention-related interventions, etc.
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What are the problems of girls education?

Why are girls out of school? – Despite evidence demonstrating how central girls’ education is to development, gender disparities in education persist. Around the world, 129 million girls are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age.

In countries affected by conflict, girls are more than twice as likely to be out of school than girls living in non-affected countries. Worldwide, 129 million girls are out of school. Only 49 per cent of countries have achieved gender parity in primary education. At the secondary level, the gap widens: 42 per cent of countries have achieved gender parity in lower secondary education, and 24 per cent in upper secondary education.

The reasons are many. Barriers to girls’ education – like poverty, child marriage and gender-based violence – vary among countries and communities. Poor families often favour boys when investing in education. In some places, schools do not meet the safety, hygiene or sanitation needs of girls.
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How can we help the girl child?

How to raise a confident girl child Monday, 12th December 2022 Confidence sets kids up for lifelong success. It is key factors to helping children navigate through adulthood. Hence, for your girl child, it is super important to ensure that you groom them to have a positive self image, competent and super confident abilities, says Parenting enthusiast and founder Fabmum, Jayne Augoye.

• Here are key ways to ensure that parent groom their girl child confidently: Teach her you believe in her: Confidence comes from believing in oneself, and your kids get a first dose of this from you.
• This means that your position as a parent provides you a powerful influence on how your girl child (ren) learn to view themselves.

Hence, make it a point of duty to point out the strengths that you think makes your girl child unique and orient her to hone these qualities patiently. Showering her with praises is another way to do this; find opportunities to praise her when she impresses you by finishing a demanding task, does something thoughtful from a place of empathy, or when she shows courage by performing in front of a crowd.

1. Build her Emotional Intelligence: You can teach your children to validate their emotions and provide them with a safe space to express their feelings by withholding your judgment and responding in empathy whenever they do so.
2. It will lay a great foundation of trust and gives your girl child (ren) a sense of security; they know they can always turn to you without reservations whatsoever.

This is especially important, as your girls enter the perturbing teenage years where they tend to keep their feelings to themselves, as they navigate rockier situations such as peer pressure, academic stress and relationship drama. It’s also important to build their empathy muscles by training them always see things from different perspectives.

Be a confident role model: If you want your girl child to be confident, show her what confidence looks like. Keep in mind that your daughter is constantly observing you and looks to you to set an example; and so, you must always be aware of how you act and speak. She will notice when you bash your body, critique yourself or say things like “I can’t” or use inappropriate words.

She’ll pick up on when you feel beautiful and feel proud of your accomplishments. By all means, try not to talk down on yourself in your daughter’s presence. When she observes you are confident, she’s more likely to grow up confident herself. Praise more than her looks: By all means, tell your daughter she’s beautiful; but teach her that there’s much more to her than her appearance.

• Offer her precise, genuine praise on her math or problem-solving skills, her proactiveness, effort and determination, her good sportsmanship, empathy and more.
• Help your girl child find her interests and develop her talents: Children build confidence as they explore their unique interests and talents, particularly as they find activities they excel at.

Also, it is one powerful way to build a connection with your daughters- when you pay attention to their interests. Give your daughter the freedom to explore anything that sparks her interest, including activities- basketball, music, science projects, arts, anything.

Curb Media To Small Doses: Almost every form of media – social media, television, movies, magazines and even books – portray women in objectifying ways. They’re too sexy, too feminine, too soft, and too many other tags. Exposure to media may create harmful effects such as comparing herself to others, body shaming, and even online bullying.

Too much exposure and it will be the only thing she thinks about. Be careful to screen movies and consider what messages or websites you allow your daughter to have access to. Follow Us : How to raise a confident girl child
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What is the conclusion of girls education?

Women will be able to get proper education, skills development, financial independence, etc. They can also contribute well towards shaping an improved society for themselves and future generations too. The economic growth of the country will significantly improve after educating women.
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How can I attract more girls at school?

Be friendly. Girls are naturally attracted to guys who have a lot of ‘social proof.’ To gain social proof, you must be ‘popular,’ which simply means you just need to make a lot of friends. So be more talkative and get to know the people in your school, your class, etc. Always smile and laugh.
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What is most important in educating children?

The United Nations Convention on the Rights of the Child recognizes education as a legal right of every child. Yet education remains a privilege to many. UNESCO data shows that 258 million children and youth were out of school for the school year ending in 2018.

• Of that total, more than 129 million were girls and 58 million were of primary school age.
• Among those fortunate to have access to education, on the other hand, more than 617 million children and adolescents do not have minimum proficiency levels in reading and mathematics.1.
• What is education? Education is the process where an individual acquires or imparts basic knowledge to another.

It is also where a person:

develops skills essential to daily living, learns social norms, develops judgment and reasoning, and learns how to discern right from wrong.

The ultimate goal of education is to help an individual navigate life and contribute to society once they become older. There are various types of education but typically, traditional schooling dictates the way one’s education success is measured. People who attended school and attained a higher level of education are considered more employable and likely to earn more.

In developing, low-income countries, for example, there is a projected 10 per cent increase in a person’s future income for every additional year of education. Education helps eradicate poverty and hunger, giving people the chance at better lives. This is one of the biggest reasons why parents strive to make their kids attend school as long as possible.

It is also why nations work toward promoting easier access to education for both children and adults. Household food insecurity is a common problem in Somalia and is identified as a reason for student absenteeism. Many families are pastoralists, moving around where the food source is, especially during periods of drought. It becomes difficult for their children to attend school regularly.

Education helps a person hone their communication skills by learning how to read, write, speak and listen. Education develops critical thinking, This is vital in teaching a person how to use logic when making decisions and interacting with people (e.g., boosting creativity, enhancing time management). Education helps an individual meet basic job qualifications and makes them more likely to secure better jobs. Education promotes gender equality and helps empower girls and women. A World Bank report found that an extra year of schooling for girls reduces teen pregnancy rates by six per cent and gave women more control over how many children they have. Education reduces child mortality. According to UNESCO, a child born to a mother who can read is 50 per cent more likely to survive past the age of five.

A student from a primary school in Rwanda tries using a tablet computer in class. Many World Vision programs introduce technology into classrooms and youth training centres. Photo: Charity Beza Uwase 3. What are the different types of education? Education is typically divided into three categories: formal education, informal education, and non-formal education.

• Formal education Formal education is the type that is typically conducted in a classroom setting in an academic institution.
• This is where students are taught basic skills such as reading and writing, as well as more advanced academic lessons.
• Also known as ‘formal learning’, it usually begins in elementary school and culminates in post-secondary education.

It is provided by qualified teachers or professors and follows a curriculum. Informal education Informal education, on the other hand, is the type that is done outside the premises of an academic institution. Often, this is when a person learns skills or acquires knowledge from home, when visiting libraries, or browsing educational websites through a device.

• Learning from the elders in one’s community can also be an important form of informal education.
• Such education is often not planned or deliberate, nor does it follow a regimented timetable or a specific curriculum.
• It is spontaneous and may also be described as a natural form of education.
• Non-formal education Non-formal education has qualities similar to both formal and informal education.

It follows a timetable and is systemically implemented but not necessarily conducted within a school system. It is flexible in terms of time and curriculum and normally does not have an age limit. The most common examples of non-formal education include community-based courses, vocational training or short programs that are not facilitated by professional instructors. A female student in Lebanon learns carpentry, a skill often associated with men. Education of all kinds empower girls and women in their communities. Photo: Maria Bou Chaaya 4. What are the benefits of education? If all students in low-income countries acquired basic reading skills before leaving school, entire societies could change dramatically.

1. According to UNESCO, 171 million people could be lifted out of poverty.
2. But education isn’t just about living above the poverty line.
3. It’s about quality of life, choices at work, and many other benefits, as listed below.
4. Developing problem-solving skills The schooling system teaches a person how to make their own decisions by developing critical and logical thinking skills.

This prepares children for adulthood when both big and small decisions become a constant part of their daily lives. For example: coming up with solutions to challenges in the community or planning how to provide for a family. Self-reliance and empowerment Knowing how to read, write and do arithmetic is empowering.

When a person can read, they can access endless learning and information. When they can calculate expenses and make a budget, they can start a small business. Paired with the ability to form opinions, literacy makes a person become more self-reliant, and gives them confidence. Promoting equality among individuals In an ideal world, there is no room for discrimination due to race, gender, religion, social class, or level of literacy.

This is where the value of education comes to play. Through education, one can develop strong, well-considered opinions – and learn to respect the views of others. Many experts agree that education is a significant contributor to peace in societies. Stability and financial security A person’s income is often linked to his or her educational attainment.

Around the world, there are more employment opportunities for those who complete high school, earn a degree, diploma or certificate, or go on to post-graduate studies. These can also mean higher salaries. Economic growth (as a nation) An educated population is important in building a nation’s economy.

According to studies, countries with the highest literacy rates are more likely to make progress in human and economic development. National economic growth begins with individual economic growth, which is often linked back to education. In Canada, 70 per cent of jobs have a college-level reading skill requirement. Elementary students from Papua New Guinea now have toy kits for recreation time at school. Play helps children solve problems, develop creativity and work as a team. Photo: Nelson Kairi Kurukuru 5. What does World Vision do to make education more accessible for girls and boys? One of World Vision’s objectives is to make education accessible for girls and boys around the world.

1. We see it as an effective tool to promote sustainable growth for children, their families and the communities that we support.
2. In 2020, donors sponsored 377,888 children across 44 countries through World Vision Canada alone,
3. Many of these children are now benefitting from formal education.
4. At least 12,270 children attend after-school literacy activities, while 51,585 adults were educated on child protection.

World Vision has several programs which make education of children and youth a priority. These include Child Sponsorship, the Raw Hope initiative and the World Vision Gift Catalogue, Through these projects, anyone interested in helping fund the education of vulnerable children can participate. Rosemiah, a young teacher in the Philippines, helps children improve their reading skills through a program called the Culture of Reading. Photo: Ramon Lucas Jimenez 6. How can I contribute toward making education accessible? Children in Canada have access to free education all the way through high school – but it’s not true everywhere.

Below are some of the ways you can help make education accessible for girls and boys around the world. Child Sponsorship World Vision is known for our Child Sponsorship program. It is an initiative where we pool together funds from donors, partners and the Canadian government to provide access to necessities such as nutritious food, clean water, health care and education among others.

The program benefits children across 44 countries, emphasizing access to education. Raw Hope Raw Hope is another program where we strive to make learning possible, even in the world’s most dangerous places. We do more than provide access to life-saving essentials.

1. Raw Hope also includes the creation of safe spaces where girls and boys can play and continue their learning, even when life is in chaos.
2. Gift Catalogue World Vision’s online Gift Catalogue invites donors to choose from many kinds of life-changing gifts–including several focusing on education.
3. You can help by: donating textbooks for children, distributing school essentials, donating tech for a community, and helping send girls to school,

Volunteer While monetary donations are a great way to help, it is not the only option. You can also try volunteering your time by joining groups in your city or neighbourhood. Look for associations accepting volunteer teachers and share your knowledge with children of all ages. A boy in Rwanda solves a math equation. Arithmetic can help children learn to save money, create budgets, secure better jobs when they are older and even start small businesses. Photo: Charity Beza Uwase 7. Quick facts about education in Canada and the world Different countries and regions have different approaches to education, for children and adults.

Education in Canada is generally overseen and funded by governments (provincial, territorial and federal). Kindergarten in Canada is mandatory in most provinces and optional in a few. Starting in Grade 1, education is mandatory until a child is at least 16. The only exceptions are when families adhere to certain requirements for home schooling. Canada offers a Kindergarten to Grade 12 educational system, along with some other countries, such as the United States, Australia, Germany, Japan, Singapore and the Philippines. Canada once had a highly controversial residential school system. More than 150,000 First Nations, Métis and Inuit children were forced to attend church-run, government-funded schools between the 1870s and 1997. In 2016, some 750 million adults in the world still lacked basic reading and writing skills. Two-thirds of them were women.

Central Asia, Europe and North America have the highest literacy rates for youth aged 15-24 at nearly 100 per cent. The sub-Saharan region of Africa has the lowest, at 75 per cent. The criteria for assessing literacy vary between countries.
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How can girls education change the world?

A girl’s education is an investment in her future. It’s also an investment in the future of our world – a thriving, peaceful and sustainable world. Education is a powerful tool in developing the full potential of every child, but it also helps promote understanding, respect and friendship between nations, peoples and religious groups.

Is education a human right? How many girls don’t go to school? What is keeping girls out of school? Why is it important to educate a girl? What is World Vision doing to help? What can I do to help keep girls in school? Stories

1. Is education a human right? No matter who you are or where you live, you have a fundamental human right to education. It’s protected in Article 26 of the Universal Declaration of Human Rights : (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.

1. Elementary education shall be compulsory.
2. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
3. 2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.

It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children.

Every young boy and girl is entitled to full and complete access to quality education. But many of the world’s poorest children continue to be denied this basic human right.2. How many girls don’t go to school? According to UNESCO, there are an estimated 130 million girls between the ages of 6 and 17 out of school,15 million primary school-aged girls will likely never enter a classroom in their lifetime.

Those from the poorest families are more likely to be out of school than their peers from more affluent communities. Nine of the top 10 most difficult nations for girls to be educated are in sub-Saharan Africa, Nearly three-quarters of girls in South Sudan do not attend primary school. These girls from Kilfifi, Kenya must walk more than 20 kilometers from their homes to collect water. The laborious task keeps them out of school. Famine and drought Food and water shortages are not a new phenomenon by any means, but they have become so severe in recent years that many developing countries have declared states of disaster.

• Women and children are responsible for water collection in 71 per cent of sub-Saharan households without drinking water,
• Girls are now spending more time walking longer distances to retrieve water for their families – water that is often contaminated or unsanitary.
• She might be too tired or hungry to concentrate in school, or too sick from water-borne diseases to attend class at all.

Health and sanitation While lack of hygiene and sanitation affects all school-aged children, inadequate facilities are most detrimental to girls. Many schools have unsafe latrines or unsanitary water supplies, making it impossible for girls to remain in school when they begin to menstruate.

1. The shortage of safe, separate and private sanitation and washing facilities is one of the leading factors preventing girls from attending school,
2. Cultural norms and practices Girls are often prevented from attending school even when they’re eager to so.
3. Many families and cultures tend to favour education for boys.

Parents and community leaders may not see the value in educating a girl, believing it to be unnecessary for her primary roles in life as a wife and mother. Even for those girls who do start school, cultural practices like child marriage can bring their education to an abrupt halt.

Many are forced to drop out in order to focus on domestic responsibilities or to raise children of her own. The numbers show that girls who aren’t in school face a greater risk of becoming child brides: Girls who have no education are three times more likely to marry before 18 than girls who attended secondary school or higher,

Impoverished families often have no choice but to resort to child labour in order to survive. Many of these children are “invisible,” out of sight and out of the reach of the laws that protect them. Girls involved in family care or domestic work are perhaps the most invisible of all. Even those who are fortunate enough to attend school face challenges with access.11-year-old Sreyneang, second from right above, walks 4 kilometers to get to a classroom in Cambodia. “I always walk to school at 6 am. I am tired and my legs are tired too.” Distance and cost Physical access to a classroom can itself a challenge.

• In many parts of the developing world, the nearest primary school to a particular community could be a 4 or 5 hour long walk away,
• Many parents worry about their children having to travel long distances on their own to get to school.
• Girls are particularly vulnerable, risking danger, violence and abuse just to get into a classroom.

Although primary education should be free, there are often associated costs that prove too heavy a burden for struggling families to bear. Be it textbooks, school fees, uniforms or transportation – when a family has more than one child to raise, girls often lose out to their brothers.

1. Crisis and conflict War and violence often bring an abrupt end to education opportunities for all children, but girls are particularly vulnerable during times of social or political crises.
2. Many families sustain insurmountable losses in natural disasters or epidemics, after which the need for education pales in comparison to simple survival.

A quarter of all out-of-school children around the world live in crises-affected countries, Angela, 15, and her friend Innes, 11, are adjusting to life in a camp for internally displaced people in the Central African Republic. They receive food rations from the United Nations and find shelter in empty dwellings. But the greatest adjustment has been to a life without classes.

1. Before the conflict, Angela and Innes went to school together.4.
2. Why is it important to educate a girl? Education, for any child, can open the doors to a brighter future that would otherwise be locked tight.
3. But it isn’t just about the future – children who stay in school are better protected from exploitation in the present.

When girls have access to education, they develop the knowledge, confidence and life skills necessary to navigate and adapt to an ever-changing world. Breaking the cycle of poverty The education of girls not only helps them achieve their individual potential, but also helps to break intergenerational cycles of poverty and disadvantage.
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What is the importance of woman education and how it helps for better society?

FAQs – What role does Education play for women? Women’s education is critical to the country’s entire development. It’s similar to an effective medicine that may know how to cure a patient and recover their health. A well-educated lady is capable of managing both her personal and professional lives.

1. The physical and intellectual growth of the child is the moral goal of education.
2. Education’s true objective is to provide students with “full knowledge” or “greater information.” What role do educated women play in society? A well-educated woman provides the skills, knowledge, and self-assurance necessary to be a better mom, worker, and citizen.

A well-educated woman will also be more productive and well-paid at work. Indeed, the return on investment in education is often higher for women than for males. What is the current Literacy rate in India? The overall literacy rate in India is 74.04% with Kerala with highest literacy rate while Bihar with the lowest literacy rate.

• How can one create awareness of the importance of Women’s Education in India? There are various powerful mediums available for Indians to raise awareness, the most primary place it begins is at home where girls should be encouraged to go to school and follow their talents.
• Powerful mediums like social media, government volunteers, advertisements, politicians can attribute to raising awareness.

In this blog, we saw the importance of women’s education. Many concerns must be solved, including infrastructure, teacher-to-student ratios, female child safety at school, an improved curriculum, and sanitary facilities, for more girls to be educated.
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How can we promote gender equality in education?

Challenge Gender Stereotypes – Challenging gender stereotypes can go a long way towards promoting gender equality. Stereotyped ideas about what’s suitable for boys and girls can limit our opportunities to learn and develop. Here are a few things you can do to help create an environment that challenges gender stereotypes:

• Be vigilant
• Create a safe space
• Watch your language
• Speak up
• Don’t label
• Change your mindset

These are tools that you can use not only in the classroom but in everyday life too. You can also enlist the help of your male peers. They have just as much a part in promoting gender equality as you do. Don’t be afraid to engage in meaningful conversation and exchange ideas on how best to challenge stereotypes. Remember, knowledge is power! Don’t forget to learn, speak up, and react!
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