Female education
[13][26] Project Drawdown estimates that educating girls is the sixth most efficient action against climate change (ahead of solar farms and nuclear power).
Immigrant Latina Women (ILW) were part of a qualitative study of 8 to 10 participant groups, at a time, and completed an 11-week program centered on self-esteem, domestic violence awareness, and healthy relationships.
[48] Job search engines and professional networking sites enable women to compete in the labour market, while e-commerce platforms and digital banking services can help increase their income and independence.
They were “trained physiologically, socially and morally to enable them to become competent mothers and wives.”[58] For the Poro society of West Africa, this form of schooling could last up to five years, while in the Tonga of Zambia it could range from six weeks to four months.
[62] As early as 1529, King John III of Portugal had given instruction to open schools and provide education in "religious thought, reading and writing" and for the instructors to be paid by the pupil.
[64] In fact, the educational ideal of men as "breadwinners", i.e. the primary financial support of a nuclear family structure, was introduced by successive British colonial governments in West Africa.
[77] Educational interventions in conflict-affected regions must adopt a more holistic and culturally sensitive approach to reshape gender norms and foster sustainable peace-building efforts.
[84] King Amanullah Khan's deposition caused a severe backlash, the girls 'schools were closed, the female students who had been allowed to study in Turkey was recalled to Afghanistan and forced to put on the veil and enter purdah again,[85] and polygamy for men was reintroduced.
The major schemes are the following: One notable success came in 2013, when the first two girls ever scored in the top 10 ranks of the entrance exam to the Indian Institutes of Technology (IITs).
[118] In addition, the status and literacy rates between West Bengal and Mizoram were found to be profound; a study compared the two states as they took on politically different approaches to helping empower women (Ghosh, Chakravarti, & Mansi, 2015).
Non-formal education in the Islamic Republic of Iran originated from the Literary Movement Organization (LMO), which aspired to decrease illiteracy rates in the country.
In 1955, Queen (Princess at the time) Effat, King Faisal's Wife, of Saudi Arabia established "Dar Al Hanan", the first school for girls in the country.
According to a hadith collected in the Saḥih of al-Bukhārī, the women of Medina who aided Muhammad were notable for not letting social mores restrain their education in religious knowledge.
"While it was unusual for females to enroll as students in formal classes, it was common for women to attend informal lectures and study sessions at mosques, madrasas, and other public places.
While there were no legal restrictions on female education, some men, such as Muhammad ibn al-Hajj (d. 1336), did not approve of this practice and were appalled at the behavior of some women who informally audited lectures in his time.
St. Bede the Venerable reports that noble women were often sent to these schools for girls even if they did not intend to pursue the religious life,[149] and St. Aldhelm praised their curriculum for including grammar, poetry, and scriptural study.
[151] During his reign, Emperor Charlemagne had his wife and daughters educated in the liberal arts at the Palace Academy of Aachen,[152] for which he is praised in the Vita Karolini Magni.
During the late Middle Ages in England, a girl could receive an education in the home, in domestic service, in a classroom hosted in a royal or aristocratic household, or in a convent.
In discussing the classical scholar Isotta Nogarola, however, Lisa Jardine[155] notes that (in the middle of the 15th century), "'Cultivation' is in order for a noblewoman; formal competence is positively unbecoming."
Christine de Pisan's Livre des Trois Vertus is contemporary with Bruni's book, and "sets down the things which a lady or baroness living on her estates ought to be able to do.
[165] In fact his emphasis was on a type of universal education making no distinction between humans; with an important component allowed to parental input, he advocated in his Pampaedia schooling rather than other forms of tutoring, for all.
When Johannes Sturm published Latin correspondence with Ascham centred on the achievements in humanist study of Elizabeth and other high-ranking English persons, in Konrad Heresbach's De laudibus Graecarum literarum oratio (1551), the emphasis was on the nobility of those tackling the classics, rather than gender.
Like Catharine Macaulay and Mary Wollstonecraft, she argued that virtue had no sex and she promoted the broad education of women in order to increase their opportunities for employment.
The abolitionist William Allen and his wife Grizell Hoare[179] set up the Newington Academy for Girls in 1824, teaching an unusually wide range of subjects from languages to sciences.
The Princess: A Medley, a narrative poem by Alfred Lord Tennyson, is a satire of women's education, still a controversial subject in 1848, when Queen's College first opened in London.
The interrelated themes of barriers to education and employment continued to form the backbone of feminist thought in the 19th century, as described, for instance, by Harriet Martineau in her 1859 article "Female Industry" in the Edinburgh Journal.
Despite the changes in the economy, the position of women in society had not greatly improved and, unlike Frances Power Cobbe, Martineau did not support the emerging call for the vote for practical reasons.
As part of the continuing dialogue between British and American feminists, Elizabeth Blackwell, the first woman in the U.S. to graduate in medicine (1849), lectured in Britain with Langham support.
Garrett's successful campaign to run for office on the London School Board in 1870 is another example of how a small band of determined women were starting to reach positions of influence at the level of local government and public bodies.
[205] In the Roman Catholic tradition, concern for female education has expressed itself from the days of the Catechetical School of Alexandria, which in the 200s AD had courses for both men and women.
