Suchergebnisse

The rate of female incarceration continues to surge, resulting in over 714,000 women currently being held behind bars worldwide. Females generally enter carceral facilities with low educational profiles, and educational programming inside is rarely a high priority. Access to education is a proven contributor to women's social and economic empowerment and can minimise some of the obstacles they encounter after being released from custody. Support for the intellectual potential of incarcerated female 'students' can address intersecting inequalities that impede access to social protection, public services and sustainable infrastructure. Policymakers, academics and activists concerned with gender equality must begin by focusing on academic and vocational program development for female prisoners, built through strong community partnerships, and inclusive of trauma informed supports.

Confusion over what a no-deal Brexit would mean for European nationals without 'settled status' has seen threats about school places

Even though women are enjoying ever increasing participation in the benefits of education, they are far from having reached an equal status with men. At the various levels of instruction, the situation varies considerably depend ing on the area of the world and the country. Whether it be a question of primary education, where as soon as it is possible to establish compulsory education, this largely solves the problem; or a question of secondary education, which, espe cially in the technical and professional domain, reflects more directly woman's role in society and its socioeconomic evolu tion; or a question of higher education, a relatively new con quest for women, who, except in a few countries, still tend to pursue quite traditional study programs—the proportion of women in education varies from a small percentage to half or more of the total numbers enrolled, always lesser in the rural areas and sometimes almost overwhelmingly large in teacher- training courses. The poor schooling of girls leads to a female illiteracy which is generally greater than that among men. The efforts at assuring literacy, which have begun to make inroads on this problem, must be intensified, just as the op portunity to enter increasingly varied programs of extracur ricular instruction must be made more readily available, for education is nowadays as much a duty for women as it is a right.

Even though F's are enjoying ever increasing participation in the benefits of educ, they are far from having reached an equal status with M's. At the various levels of instruction, the situation varies considerably depending on the area of the world & the country. Whether it be a question of primary educ, where as soon as it is possible to establish compulsory educ, this largely solves the problem; or a question of secondary educ, which, esp in the technical & professional domain, reflects more directly woman's role in society & its SE evolution; or a question of higher educ, a relatively new conquest for F's, who, except in a few countries, still tend to pursue quite traditional study programs-the % of F's in educ varies from a small % to 50% or more of the total/sum N's enrolled, always lesser in the Ru areas & sometimes almost overwhelmingly large in teacher-training courses. The poor Sch'ing of girls leads to a F illiteracy rate which is generally greater than that among M's. The efforts at assuring literacy, which have begun to make inroads on this problem, must be intensified, just as the opportunity to enter increasingly varied programs of extracurricular instruction must be made more readily available, for educ is nowadays as much a duty for F's as it is a right. HA.

This paper describes intergenerational changes in women's access to education in Nepal. It links up the changes with changing socio-economic processes and suggests that women's access to education is increasing by generation. And by linking up Anthony Giddens's Structuration Theory (1984) with the finding, the paper shows the interplay of both structure and agency in bringing changes in women's access to education. This paper also shows the rural urban differences in access to education and links up between marriage and education. The paper begins with the brief introduction of Nepal and Nepali women, goes on to theoretical arguments on structure and agency debate, and then describes methodology and characteristics of 39 women interviewees and discusses changes. DOI: http://dx.doi.org/10.3126/dsaj.v6i0.8478 Dhaulagiri Journal of Sociology and Anthropology Vol. 6, 2012 49-60

This article investigates the scope of the right to education as enjoyed by refugees in terms of domestic (Ugandan), regional (African) and international law. One of the main obstacles to accessing education for refugees in Uganda is financiai constraints, which the principle of burden sharing seeks to ameliorate in refugee hosting countries in the Giobai South. This principie of burden sharing lies at the heart of the Giobai Compact on Refugees (GCR) which was adopted by the United Nations Generai Assembiy to reaiise a more equitabie distribution of refugee popuiations, who are disproportionateiy found in the Giobai South within States whose financiai resources are severeiy strained. This articie expiores whether the GCR wiii increase access to the right to education of refugees in such a country, nameiy, Uganda. This right is considered to be a "multiplier" right as the degree of access to education impacts the level of enjoyment of other human rights. The articie considers whether the international and regional frameworks are likely to increase access to education for refugees in Uganda. Finally, recommendations are made to other stakeholders, namely, the Ugandan government and the United Nations High Commissioner for Refugees (UNHCR), on how to facilitate access to education for refugee children in Uganda.

Among the greatest challenges of the twenty-first century is that of providing adequate educational opportunities to all citizens of the globe. This anthology - a tribute to the life and work of the Nigerian educationist Michael A. Omolewa - discusses the educational dimensions of social justice, reviews approaches to widening access, analyzes case studies from around the world, and considers future directions in education policy and research.