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My critical reflection will be drawn from an experience I had just a year after my graduation from the university where I was appointed as one of the X-students to lead a student cultural week in my village with the theme "raising awareness on education". At the university, I was a member of my association in which students from my tribe generally come together to promote unity and encourage others in education. My role was to present a discourse on girl child education all the entire villagers who were gathered at the village square that evening. A high dropout rate at school and illiteracy are major problems in my region, in which there is still a great deal of gender disparity when it comes to educating children, especially the girl child. This programme is in line with the government's policy of promoting education in my country, whose priority is for education to reach the grass-roots communities.

In Nigeria, as in most African countries, girls' school attendance is low, as records have shown that fewer girls go to school than boys. Despite the provisions of the Universal Basic Education Act and the Child Rights Act aimed at ensuring the right to education for all children, the girl-child continues to lag behind in the education system. Research shows majority of them drop out for various reasons before completion of basic education. Consequently, they cannot raise their socio-economic standard and therefore cannot contribute to nation building. Why has the situation persisted despite efforts by governments, international organizations and NGOs to boost female education over the years? It appears the real issues have not been appropriately addressed. One area that seems to have not been well explored is the issue of gender stereotypes. This paper therefore examines how stereotypic beliefs against female gender can affect the girls-child's attitude toward education and educational aspirations. It considers attitude as significant because attitudes determine behaviour, which in turn combine to affect girls' access to education. Gender stereotypes in the paper refer to socio-cultural beliefs and practices, which tend to limit the girl-child's rights to education. The paper starts with a review of gender role development in African society. It discusses the patriarchal nature of African society and the Nigerian perceptions regarding the girl-child. It reviews some examples of commonly held stereotypic beliefs that pose threat to female gender and presents concern on the plight of the African girl-child who is caught up in the struggle for self-determination and the patriarchal system, which seems to limit her rights and expectations of herself. The paper argues that such a system increases the burden of the developmental tasks for the girl-child thereby causing a setback to her development. A nation that endangers the development of a critical segment of its own population puts itself at risk. The paper further argues that until we address the challenge of gender stereotyping and the impact it imposes on the girl-child, the mere provision of laws, conventions, charters, as the panacea, though laudable, remains futile. To this end, the paper considers how ODL can be used as a strategy to counteract the impact of gender stereotypes and socio-cultural beliefs that pose threat to female gender thereby increasing girls' access to education. // Paper ID: 19

The following paper is dedicated to theories connecting children, their upbringing and their education with living and working praxis based on love and understanding of children. This is just the first of a series of updates about educational activities of Donya Children Research Institute, based in Tehran (Iran), that will occur as an ongoing feature in Society Register creating a window of communication between 'distant' lands, connected through common interest in children's wellbeing.

We exploit the size of the 2010 Ecuadorian Census to estimate the effect of remittances on secondary school enrollment across four key dimensions: gender, household wealth, rural vs. urban, and family migration status. Using a bivariate probit model that accounts for both endogeneity and non-linearity issues, we find both positive and negative effects of remittances on the likelihood of schooling. The strongest positive effects are for poorer, urban males, while the negative effects are for rural females. For children in wealthier households, the effects of remittances are either negative or non-significant. This suggests that the positive income effects of remittances may be offset by the negative effects of a missing parent due to migration, more visible in wealthier families where financial constraints may not be as binding. We find further support for this by estimating the effects of remittances conditional on migration status. Our results show positive effects on schooling for non-migrant households that receive remittances and no effects for children living in households where at least one parent has migrated. The sharp contrasts within and across groups, while using the same data and econometric specifications, help explain the lack of consensus in the literature.

Education is based on which the development of a nation is rested. For the qualitative development of education all the modern countries are initiating steps. The developing countries like India are far behind providing the qualitative education to its children. India has initiated a much hiked educational policy to make educated each and everyone by SSA policy earmarked a total budget of 2 lakh crore in a decade,. The paper has analyzed how the SSA has suffered a failure due to the defective implementation of the policy by the government officials.