Girls Education in Iraq

Texila International Journal of Management, 2024

The study was conducted to analyzed barriers to girl education South Sudan programme. With literacy rate for the country at 47%, female literacy is worse within the region with 42% of the overall enrolment were girls which was lower by 16% to that of boys. The outcome of the results might be used to scale up cash transfers and other initiatives for girls as keys barriers are identified and analyzed for girls' education outcomes. The study has used pareto analysis, tables and graphs to demonstrate the effects of those barriers to girl's education outcome. The findings indicated that: For instance, girls are more likely to dropout due to pregnancy at 7%, and early marriage at 9% than boys who are more likely to dropout due to recruitment into military and insecurity on the road to school. The research found that girls are more likely to drop out of school (7.4%) as they go to higher level of education compared to male counter dropout rate. 85% of girls are likely to miss school due to long distance from school and fees related issues. While 79% are more likely to drop out of schools due to displacement, 70% are likely to miss due to personal and cultural issues at home, 59z% due to marriage and pregnancy having score 40%. Therefore, partners and the national ministry of general education and instructions should prioritize those factors in their strategy to improve girls' education outcomes.

Perkumpulan Manajer Pendidikan Islam (PERMAPENDIS) Indonesia, 2021

Girls' education in the 21st Century, is not only a women's issue it is a development issue. Girls' education is `positively correlated with increased economic productivity, more robust labor markets, higher earnings, and improved societal health and well-being. Nevertheless, Sudan has witnessed low development of girls' education because of the country's traditions. Parents tended to look upon girls' education with suspicion, if not fear, that it would corrupt the morals of their daughters. Moreover, preference was given to sons, who, by education, could advance in society to the pride and profit of their family. Therefore, this study aimed to assess girls' education policy in Sudan. In doing so, this study followed a descriptive qualitative approach to the type of library research in which the data collection technique was carried out based on literature data. The study confirmed that there are several barriers to girls' education in Sudan including economic factors (i.e. cost of educational materials, girls are needed at home to contribute to the household economy), cultural factors (early marriages, tradition, and customs), and school factors (motivation as the lack of female role models). The researcher suggests that the authorities should enforce laws against the marriage of young girls. In addition, schools should be built in such a way that they are close to villages, allowing girls to attend. Furthermore, the nomads should be given lectures to be aware of the necessity of girls' education.

African Journal of …

Northern Nigeria"s high gender inequity in education places the majority of young girls at a severe disadvantage. This cross-sectional study examined enrolment, dropout, and primary school completion rates in three communities in Kaduna State. Less than half of young people (6 -25 years) living in northern Nigeria are currently enrolled in school and the majority of students are males (60%). This study"s findings indicate there are nearly twice as many boys graduating from primary school as compared to girls, and the dropout rate for boys is close to half (3%) of the dropout rate for girls (5.4%). Sustained imputs are needed to boost female enrolment in junior secondary schools, create girl-friendly school environments, and to better enable communities to understand the value of girls' education (Afr.

Razi International Medical Journal, 2022

2005

Gender disparities with regards to access to education exist primarily in rural areas. According to the most recent census (1998), the rate of schooling for girls in urban areas is 87.4 percent compared with 88.7 percent for boys. In more remote rural areas, this rate drops to 60.5 percent for girls and 74.3 percent for boys. Secondary school enrollment is lower for the poor and for girls. Girls' school dropout seems to be affected by parental choice, whereas in the case of boys that decision tends to be left to the boys' discretion. Parental decisions are very much based on the cost of schooling, and parents tend to favor their sons when they are faced with financial challenges and must decide who remains in school. The problem of insecurity and lack of support measures (provision of food, transport, etc.) has also contributed to girls' dropping out of school. This is particularly true in the rural areas. Illiteracy remains a big problem with a 40.3 percent rate among women as opposed to a 23.6 percent for men. Poverty incidence is highest among the illiterate, who are mainly rural women (46 percent) followed by urban women (29 percent), rural men (22 percent) and finally urban men (13 percent). This situation also affects voting patterns since many illiterate women tend to either allow men to vote on their behalf or are told by their husbands, fathers, or brothers for whom to vote. A recent review of textbooks shows that the image of women presented in textbooks is extremely traditional, hence reinforcing many of the existing stereotypes. This bias tends to be more apparent in Arabic textbooks than in French textbooks. Women represent 53 percent of those enrolled in universities. They tend to be concentrated in traditional fields such as education, but they seem to be breaking through in some non-traditional areas such as medicine. BAHRAIN The first girl's primary school was established in 1892 i n Bahrain. Free and compulsory primary education applies to boys and girls, and includes free school necessities and transportation to and from school. Though primary education is compulsory, this is not enforced. Female adult illiteracy rates (15 years and above) decreased from 41 percent in 1980 to 16 percent in 2002. By 2000, female adult literacy rate among those aged 15 and above was 82.6 percent, compared with 90.9 percent for male rate. For female age group 15-24 years, literacy rate was much higher in 2000, with 98.5 percent as compared to 99.1 percent for men. Women account for about 70 percent of Bahrain's university students, but fill only about 20 percent of the country's jobs. Women in higher education are enrolled largely in 'traditiona l faculties' (education, arts/humanities, and more recently business administration). However, one-third of students in Engineering Faculty are female. DJIBOUTI Primary school enrollment rates, though improvin g, remain exceptionally low (35 percent for girls compared to 46 percent for boys). Furthermore, large rural-urban differences persist. The ratio of enrolled girls to boys is about 0.77 in urban areas compared to only 0.50 in rural areas. Nearly 61 percent of girls either repeat grades and/or drop out of school altogether. Girls' low school enrollment rates are correlated with levels of poverty. School dropout rates for girls at age 8-9 are also related to practice of FGM, after which many girls do not return to school after longer periods of sick leave. Most schools do not provide appropriate sanitary arrangements for girls and boys, contributing to girls' high dropout rates at ages 10-11. Out of every 100 boys and 100 girls entering grade 1, 80 boys and 79 girls reach grade 6 (the end of primary cycle), 23 boys and 26 girls reach grade 10, and only 7 boys and 11 girls are able to reach the final year of secondary cycle. 1 The illiteracy rate for women is estimated at 72 percent compared to 49 percent for men. This translates to about 200,000 illiterate women who represent about three-quarters of the illiterate population. This , in turn, has tremendous negative impacts on society's well-being. It directly affects families' nutritional status and the level of education achieved by children. Regarding post-secondary education (in absence of a fully-developed university program), it should be noted that women comprise 45 percent of the student body in technical schools (Ali-Sabieh Professional High School and the Industrial and Business School). They concentrate mainly on commercial studies. EGYPT Although gender gaps in literacy persist, women have made substantial gains. Literacy rates for women in Egypt rose from 29 percent in 1976 to 51 percent in 1996. Rural-urban discrepancies remain, with illiteracy rates ranging from 27 percent in Port-Said to 70 percent in Menia. Illiteracy among young women in the 15-24 year age bracket in 2000 remained high at 37 percent. In terms of school curriculum, textbook content, particularly technical content, needs to be updated and improved to ensure timeliness and relevance, as well as to remove any gender discriminatory material. Equally important is the need to focus on teacher caliber and teacher training needs. Gender inequalities in educational enrollment (where a slight gap between boys and girls persists) are affected largely by socioeconomic status. Girls' enrollment is a function of poverty and also varies by region. In 1995, girls made up only 37 percent of primary school students in the poorest rural areas. At the university level, the female share of students enrolled in almost all universities increased (at the undergraduate level from 35.4 percent in 1991/2 to 43.9 percent in 1998/9). Female enrollment is highest in the social sciences. ISLAMIC REPUBLIC of IRAN Major improvements have been made with regard to female enrollment rates, which in many instances (except at the secondary school level) have caught up with those of boys. At the university level, women's enrollment has even bypassed men's enrollment in some fields. Among the problems confronted in regard to female education in Iran are 1) gender stereotyping in textbooks; 2) explicitly or implicitly guiding women towards "feminine" specializations (e.g., women are directed towards basic sciences whereas men enter into "more prestigious" fields such as engineering); and 3) obstacles faced by women upon entering "male-oriented" fields of study. Shortage of technical-vocational education opportunities for girls is a major issue in Iran. Even when they exist, the kind of traditional programs offered (sewing, knitting, and handicrafts) cannot prepare young women for the real job market. In rural and nomadic parts of Iran, girls are often engaged in carpet weaving under harsh conditions. This has limited their access to school. Furthermore, school hours are not flexible and often do not accommodate the needs of working girls. Thus, there are high dropout rates for girls. Teaching was one of the first professions available to women in Iran. They still represent a significant portion of school teachers, with some 46 percent of school teachers being female. When one includes administrative staff in schools, the numbers are even higher. IRAQ Reliable gender statistics on education are not available for Iraq, but it seems that there are considerable gender and geographic imbalances (north vs. south and rural vs. urban). Before 1991, female literacy rates were among the highest in the region, and Iraq had achieved nearly universal primary education for both girls and boys. Since 1991, adult female literacy rates and girls' enrollment rates have decreased. In 2000, it was estimated that 31 percent of girls were not attending school, nearly twice the number of boys who were not in school. UNICEF officials attribute this decrease mainly to poverty and inadequate education infrastructure rather than attitudes opposing education for girls-although these attitudes still persist. 2 Female illiteracy more than quadruple d between 1985 and 1995 (from 8 percent to 45 percent). According to UNICEF, 30 percent of girls were no longer attending primary school in 2000. 3 In rural areas , according to the most recent UN/World Bank Joint Iraq Needs Assessment of 2003, about half of all girls were not going to school, and the female attendance rate of 49.2 percent was much lower than that of males (72.1 percent). In urban areas, however, the gender gap is less pronounced. Attendance rates are estimated at 87.4 percent for male and 80 percent for female students). At the technical and vocational education level, women make up less than 20 percent of student enrollment. There are significant gender disparities across subject fields. 4 According to statistics released by the Iraqi Ministry of Planning and Developmental Cooperation in early 2004, women teachers make up 69 percent of all teachers. 5 JORDAN Jordan has achieved gender parity in school enrollment at all levels and is set to achieve its MDG goals in education by 2005. 6 The ratio of female to male enrollments is 97 percent in primary and secondary education. Primary school completion rates are 101 percent for females and 100 percent for males. Women account for 68 percent of community college enrollments and 47 percent of public university undergraduate enrollments (up from 37 percent in 1994). However, female tertiary completion rate is 31 percent of the male completion rate. 7 Although only 50 percent of students who take the general secondary exam (tawjih) pass, the female success rate is significantly higher than that of males. The success rate of females varies from region to region and, in 1994, was higher than that for males by as much as 18 percent in the governorate of Irbid and as low as 3 percent in Tafila. In more than 75 percent of the governorates, the female success rate was more than 12 percent higher than that for males. The general level of women's education has been rising over the past 20 years. But...

2007

International Journal of Business and Social Science, 2011

This paper reviews a ten-year, two-phase educational project that, amongst its main aims, attempted to increase significantly the enrolment of girls in schools. After discussing the constraints on the lives of females in the region, the paper analyses the effects of the project on enrolment. Although girls' enrolment doubled, a large proportion of girls remained out of school and the drop-out rate of girls was significantly higher than that of boys. The paper examines the reasons for these trends and suggests that, contrary to some expectations, many parents are willing to send their girls to school, but only under strictly controlled and monitored conditions. Finally, there is a discussion of some broader implications of developments that took place during the project.

While schooling outcomes for girls have improved over the period 2001-11, progress has been uneven within Pakistan. Rural girls lag far behind urban girls and progress across the provinces remains unequal. The transition to secondary school-in some ways more critical for improving employability, reproductive health, and other outcomes-shows even more disparate progress by province and income class. Questions about the preference for public versus private schools and the actual choice of schools available to girls in most rural areas need to be answered if we are serious about a rapid escalation of secondary school enrollments for girls.

PERENNIAL JOURNAL OF HISTORY, 2021

The study attempted to examine the socio-cultural factors which create problems in female primary education; to determine the role of families/parents in female primary education and to examine the lack of school facilities that creates hindrance in the school enrolment of the children. The study population of the study was all parents whose children were primary school age by using the interview schedule. The researcher used the stratified simple random sampling and selected the 300 respondents for the study. The researcher used the SPSS software and did the descriptive and inferential statistical analysis. The findings of the study show that majority 155 (51.7) percent of the respondents were uneducated; majority 85(23.3) percent of the respondents whose monthly income was <6000; majority 95 (31.7) percent of the respondents were laborers; culture is significantly and positively correlated with parental and school facilities with p-values .011 and .000 respectively; furthermore...

The study was aimed to explore the socio-cultural constraints (SCCs) faced by girls regarding access to secondary education (SE) in Mardan District, Khyber Pukhtoonkhuwa for which a five point likert type rating scale, consisted of 36 items was developed by following the systematic procedure. The value of Alpha Reliability coefficient was .722. A sample of one hundred and twenty (120) girls with the age limit of fifteen to thirty five (15-35) was taken through snowball sampling technique. Parent's education, and family income were the demographic variables of the research. The data after analysis demonstrated that girls in Mardan are far behind in education because of the distance from schools, family permission, low family income, sexual harassment, purdah restrictions, preference of male education over female education, concept of honor, early marriages, lack of awareness regarding the importance of female education, wrong perception about the investment on female education and inferior position of females in the society. It has been recommended that comprehensive awareness raising programs may be incorporated at community level to promote positive attitude among the community regarding the girl's education. 1.1. Introduction When seen minutely; Pakistan is facing and going through much turmoil that leads to the continuous breaking of walls and weakening the roots of the state. It is quiet unfortunate to mention that our problems are self created and we, as a society still cannot focus on the ways that helps in sorting out the present problems and constraints faced in almost every institution even after so many years of independence and freedom. We, as a nation have made our institutions weak and un-pure from inside as by following the dominating discriminatory rules, regulations and our fore father's practices. These discriminatory and oppressive practices are deep rooted in the system that has now taken place in the skin of our brains and foundations of our psychology as a nation. These practices are leading to the neglection of one complete section of the society who are not a minority, they are the unfortunate " girls and women " who are the victims, sufferers and more modernly are the survivors of this misbalanced structure. One example of this neglection can be seen in field of education where girls are dropped out of the schools, colleges and universities due to many SCCs (socio-cultural constraints) issues. Naseem (2006) stated that in Pakistan; girls or female education is being hurdelized socio-culturally and economically. According to the report of World Bank Group (1996); there are thousands of SCCs towards girls' education at different levels that can be categorized into two major sections; first of which is known as DCs (Demand Constraints) and second is known as SCs (Supply Constraints) that are closely interwoven. DCs means all the expectation from education system and society as a whole along with government sector in it accordingly as it consists of three sections in it i.e. individual level, family level and community level. Where as SCs are the lacking and shortcomings in education system from the state or government side i.e. they include the list of those facilities that are not provisioned by the state or government towards education section. The effects of these factors on