Equity in Education for South Asian Girls
A working annotated bibliography
K., Stephen. “Does Gender Inequality Reduce Growth and Development? Evidences from Cross Country Regressions.” World Bank Policy Research Report Working Paper Series No. 7. (2002). Google Scholar. Web. 09 Mar. 2012.
This is a working paper written as a research report that examines the link between education and degree of economic progress in developing countries. The paper finds considerable evidence that lack of gender equality in provision of education has a a direct effect on economic growth through lowering the average quality of human capital. Using estimates that suggest that between 0.4- 0.9% of the differences in growth rates between East Asia and Sub Saharan Africa, South Asia, and the Middle East can be accounted for by the larger gender gaps in education persisting in latter areas. This report is relevant in establishing that gender inequality does not only negatively impact the social structure but also the economic development of a country.
This article uses Pappua New Guinea as an example of a nascent, developing nation while studying its educational system and the challenges that native women experience in their pursuit of education. It examines a number of roadblocks that hinder girls from not only gaining access to primary education but also prevents them from seeking education at university level. The author employs research from UN and IMF reports as well as scholarly articles to give an in-depth analysis of why some of these barriers are in place with a special focus on economic factors. Finally, the author provides a few proposals including the option of distance education for improving accessibility of education to girls. This source can be useful in providing comparisons of hindrances in girls’ access to primary education in various developing countries.
Oxfam GB. Girls’ Education in South Asia, Education and Gender Equality Series, Programme Insights. UNGEI Resources (2006). Web. 09 Mar. 2012.
This is the ninth paper in the Education and Gender Equality series of Oxfam reports, outlining some common issues and challenges that affect boys but have a more serious impact on girls. These factors include quality of education, resources, corruption, child labor, war and conflict, missing persons, bodily integrity and nutrition. The report then provides recommendations that can be followed by the government, civil society and NGOs, schools and parents. Various reports from UNESCO and Oxfam are employed in the research, first highlighting an overview of the region and then taking commonalities and diversities across the region into account. It looks at how girls are faring in the education systems, noting that while there has been considerable progress in the region, much needs to be accomplished before any international targets of progress can be achieved. This source is particularly interesting as it can provide comparison to the lessons learned from the source above about girls’ education in Pappua New Guinea.
Dowd, Amy Jo and Greer, Heather. “Girls' Education: Community Approaches to Access and Quality. Strong Beginnings.” Westport: Save the Children Federation (2001). Web. 09 Mar. 2012.
This report gives an overview of economic, social, religious and cultural factors for gender inequality in education as well as girls’ lack of access to it while studying the basic education program model of the NGO Save the Children. Using this model, it then proposes structured solutions to promote enrollment in primary schools, persistence of school attendance and enhanced learning as well as promoting reform experimenting with cost sharing formulae and supporting partnerships to include paraprofessional and parental elements into provision of basic education. This source is especially important in devising strategies to counter cultural hindrances to girls’ education in South Asian countries.
Unterhalter, E. and North, A. “Girls’ schooling, gender equity, and the global education and development agenda: conceptual education and development agenda: conceptual disconnections, political struggles, and the difficulties of practice.” Feminist Formations 23.3 (2011): 1-22. Project MUSE. Web. 10 Mar. 2012.
This article examines a decade of political and analytical discourses regarding the global development agenda on girls’ schooling and gender equity. It takes into account the struggles in the development and realizability of global agenda to improve standards of education for girls. This source is relevant as it takes into account the difficulties associated with such development work. It does so by drawing a case study of one international NGO that advocated while taking a women’s rights approach, showing how difficult it has been even in the best kind of organizational structure to realize a women’s right agenda. It then goes on to propose wider frameworks as well as different approaches that may be more achievable.