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Three appendices provide information on workshop participants and strategies to improve educational opportunities for girls. (Rihani and Prather, 2003)
The work entitled: "Gender and Development in the Middle East and North Africa: women and the Public Sphere" states that gender inequality is the "...differential access to opportunity and security for women and girls" and that this has become an issue that is "important and visible...for the economies of the Middle East and North Africa."
While most countries in this region of the world have contributed resources that are significant in nature to the education of women and "with impressive results" and since MENA governments have spent approximately 5.3% of the GDP on education the result is a change in the "supply, quality and profile of the labor force." (Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe, 2008) Women's entry into the labor force has been slowed due to the fact that countries that are "labor-abundant' and 'resource-rich' have female labor force participation that is somewhat lower than the labor-abundant, resource-poor economies with the exception being the West Bank and Gaza.
The women in MENA countries and their gender roles and dynamics of the household are "shaped by a traditional gender paradigm inclusive of four elements: (1) the central role of the family rather than the individual as society's primary unit and in which both sexes complementarily serve in nonequal roles; (2) the man is recognized as the sole breadwinner for the family; (3) a code of modesty exists that is based upon the honor and dignity of the family and which is a direct reflection of the woman in the family; and (4) balance of power is unequal in the private realm that is inextricably linked to family laws. (Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe, 2008) This work states that a policy framework for gender policy that is comprehensive is represented by the following illustration which is a new development model.
New Development Model
Source: Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe (2008)
This report states that there are four policy areas by which to address disparities of the genders and which include: (1) a review of the environment of legislation in order to align legal provisions that do not give acknowledgement to equal rights under the countries' constitution; (2) an infrastructure that is supportive and facilitative of participation of own in the public sphere; (3) focus on education specifically in areas that make the provision of better market skills to women; and (4) labor law reform and regulations and realignment of these with the new development model in the region as well as great dependence...
(Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe, 2008)
SUMMARY & CONCLUSION
It is clear that women in the Middle East face many cultural barriers in assessing educational provisions and it is just as clear that specific strategies are needed for ensuring the provision of education to females in the Middle East. This will require addressing various areas of the life and reality of these women if they are to gain ground in their own culture and society and if educational attainment is to someday be viewed as necessary and the 'norm' within the cultures and societies of the Middle East in regards to females receiving educational instruction in order to prepare them for a productive place in society.
Bibliography
El-Sanabary, Nagat (1989) Determinants of Women's Education in the Middle East and North Africa: Illustrations from Seven Countries. PHREE Background Paper Series the World Bank, Education and Employment Division, Population and Human Resources Department, 1818 H. Street, N.W., Washington, DC 204.
Education in the Middle East (2005) Voice of America - News Report. Published online 4 June 2005. Available at http://www.voanews.com/uspolicy/archive/2005-06/2005-06-06-voa1.cfm
Roudi-Fahimi, F. And Moghadam, V.M. (2003) Empowering Women, Developing Society: Female Education in the Middle East and North Africa. Population Reference Bureau. Nov. 2003. Online available at http://www.prb.org/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx
Empowering Women, Developing Society: Female Education in the Middle East and North Africa: Summary (2006) Early Childhood Development. Online available at http://www.comminit.com/en/node/219484
Basarudin, a. And Shaikh, K. (2003) Voices of Resistance: Women Speak Out. Middle East Women's Studies Review, Vol. Xviii, Nos. 3 & 4, Fall 2003/Spring 2004, pp. 1-3, 15.
Roudi-Fahimi, F. And Moghadam. V.M. (2003) Empowering Women, Developing Society: Female Education in the Middle East and North Africa - Population Reference Bureau. Online available at http://www.prb.org/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx
Rihani, M. And Prather, C.J. (2003) Strategies for Female Education in the Middle East and North Africa. Learning for the 21st Century. Creative Associates International, Inc., Washington, DC.
Gender and Development in the Middle East and North Africa: Women and the Public Sphere (2008) Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe - Bienvenue 28 Nov 2008. http://www.medea.be/files/WB_Gender_EN.pdf
Bibliography
El-Sanabary, Nagat (1989) Determinants of Women's Education in the Middle East and North Africa: Illustrations from Seven Countries. PHREE Background Paper Series the World Bank, Education and Employment Division, Population and Human Resources Department, 1818 H. Street, N.W., Washington, DC 204.
Education in the Middle East (2005) Voice of America - News Report. Published online 4 June 2005. Available at http://www.voanews.com/uspolicy/archive/2005-06/2005-06-06-voa1.cfm
Roudi-Fahimi, F. And Moghadam, V.M. (2003) Empowering Women, Developing Society: Female Education in the Middle East and North Africa. Population Reference Bureau. Nov. 2003. Online available at http://www.prb.org/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx
Empowering Women, Developing Society: Female Education in the Middle East and North Africa: Summary (2006) Early Childhood Development. Online available at http://www.comminit.com/en/node/219484
Roudi-Fahimi, F. And Moghadam. V.M. (2003) Empowering Women, Developing Society: Female Education in the Middle East and North Africa - Population Reference Bureau. Online available at http://www.prb.org/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx
Gender and Development in the Middle East and North Africa: Women and the Public Sphere (2008) Institut Europeen de Recherche sur la Cooperation Mediterraneene et Euro-Arabe - Bienvenue 28 Nov 2008. http://www.medea.be/files/WB_Gender_EN.pdf
Thorough reviews of the Q'uran have revealed that it actually forbids sexual oppression of women. Several and well-entrenched customary practices in the region, however, violate women's basic human rights. These practices include honor crimes, stoning, female general mutilation, and virginity tests. Women researchers and activists did not find a basis for these practices in the Q'uran (Ilkakaracan). Modernization in the 19th and 20th centuries, the foundation of nation-states and the
His proposals received a strong opposition from the side of the religious leaders who were dissatisfied both with the fact that women were given the right to vote and the land reforms (idem). After Khomeini was sent into exile, the shah's leadership, greatly supported by the U.S., became dictatorial. By choosing to put the country under an authoritarian regime with little or no real opposition, Mohammad-Reza Shah, like his father,
Women in the Northeast were almost always expected to conform to rigid social norms and gender roles. Early marriage and child rearing were the only acceptable paths a woman could travel. The "mill girls" of Lowell, Massachusetts experienced a far different upbringing than their counterparts in the South or in the Northeast. Sent to factories at a young age, these girls experienced a level of independence that more resembled life
Education of Women in Renaissance Several methods relating to the education of women in Renaissance changed the world. However, these methods of Humanists and the queries of religious reformers had no impact on the lives of early modern European Women. Education, changing drastically between the 15th and 17th centuries was certainly kept from women although the rich and powerful were able to receive some education: it was not always used. Opportunities
The authors further point out that at the time, NWSA did not accept male membership as its focus was firmly trained on securing the voting rights of women nationwide. As their push for the enfranchisement of women at the federal level became more and more untenable, NWSA shifted its focus to individual states. In so doing, it planned to create a ripple effect that could ease the attainment of
Women of today have come along way because society has recognized that they have voices as well as men do. From the entire world, women have maintained their place due to the new customs that have arisen over the years. They have been able to go vote and work, which puts them as equals with men For example, South Korea; there is a female president instead of a make. Therefore,