How in the developed nations including USA, girl

How Girl Education of Bangladesh is Different from Other Country

1.0 Introduction

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

In the general knowledge of most people understanding, the girl education basically has issues and debate’s surrounding the primary education, secondary education, tertiary education and health education. Furthermore, more elaboration is deemed on the gender equality sector of the education, this mostly attributes to the alleviation of poverty within the individual and the general            society as well. Universal teaching according the United Nations aims and development of educational programs around the world has the target of providing quality education in the primary and secondary sector.

 Statistically proven in the developed nations including USA, girl education has surpassed the men with 62% having associate degrees, 58% having bachelor’s degrees and 50% having doctorate. Moreover, guisi Spagnolo became the first woman in the University of Palermo in Italy to graduate with a down syndrome. Furthermore, 50% of the women populations in the developing countries do not attend school but an extra year addition to the girl education increases their income rate by 1.5% in the economy.

 

 

2.0 Literature review

 A key consideration of the girl education has brought up advantages to the society including improved living standards since investments made on the education is reflected back in the society especially inroads to professional careers. There is improved health and health awareness through family planning methods. Women education has brought up civilization since the woman has the power to initiate sexual activity, first intercourse, first marriage and first childbirth. Furthermore, she can choose to remain single, no children and no formal marriage. This paper analyses and compares the girl education between Bangladesh and other developed nations.

3.0 Analysis

In comparison with the outside world, the girl education in Bangladesh has been proven to face a series of barriers. This includes inadequate number of trained female teachers. Due to religious background and cultural restrictions, girl education is presumed to be undertaken by the same gender and in Bangladesh there are only few female individuals worthy and competent enough to carry out the activity. As per the rest of the world especially in developed nations, the ratio of interactions between the teacher and the girl is high. This is due to minimal restrictions based on the cultural restrictions and religious background of the nations

Moreover, Bangladesh is a developing country with high infancy mortality rates therefore; most of the population is at the youthful stage. This factor limits girl education due to stiff competition from the boy education. Furthermore, the low economic growth faced by the country facilitates minimal budget to cater for the improvement of school facilities, this contributes to the boy child having a higher priority in the education sector than the girl. Statistically proven in developed nations, equitable money is set aside to cater the quality distribution of education materials to the girl in whatever level she may deem fit for her. This is due to the stable economic growth of the individual nation and the gender rule balance henceforth, both the boy and girl education are given similar considerations. This stimulates competition for success.

Unfriendly school environments due to bulling and gender discriminations, social class discrimination and religious background discriminations has led to school dropout among most girls. Naturally, girls are of a tender nature and require maximum attention throughout their life systems in order to survive in the harsh environments provided in schools. In a developing nation especially Bangladesh, the boy education is given a higher priority in almost all sector in life development including in education. Therefore, the survival of a girl would majorly be based on her self-esteem and endurance level to preserve in a male dominated society or face a downfall. Compared to developed countries, the level of priority is almost equally between the boy and the girl, due to excellent school environment therefore, for prosperity in education is majorly based upon the individual determination.

There is a lot of requirement that are brought up with school matter including covering certain distances to reach the educational facility. Research shows Bangladesh as an emerging economy, faces certain constraints in the educational sector including provision of transport facilities to help in the transportation of students to their residentially places. Furthermore, poor infrastructure minimizes accessibility of transport facilities. In addition, there is minimal number of schools offering quality education to girls. This restricts regular involvement with educational system especially the girl due to absenteeism. In comparison with developed nation, good infrastructure enables accessibility to remote places in the country. Moreover, government policy through initiations in schools to provide transport services including buses has enabled easy access to schools and improved daily class attendance among the girl population.

The perception of girls being a lesser value in the general society has enabled discrimination and limiting their roles including leadership and professional careers. In Bangladesh, the girl education is mostly informal including knowing her household duties and her roles and duties in marriage. Formal education has not given a higher consideration to girls due to low income levels of the families and cultural restrictions giving the boy education a higher priority. In comparison to the education in the developed countries, girls have been given a high chance to explore their abilities in the education sector. This has enabled girls to maneuver into higher education levels than boys, taking roles not only in household chores and marriage but also in leadership and political positions. To the developed countries, it is proven that what a boy can do, a girl can do it better.

In Bangladesh, the education especially for the girl child is only catered during the young age. This illustrates that non formal education for working children excluding livelihood skill training, social mobilization activities which promotes awareness of child labor and her contribution to the general economy and income of the her family is maximum. Formal education is considered within a specified period of time mostly at the young age but informal education is carried out throughout the life time of the girl. In modern countries, both formal and non-formal education is a consideration. Specified timely activities have been laid down for girls; to fit in both the formal and non-formal education. Furthermore, part time jobs are set aside for girls to effectively practice their non-formal education in the real world.

In Bangladesh, there has been complete separation of the girl education and the boy education, due to the religious background of the Muslim that limits complete interaction of the two genders including madrasas. Furthermore, cultural restrictions has enabled girls in Bangladesh to learn both formal and non-formal education form their mothers only while boys learn their cultural ways for their fathers. In relation to both cultural and religious background in modern countries, there is minimal separation between the genders. All are able to acquire the same knowledge at the same time due to their specification of study and interactions. However, minimal separation can be given a consideration in specified situations including girls’ societal groups and clubs.      

The promotion of girl education and empowerment strategies is at family level in Bangladesh. Individuals have the ability to decide the level of education to be attained by the girl. Furthermore, due to income restrictions and family background, formal education to girl is abandoned and non-formal education carried out. This may lead to school dropout to most girls since the future of their education is determined by family income and number of boy education which is a priority. However, modern countries have set aside programs to specifically promote and empower girl education including giving a higher chance of providing scholarship to girls than boys. This factor catalyzes more admission to the girl than boys in the higher education levels therefore an increase in the number of girls in the professional sector.

Every country has different forms of education systems including Bangladesh where the girl education in the primary level is mandatory. This has enabled a buildup in the socio-economic and cultural conditions. However, this big contribution made by the government is not work in most of the rural area in Bangladesh resulting to lowering of the illiteracy level to 20%. Government efforts and much help from other non-governmental organizations in developed countries have not only set the education the primary education a mandatory but also set up child care organizations in schools to monitor the performance of the girl child. This has paved way for consistency improving the illiteracy level.

The overpopulation and equal ratio of a man to a woman as experienced in Bangladesh is a major deterioration to the economy. Women have higher probability not being considered in the education sector, degeneration to the society daily activities. However, the government of Bangladesh has come up with strategy including provision of allowance and free education facilities. This move has help inspired many parents to promote girl education. However, the much effort done by the government faces a number of difficulties including inadequate mass propaganda on the part of the government, ignorance by some parents, traditional beliefs on women should not be educated too much and religious restrictions on women education. In accordance with the girl education in developed countries, the support given by the government, parents and religion has provided a major boost to girl education. Policies set by the government toward girl education have been given a higher priority with maximum support from parents and the outside community. This move has enabled standard growth in girl literacy level.

The girl education is mostly non formal in Bangladesh has been factored by several reason based on cultural background. This has enabled child trafficking and early marriages to the girl education (Novoryta, 26). Furthermore, the average marriage age for a girl is fifteen years old meaning most of the girl populations are married without reaching high school level. This means leaving her education systems and in turn learning the prospects of marriage life including devotion to her family, how to be a young mother and a good housewife. In comparison to developed countries, girls have access to education facilities no matter at what age. Furthermore, the decision for marriage is based upon the individual instinct to the girl. This has enabled most children to reach the climax in whatever education level deemed fit for them. The history and tradition have been given minimal consideration in the developed countries promoting prosperity in the girl education. This is in accordance with the united nation declarations on human rights that provides that “Education should be free and accessible at least the elementary school.”

In Bangladesh most of the women live in rural area (census, 2011), a majority of the population of the women are small cultivators, tenants and landless households and casual laborers. This restricts the rapid growth in the girl education since a majority of the women population work in the informal sector. Minimum wages attained is only able to cater for the basic needs of the family including food and not enough to pay fees for the education of the girl.  Considered to developed countries, most women have acquire quality education as compared to their male counterparts. This skilled knowledge has enable diversification in terms of professions making women to feature in almost all the fields in the professional sector.

Most schools in Bangladesh are overcrowded with a higher ratio to the boy education, high dropout rates with only a third of the children who started primary school are able to finish. Furthermore, most teachers are overworked ad lack proper training to guide the girl education to success. This provides a harsh environment for the survival of the girl. Moreover, family and cultural background according to most families in Bangladesh would tend to focus more on the prosperity of the boy than girl in the education sector. Compared to developed nation, both the boy and girl education are given equal consideration in education and the environment offers favorable condition for competitive education “survival for the fittest” (Darwin, 76). Furthermore, the provision of colleges to training more teachers in developed countries to fit the population of students’ enrollment.

The girl education has helped in the development of skills and programs that help women to make decisions that influence community change in profound issues including population growth and widespread of HIV. The girl education has an added advantage to the economic development of both the family and to the gross national product. In Bangladesh, girl education through there several political leaders has been evident and portrayed since independence. However, the young girls in the family have been viewed as a minority in the society dominated by the male. This has made their sphere of influence to revolve around their families only. In comparison to modern country, the influence of women has been evident throughout the communities. Many women have taken major position in leadership and professional sector making a big difference in economic growth. Women have taken frontline position to campaign issues to economic and environmental development including Professor Wangari Mathai of Kenya, a renowned environmental and political activist won the noble peace price on her contribution to sustainable development on democracy and peace. Furthermore, the monarch of the United Kingdom has been ruled by a queen for more than a century and now ruled Queen Elizabeth II.

Violence against women and girl arising from marriage disputes has led to divorce and breakage of families in the society. Major disputes also contributed to depression among children who have been affected directly. In Bangladesh, there are several factors that can lead to marriage disputes among families including irresponsibility among parents and general poverty in the family. This contributes to little consideration given to the priorities of the children including neglect of school fee payment. School dropout and early marriage due to dowry to help sustain the daily expenditure of the family. Developed countries may also experience similar problems but several policies have been put in place to counter occurrence of this events. In cases of divorce or poverty in the family, the child has to be adopted by a capable family or put on foster care until the parents have been proven capable by law to care for their offspring. Furthermore, governmental agencies have been put up to safe guard the girl education against early marriages and child trafficking. Strictly legal practices have been enforced to those found on the wrong side of the law.

4.0 conclusion

In short this paper has analyzed the difference in the girl education system between Bangladesh and the rest of the world. Bangladesh being an emerging economy has experienced a major pull back in the girl education through early marriages to the girl child and child trafficking a major factor to school dropout, few female teachers in the education sector to promote formal education sector. Most areas in Bangladesh are rural therefore inaccessible and few schools to encourage girl education. Furthermore, there is harsh environment to favor the girl education in a male dominated society. This is brought up by strict cultural practices and religious background that has been passed from one generation to another since independence that places most girls in the informal education. Violence in marriage due to conflict among parents leads to divorce and school dropouts. In cases, these factors cannot be avoided. The girl education in Bangladesh will continue to deteriorate.

 

 

 

 

5.0 References

Kaufman, Gloria. “Juan Luis Vives on the education of women.” Signs: Journal of Women in Culture and Society 3.4 (1978): 891-896.

Gibney, Laura, et al. “Prevalence of infectious diseases in Bangladeshi women living adjacent to a truck stand: HIV/STD/hepatitis/genital tract infections.” Sexually transmitted infections 77.5 (2001): 344-350

Findlen, Paula. “Science as a career in enlightenment Italy: the strategies of Laura Bassi.” Isis 84.3 (1993): 441-469.

Zrni?, Natalija Mati?. Natalija. Central European University Press, 2008.

Spady, James O’Neil. “To Vie with One against Another: Race and Demand for Nonelite White Education in an Eighteenth-Century Colonial Society.” Early American Studies: An Interdisciplinary Journal 9.3 (2011): 649-676