few meant power, government and control. However, even as the above statement demonstrates (referring to men persistent and extensive gender inequalities, characteristic of economic (capitalist) development, work against education for girls. Research by the United Nations Girls Education Initiative reported that two thirds of the worlds population without access to schooling were women and girls, an estimated 142 million females worldwide (ungei, 2002). This is considered only half the process, a platform for wider societal change which can be considered the final and most empowering scenario for women in the Third World. Countries such as Bangladesh and Malawi are showing a move towards parity, whereas, in Mali, Burkina Faso, Niger, Pakistan, Chad, Yemen and Ethiopiathe gender gap in favour of boys is wide (Aikman Unterhalter, 2007). It is hoped that through the holistic framework set by the United Nation Millennium Summit, gender equality shall began to make its mark on the Third World. Although their differences are significant, all three perspectives question womens subordination in education. The Elimu Yetu Coalition (2003) indentifies a range of in-school factors which fall under the umbrella of quality education, such as sexual harassment and girls being perceived weak or more vulnerable than boys; lack of women teachers and suitable role models for girls; gender-stereotyped curriculum.
Liberal feminist strategies involve concepts of equal opportunities, altering socialization practices, changing attitudes towards womens roles and discrimination (Acker, 2004). In addition, violence is regarded as an appropriate punishment for the bad behaviour of their girlfriends, and this attitude has been internalised by many girls too (Thorpe, 2007). The second scenario involves education for all, whilst also emphasizing the importance of gender equality within the formal education system. In 2003 the unesco Education For all Report began to address the issue of gender disparities through interventions in curriculum and pedagogy (Unterhalther, 2005; unesco, 2003). Thus, teaching techniques and behaviours must also be supplemented by the appropriate curriculum and teaching resources. Whereas, boys interests in studying are maintained by the opportunities of future employment. "Gender Inequalities In Education Sociology Essay." All Answers Ltd. In 2000, the United Nations Millennium Summit responded to the shortcomings of the access approach by setting two Millennium Goals addressing the lack of equality and empowerment in girls education. (1985) defines the rational of popular education as a social behaviour which situates itself within a framework broader than that dealing exclusively with education and which aims at the popular sectors, so that persons in these sectors will become self-aware political subjects (Hamilton, 1992). In Nepal, inadequacies lie in the condition and location of girls toilets which often face the front of schools, resulting in hardly any usage as girls will generally stay at home to prevent any negative stigma during menstruation.