Girl Child Education

Th is article examines the practical construction and eff ects of the schoolgirl as an emergent social category in contemporary Kenyan Maasai society against mainstream development’s fi guring of the girl-child. The paper relies upon ninety-eight interviews with schoolgirls between the ages of ten-seventeen in nine primary schools in Kajiado District, Kenya. A contradictory resistance to traditional gender norms and social forms characterizes the schoolgirls’ narratives of education and development in their daily lives. These narratives are embedded in larger questions regarding the transnational intersections of ethnicity and gender in the formation of local identities in marginalized indigenous communities in postcolonial Kenya.
Without disputing the practical necessities of educating girls, I problematize the seamless rhetoric concerning formal schooling as a neutral public good in order to open up the complex conversation about educational access and attainment in the global south today.

The Nike Foundation’s flagship corporate social responsibility campaign, “The Girl Effect,” has generated support for targeted investments in adolescent girls as the “key” economic development in the global south. As a representational regime, the campaign is example of an increasingly hegemonic discourse of global girl power via formal education. In an era of “sexualization moral panic” regarding representations of contemporary young female sexual subjectivities in the global north, this paper considers ideological figurings of adolescent female sexual embodiment in the global south through a discursive analysis of the campaign’s three most popular viral videos.

Insecurity is on the hot plate globally as ease of transportation and community facilitate movement of persons and ideas across national boundaries sometimes in real time. It is a phenomenon which spans the physical, psychologically, economic, and other aspects of the individual and extends to the community. Nigeria has had a large dose of it in recent time, from insurgency to kidnapping, robbery, social media, and so on. The girl-child, the path to the next generation, is particularly vulnerable, reason measures are needed for her protection. Official action is required now, particularly in the area of social media and electronic communication before the menace grows out of proportion.

Although much of the evidence is sporadic and anecdotal, no one makes the effort to obtain a good sense of the magnitude of problems Africans face when they migrate to other countries. The most significant influx of Ghanaians emigrating to the United States has been in the four decades since independence. While many long-time Ghanaian American immigrants in the United States came as students, many of the immigrants of 1980s and 1990s came seeking business opportunities as well as specialized experience and training. Even though, times of economic hardship in Ghana have affected the number that emigrate little or less is imagined of the socio-cultural, economic and political challenges that await their emigration to the United States.

This article presents a critical synthesis of the empirical literature on the girl child. The oftencited issues faced by this population include the lack of access to education and health care, commercial sexual exploitation, and harmful cultural practices such as female genital mutilation and forced marriage. Despite frequent accounts cited in the literature, there has been no prior comprehensive review of issues encountered by the girl child or accompanying solutions. Adopting the systematic review method, the authors examine 16 empirical studies in relation to their geographic settings, definitions of the girl child, research methods, issues explored, and findings. Recommendations for future research are offered.

The purpose of this study was to examine Ghana' s education reform initiatives between 1975 and 1996 in the light of contemporary linguistic and diversity issues. The goal was to identify emerging themes and determine the extent to which Ghana' s education reform can be improved by drawing upon the rich resources of education reforms in both Ghana and the U. S. The study sought to create a broader framework for understanding Ghana' s education system by situating it in the contexts of debates and practices in English education in the United States. The context for this study included multiple years of educational reforms in Ghana and the United States as well as the educational reform initiatives put forward by various governments and agencies. This study addressed a number of research questions related to reform initiatives in Ghana' s educational programs between 1975 and 1996? Drawing upon Kirk and Miller (1986), Bissex (1990), Denzin and Lincoln (2000), the study utilized a qualitative and interpretive case study format to present a critical analysis of issues emerging from Ghana' s educational reform documents. In this study, the argument had been made that, the desire to restructure the education system of Ghana, must include expansion of the -iii -processes of negotiating alternate approaches to education reforms in the nation. Thus, this study drew attention to the educational aims in the U. S. by providing an analysis of educational models in the U. S. education system that might help Ghana to meet the challenge of teaching literacy in its culturally and linguistically diverse classroom. The main research question addressed in this study was, " What are the emerging issues that characterized reform initiatives in Ghana' s educational programs between 1975 and 1996?"Data analyzed by the researcher revealed that the Ghanaian educational reforms articulated democratic and transformative goals in order to address the socio-economic realities of Ghana; however, the adoption of undemocratic procedures tended to result in dismal outcomes of the educational reform efforts. The lack of programmatic effort and assessments by policy makers tended to create gaps that resulted from the pervasive lack of coordination between education policy and education practice, particularly teacher preparation and classroom practice. The solution that this researcher suggests is the reconciliation of the problem by expanding the notion of democracy to involve the active role of all actors in the education reform process, with deliberate inclusion of classroom teachers and teacher preparation program administrators. Additional findings are described in the dissertation. -iv -Finally, an emergent theoretical model identified desired educational goals and inter-connected variables in the Ghanaian society. The study includes recommendations for further research. --iv DEDICATION for my grandmother, Afeafa Fiador Agbemabiese, who opened the door to the world of ideas for me, and my father, Leo Korbla Agbemabiese, who believed I could accomplish all my goals and provided the intellectual guidance. -v -ACKNOWLEDGMENT Along the long, steep and winding path I took in writing this dissertation, a number of individuals proved quite helpful. I owe a large keg of debt to them. The last words of my father were, " Girdle your loins and fight hard to complete the last chapter of my book." In a similar manner, my Grandmother, one day rhetorically expressed her concern about me in these words, " I wonder if he would one day write my name correctly in his notebook."She was expressing her misgivings to some elders of my village about me moving into the Catholic mission-house in order to complete my middle school education. Today, I have completed the last chapter of my father' s book and engraved Grandma' s name not only in my notebook but also on my memory. If those who reside in " Tsiefe"(the Land of the Dead) have ears, let Grandma and my father hear me, " I, your stammering son owe you a basketful of " akpe"(thanks) and " ahagowo"(kegs of palmwine for libation) for always being with me." My dissertation committee deserves my sincerest thanks and appreciation for the timely intervention and invaluable assistance, and encouragement they provided whether through private conversations, questions raised, or careful readings and comments on chapters of this dissertation. They include Dr. Charles Hancock, Professor of Education who -vi -directed this dissertation with caring and intensity; read and commented on each chapter, placed his professional acumen at my disposal, and became the greatest ally throughout the final dissertation journey and through his words of encouragement I have arrived at its completion. Dr. Mac Stewart, Associate Professor of Education, provided his invaluable Teacher Education expertise assistance, here-and-there, and offered suggestions that enriched my dissertation throughout the process. Dr. Valerie Lee, Professor of English, whose gift of support and positive influence provided invaluable resources indispensable not only to this dissertation by my academic career in general. Her immense assistance and suggestions brought my dissertation the needed focus. Dr. Kofi Anyidoho, Professor of English, University of Ghana, Legon Ghana, deserves mention for his continued encouragement and mentorship that has brought me this far in my academic and creative career. My most thanks is to my mother, Anna Ablavi Kwashie-Agbemabiese for her sacrifices and believing I can always succeed in whatever I put my hands to. I want to express a personal and special gratefulness to my daughters Sena, and son, Elikplim, for sacrificing immensely for me, putting themselves last, accepting my absence from their lives, their years of growing up, as their contribution to this dissertation, and spending countless nights without bedtime stories in order to make Dad' s dream for the family come true. -vii -I will like to thank Ann B. Walker, for her indispensable advice and support and being instrumental in my successful completion of this dissertation. I want everyone who knows and ever meets B. Joyce Robinson to thank her for her spiritual and moral support, for her stimulating words that cheered me on and continue to amaze me with an incredible energy. She was and still is my ' prop'in distress. Special mention must be made of Mr. Foster Fraser. Mr. Fraser deserves many thanks for his encouragement, nourishment from his world of knowledge and ideas, enthusiasm and commitment to my welfare, academically and socially. Mr. Foster Fraser " medudor wo, loo."A thousand thanks to Dr. Isaac Mowoe and Dr. Paulette Pierce, for their insights and thoughtful questions and willingness to stand by me in all adversity ever since I arrived in the U. S. I want to mention Ms. Dzigbordi Yawa K. L Grooms for her love, support, and her gently prodding intellectual curiosity that often challenges my often taken-for-granted assumptions. Special recognition to my brothers Dr. Charles Agbemabiese and Dr. Martin Agbemabiese and cousin Dr. Dela Harlley for their numerous sacrifices, kindness, advice, judgment and care in the dreary years of my dissertation. God bless them. I want to say a special thanks to my friend Dr. Edward Fekpe and his family for being a post in my fence in thick and thin, rain and shine. Words can never describe Mr. Emeka Aniagolu, Mr. Godwin Dogbey, and Mr. Kordzo Willie Agbalevu. They are a friend and brother whose -viii -unqualified and selfless dedication to my welfare in social as well as in academic arenas has no equal. I owe them a lifelong gratitude. And for Mr. A. D. Agbewornu, my uncle who became my father and confidant, " Mawu neyra wo"(God bless you) for keeping the fire in the hearth at home alive and fresh. I am also indebted to Sherri and Bryon Wallington (Mr./Mrs.) for the support they always give when my computer refuses to listen to my ' cries.' " The Mouth,"according to an Ewe proverb, " cannot count the colony of the mice."I have many people to thank than this page can hold. Since space will not allow me to acknowledge their generous support by naming them individually, let me ask for their pardon. I extend my deepest appreciation and gratitude to them for giving me the opportunity to learn and grow professionally from each of them. To all, let me say, " Akpe nami loo. Miawoe wor dor"(Thanks to everybody for a noble work done). Finally and most importantly, I thank the Supreme Being and the Tutelary Spirits of my departed ancestors for showing me that through them all things are possible. -ix -VITAE January 12, 1965… … … Born, Abor V. R. Ghana

The Universal Declaration of Human Rights (UDHR) is arguably the international
project of the twentieth century.2 It spawned many significant forums, conferences,
and policy directives that continue to guide the international community’s
conscience and actions with regard to women and the girl-child. For example, in
the 1990s alone, the UDHR served as the cornerstone document for the World
Conference on Education for All, held in Jomtien, Thailand (1990); the World
Summit for Children (1990); the United Nations Conference on Environment
and Development (Rio, 1992); the World Conference on Human Rights (1993);
the International Conference on Population and Development [ICPD] (Cairo,
1994); the World Summit for Social Development (Copenhagen, 1995); the
Fourth World Conference on Women (Beijing, 1995); and the formation of the
Committee on the Elimination of Discrimination Against Women (CEDAW ).
This article is designed to look, in particular, at Article 26 of the UDHR
—which focuses on the right to education—by tracing its origins and uses via
biographical methodologies.

In today's competitive world education is a necessity. Education for women is even more significant as she plays a crucial role in nurturing the society. While checkup the data of literacy rate in India (74.04%), women scores only 65.46% (census, 2011). Girls tend to show higher dropout rates than boys. School dropout rate among adolescent girls is also high (63.5%) (MoSPI, 2012). Rajasthan is known for low girl child enrolment and retention in all levels. Especially in the state of Rajasthan, the birth of girl child not welcomed as it does with boys. Discrimination on the basis of gender is common in school and home. Keeping the above context in perspective, the present study tries to identify the available institutional mechanism for promoting girl child education in rural Rajasthan and factors that contribute to dropping out of a girl child at the secondary or higher secondary level. The study is descriptive in nature focusing on girls who are enrolled in govt. schools of the villages in secondary or higher secondary level especially in Kishangarh block of Ajmer district. The Findings clearly indicates discrimination faced by girls in getting quality education at all levels.

Kama mkereketwa wa miaka mingi wa sera za kuwarudisha wasichana shuleni baada ya kujifungua wakiwa masomoni, awali ya yote, napenda kuchukua nafasi hii kuipongeza Serikali ya Jamhuri ya Muungano wa Tanzania, Benki ya Dunia, Wanasiasa na Asasi zote za Kiraia nchini kwa michango na jitihada zao za muda mrefu kuhakikisha mradi huu unafikia hatua hii. Ningependa kuelezea kwa ufupi kuhusu mkopo huu wa Benki ya Dunia wa Dola milioni 500 za Kimarekani (Ambayo ni sawa na fedha za kitanzania Trilion 1.2). Hatua iliyochukuliwa na Benki ya Dunia hapo awali kuchelewesha utoaji wa mkopo wa elimu wa thamani ya zaidi ya Shilingi Trilioni 1.2 za Kitanzania kwa Serikali ya Tanzania, bila shaka umeleta matokeo chanya kwa Serikali, wanafunzi wa kike na kwa wanaharakati wengi waliopigania kulindwa kwa haki ya wasichana wajawazito kurudi tena shuleni baada ya kujifungua kama kipaumbele muhimu cha mkopo huu. Hapo awali, wanaharakati wa haki za wasichana nchini walihofia kwamba, mkopo huu mkubwa uliokusudiwa kusaidia kuiboresha sekta yetu ya elimu, huenda usingetumika kusaidia utekelezaji wa sera za kuwarudisha shuleni wasichana wajawazito baada ya kujifungua. Hivyo, waliisihi Benki ya Dunia izuie pesa hizo kwa muda hadi hapo Serikali ya Tanzania itakapokubaliana na masharti ya mkopo huo na kuweka mazingira rafiki kwa ustawi wa wasichana wanaopata ujazito wakiwa shuleni pamoja na wanafunzi wenye watoto. Hatua iliyochukuliwa hivi karibuni na Benki ya Dunia kukubali kutoa mkopo huu, ni ishara kwamba serikali imeridhia na kuzingatia hatua zilizopendekezwa hapo awali ili kuboresha maisha ya wanafunzi wajawazito Tanzania. Washindi wa mabishano haya ya maneno ni wanafunzi wa kike na wakiume hapa Tanzania ambao ndio wanufaika wa mradi huu moja kwa moja. La kufurahisha zaidi ni kwamba asilimia 50 ya fedha hizi zinakwenda kumgusa mtoto wakike kwa muda wa miaka 5 ya mradi. Je, Mpango wa Uboreshaji wa Ubora wa Elimu ya Sekondari (SEQUIP) ni nini? Ni dhahiri kwamba, watanzania wengi hawafahamu kabisa huu mkopo wa Benki ya Dunia ni wa nini. Kulingana na Ripoti ya Benki ya Dunia ya tarehe 31/03/2020, lengo kuu la mradi huu ni kuhakikisha watoto nchini Tanzania wanapata elimu bora kwenye shule za sekondari, inayozingatia usalama, na inayopatikana kwa urahisi ili kujenga nguvu kazi ya taifa. Mradi huu unalenga hasa: a) kuhakikisha watoto wanabaki shuleni na kuwarudisha shuleni watoto wote wanaoacha shule, pamoja na kuhakikisha wasichana wajawazito wanaendelea kupata elimu ya sekondari; na b) kuwasaidia wasichana wajawazito kurudi tena kwenye mfumo rasmi wa elimu ya umma katika mzunguko unaofuata wa elimu (manake kama alaipata mimba kidato cha pili , hapa katikati apewe elimu kwa kurudi hapo hapo au elimu mbadala ambayo itamwezesha kuendelea badaye na form five ,six na chuo badaye na si kumpa elimu mbadala ambayo haitamwezesha kurudi kwenye mzunguko wa elimu, tafsiri ni yangu) c) kuwahamasisha wasichana kuendelea na shule kwa muda mrefu kwa kuwahakikishia usalama na fursa mbalimbali kupitia elimu bora ya sekondari. Je, SEQUIP itawasaidiaje Wasichana ambao huacha Shule kwa sababu ya kupata Ujauzito kuweza Kuendelea na Elimu ya Sekondari? Kati ya wanafunzi 60,000 ambao huacha shule za sekondari kila mwaka nchini, wanafunzi 5,500 huacha shule kwa sababu ya ujauzito. e) Benki ya Dunia na wadau wengine wa maendeleo (yakiwemo mashirika yanayotetea haki za binadamu nchini) kwa pamoja tutaendelea kukemea zuio la wasichana wajawazito kutoendelea na masomo kwenye shule za umma. Wanafunzi wote wanaoacha shule za sekondari za umma mradi huu unaagiza wapewe fursa ya kuchagua njia mbili za kuendelea na masomo na kufanya mitihani ya taifa sawa na wanafunzi wenzao wanaoendelea na shule: Wanaweza kujiandikisha katika shule Binafsi za Sekondari au katika Shule Huria au Vyuo vidogo vya mitaani. Je, kuna njia Gani za Elimu Mbadala (AEPs)? Kuna zaidi ya vituo vya serikali 151 vinavyotoa elimu mbadala (AEP), 25 kati ya hivyo viko katika Mkoa wa

Ensuring access to quality education for girls across the globe is crucial to sustainable development. Several barriers such as poverty, gender inequality, poor infrastructures, insecurity, etc. are known to impede the realization of girls’ right to education. These issues are further aggravated by armed conflicts such as the Boko Haram insurgency. This study investigated the threat posed by the Boko Haram insurgency on the girl-child’s access and inclusion in education in the North-eastern part of Nigeria. The study answered a research question and tested a research hypothesis. The target population was the Northeast of Nigeria. The sample for the study was drawn from Adamawa state. The sample size was 180 teachers randomly sampled from public primary and secondary schools in the three senatorial zones in the state. A ten item Likert scale designed by the researchers was used to collect data. The instrument was validated by experts in Test and Measurement and the reliability of the instrument was determined through test-retest method of testing reliability. A Crombach alpha correlation coefficient of .67 was obtained. The data collected were analysed using descriptive statistics and Chi square test. The result of the study revealed the following barriers to access and inclusion: damage to school facilities, emotional disorders, fear and insecurity, stigma, poverty, unwanted pregnancy, forced marriage and lack of teachers. The hypothesis tested was rejected indicating that the girl-child’s access and inclusion in education in the North East of Nigeria has been significantly affected by the Boko Haram insurgency. The study recommended the use of flexible learning, abolition of school fees for girls, rehabilitation programmes for victims of insurgency, guidance and counselling services and programmes to address stigmatizing attitudes toward girls and women to ensure access and inclusion in education.

Continuing further on the path laid out by Michael Allen’s pioneering work on rituals that centre on Newar Buddhist girl children in Nepal, this study analyses liturgies pertaining to a religious practice called ‘barha pikayagu’ that ends a period of seclusion undergone by Newar girls before menarche. The article looks at three ritual manuals currently used by Buddhist priests in Lalitpur, Kathmandu and Bhaktapur, respectively. In its aim to supply a textual background to Allen’s ethnography of this ritual, the study tries to place these manuals at the conjunction of other ritual textual genres, such as prescriptions for domestic rituals for women that include cosmological, demonological and pregnancy-related aspects, and attempts to explore their composition, their intention and their place within the larger ritual literature of Buddhism among the Newars.

The Smell of Exile is a collection of poems that speaks about complex and diverse human experiences. They are simple stories about people, their hopes, dreams, and their indomitable spirit that clings to something mystical as they struggle to survive in a foreign culture. To the first time reader, it outlines and examines the cultural and historical effects of human-nature disconnection, the severance of an African poet from his time-honored customs and traditions of Africa, and his being caught in the rituals of the new world. But, the feeling of separation from a birthplace is one of the largest and greatest universal sources of nostalgic feelings, and of suffering of which Padmore Agbemabiese has been inspired to talk about in various styles and art forms. Tales narrated by the poems are sensitive and capture the imagination in order to provide the reader with an escape or a journey into the realm of the mystical, supernatural, and esoteric world of that human tragedy, loss of identity. In the poem, "One Gentle Night," Padmore Agbemabiese brings us this feeling of loss:

one gentle night
I saw the moonlight coming out in the dark
and remembered the crickets at home

soon
I cuddled my soul with joy at the moon
but the crickets did not return my song

gush
I raised my head and looked again
it was the floodlights from the street corner

slowly
and sorrowfully
I lowered my head
and thought of my far-away home

The girl-child has been facing a lot of challenges in life among which is educational challenge. The purpose of this paper therefore is to examine the challenges of girl-child’s education among the Yorubas in Nigeria. The paper adopts the historical approach in the analysis and understanding of the challenges of education of the girl-child in the past, present and future. In the process, the paper seeks to find answers to certain questions about the reasons why Yoruba parents refused sending the girl-child to school in the past and the challenges facing the education of the girl-child presently. The paper also focuses on what education holds for the girl-child in future that will enable her to cope with the challenges of a more and more competitive global village.

Insecurity is on the hot plate globally as ease of transportation and community facilitate movement of persons and ideas across national boundaries sometimes in real time. It is a phenomenon which spans the physical, psychologically, economic, and other aspects of the individual and extends to the community. Nigeria has had a large dose of it in recent time, from insurgency to kidnapping, robbery, social media, and so on. The girl-child, the path to the next generation, is particularly vulnerable, reason measures are needed for her protection. Official action is required now, particularly in the area of social media and electronic communication before the menace grows out of proportion.

This paper examines the growing trend of demographic changes in the admission process in the educational sector in Nigeria. It is an analysis of the admission trend in privately owned Universities, using Fountain University, Osogbo as a case study. It was discovered that the number of female enrolment is on the rise. This increased interest in educational and professional training of the girl child in higher institutions of learning bespoke a silent revolution that will impact the structure and coloration of the labour market and the working class in the nearest future. Using secondary data from the archives of the University, supplemented with interview of selected students, it was discovered that the bulk of this admission offered to the feminine gender was by no means moderated to favour them as some of these female candidates have been discovered to out-perform their male counterparts in virtually all subjects areas taught.

The purpose of this study was to explore how learners with disability at an orphanage can learn in an inclusive setting with learners without disability and how their learning can foster sustainability towards achieving the fourth United Nations Sustainable Development Goal. This research examined inclusive educational strategies by evaluating the operation of teaching and learning through a voluntary sector education project designed to educate children in orphanage homes for children with and without disability in reading and vocational activities. In order to assess the effectiveness of the strategies, stakeholders’ views and experiences of the project were investigated. From the impact evaluation of the project and investigation of all stakeholders’ views of the project, guidelines of good pedagogical practice that can be disseminated to other projects, schools or informal educational institutions were drawn up.
In addition to examining the impact of the voluntary sector education project, this research also scrutinized the National Education Policy of Nigeria, with regards to inclusive education strategies for learners with disability. These policy documents were analysed in order to identify features of the education policy which are consistent or inconsistent with SDG 4 targets for learners with disability.
Data were collected through a process of triangulation using focus groups, interviews and document analysis. Themes that could help educators, administrators and policy makers understand how to develop educational programs that can achieve the fourth United Nations Sustainable Development Goal for learners with disability were drawn. The findings from this research advocates for learners with and without disability to be educated together in an inclusive setting as a way of achieving SDG 4 for learners with disability.
Further research to consider how children with disability who live in remote areas can be educated on how to protect themselves during the COVID-19 pandemic and how indigenous knowledge can be used to achieve SDG 4 for children with disability in the absence of formal education was recommended.

In today's competitive world education is a necessity. Education for women is even more significant as she plays a crucial role in nurturing the society. While checkup the data of literacy rate in India (74.04%), women scores only 65.46% (census, 2011). Girls tend to show higher dropout rates than boys. School dropout rate among adolescent girls is also high (63.5%) (MoSPI, 2012). Rajasthan is known for low girl child enrolment and retention in all levels. Especially in the state of Rajasthan, the birth of girl child not welcomed as it does with boys. Discrimination on the basis of gender is common in school and home. Keeping the above context in perspective, the present study tries to identify the available institutional mechanism for promoting girl child education in rural Rajasthan and factors that contribute to dropping out of a girl child at the secondary or higher secondary level. The study is descriptive in nature focusing on girls who are enrolled in govt. schools of the villages in secondary or higher secondary level especially in Kishangarh block of Ajmer district. The Findings clearly indicates discrimination faced by girls in getting quality education at all levels.

This is a poetic effort from the author, to lend mouth to the 'Bring Back Our Girls' Quest. I hope that this poem somehow, will touch the hearts of the faces behind the mask and the girls will be returned to their parents as soon as possible.

Within the past century, tourists across the globe have increasingly sought not only distant, "exotic" destinations in their pursuit of relaxation, escape, and adventure but also the arts and culture of other communities. Within the literature on tourism marketing and place promotion, there is very little research related to the impact of videos, movies, including television programs on tourist locations, in Africa and in particular Ghana. Closest to nothing in

Article history: Received 14 October 2017 Received in revised form 1 November 2017 Accepted 2 November 2017 Available online 15 November 2017 This paper explores the efforts of Girl Child Education (GCE) development put in place by Governor Gaidam’s regime in Yobe state, Nigeria from 2009 to 2015 as a tool for achieving gendered education development. It aims to provide the description and analysis of democratic regime performance in the development of Girl Child Education (GCE) through the perspectives and experiences of democratic stakeholders in democratic governance process in the state. The qualitative study is therefore based on the narratives of indepth interviews with democratic and education stakeholders and the review of education policy documents. The findings suggest that although there have been efforts to address the challenges of GCE through concerted efforts, the gender distribution of pupils and students at basic education levels reveals a low representation of girl...

This paper examines the growing trend of demographic changes in the admission process in the educational sector in Nigeria. It is an analysis of the admission trend in privately owned Universities, using Fountain University, Osogbo as a case study. It was discovered that the number of female enrolment is on the rise. This increased interest in educational and professional training of the girl child in higher institutions of learning bespoke a silent revolution that will impact the structure and coloration of the labour market and the working class in the nearest future. Using secondary data from the archives of the University, supplemented with interview of selected students, it was discovered that the bulk of this admission offered to the feminine gender was by no means moderated to favour them as some of these female candidates have been discovered to out-perform their male counterparts in virtually all subjects areas taught.

PROTAGONISTE DEL SAPERE. CULTURA, SCUOLA, UNIVERSO FEMMINILE
Incontro sul libro di Alessia Lirosi "Libere di sapere".
Intervengono: Michele Calabria, Anna Monia Alfieri, Stefania Tetta, Alessia Lirosi
Lunedì 6 marzo ore 18.30 presso l'Istituto di Cultura e Lingue delle Marcelline, Sala della Musica, Corso G. Garibaldi 108, Foggia

Behind every doctor, a lawyer, parliamentarian, a journalist, a reverend minister, an astronaut or a president there is an educator, a teacher. If we consider the numerous roles teachers play in our society, yet are only acknowledged with the phrase, "their reward is in heaven" we can conclude that teachers are a people who are burdened on every side yet are not distressed, they are a people who may seem thrown out of favor, socially, economically and politically but are not in despair, they are a people who are persecuted by the very persons they serve in the classroom but are not forsaken by their hope in doing good to humanity. And if we visualize how they are cast down morally in our communities today, yet their heads remain unbowed, we may wonder why even when their spirit is weary over whomever they mentor, they keep the faith and are never dispirited. In fact, no matter how limiting our sympathy may be, we need pause to ask whether teaching is a teacher's vocation or a profession.