Girls Self Esteem

1705 Words7 Pages
Since the United Nations Fourth World Conference on Women (Beijing 1995), where women rights and gender equality were put at the center stage, countless initiatives have taken place all around the world to allow girls and women to have access to the same opportunities as men do. There has been progress in the way girls are pushed to go to school and in how women are today encouraged to take up leadership positions both in public and private organizations. Rwanda for example, has the highest ratio of women parliamentarian in the world (61.3%). (IPU, 2017). Despite such progress, there is still a long way to go. Women around the world still face discrimination when it comes to work pay, getting an education, economic opportunities etc. (Sperling,Winthrop,…show more content…
6. Research questions/hypothesis Research questions - Does a girls’ formal education effectively influence and prepare women to become leaders? - How much influence does formal education have on girls’ and later women’s self-esteem? - What influence does self-esteem has on women motivation for leadership? - What are the factor structure of girls’ education, girls’ self-esteem and women’s leadership? Hypothesis - Girls’ formal education can effectively influence women to become leaders - Girls’ formal education increases girls’ self-esteem - Self-esteem has an influence on their leadership - Girls’ formal education gives them skills and exposure that increases their self-esteem and helps them embrace their influencing power as women and become leaders 7. Scope of the…show more content…
Throughout the years however, the percentage of girls in school has risen, partly thanks to the double shift system introduced in 1982, where girls could be present in class for half a day and attend to house the other half. (Jackson.T, 2000).The beginning of Burundi’s universal education in 2005 has also had an impact in the rise of the rate of girls’ attending school. For the period of 2008 to 2012, female (15-24 years old) literacy rate was at 88.1% while male literacy rate for the same age bracket was at 89.6%. Primary school participation, Net attendance ratio for the year 2008-2012, for male was 74.3% which is not too far from that of female in the same period: 73.1%. Disparity however starts to widen when it comes to secondary school participation for the period 2008-2012 which is 19.6 % for male and 16.5% for female. (UNICEF, 2013).This disparity may be explained by the fact that even if education is free in Burundi, there are still other costs such as exams fees, the buying of school material, transportation, etc. These direct costs are higher in secondary school than in primary school, restricting even more the likelihood of a young girl to continue her schooling (Global Partnership for Education, 2017). This situation may explain also women low involvement at the political and
Open Document