School Teacher and Women Social Respect: Literature
Keywords:
Women EmpowermentAbstract
Some improvement in women empowerment girls' enrolment followed the Conference, but the decade leadingup to the Millennium also brought difficult lessons that demonstrated a major gap worldwidebetween rhetoric and action. Deep and entrenched obstacles to girls' education went beyondinadequate resources, number of schools and female teachers. Girls were not completing theirschooling and gaining the skills required for them to achieve opportunity and equality in the
larger world due to widespread gender discrimination.
References
Chitnis, S.B. (1989). India. In G.P. Kelly (Ed.), International handbook of women's education. New York: Greenwood Press.
Department of Education, Ministry of Human Resource Development, (1992a).National policy on education-1986 (with modifications undertaken in 1992). New Delhi, India: Author.
Department of Education, Ministry of Human Resource Development, (1992b).Programme of action 1992. New Delhi, India: Author.
Department of Education, Uttar Pradeshiya Prathmik Shikshak Sangh& UNICEF. (1995).Universalisation of primary education in Uttar Pradesh: RuchipurnaShikshan, a teachers initiative--looking ahead 1995-1996. India: Authors.
Department of Education, Uttar Pradeshiya Prathmik Shikshak Sangh& UNICEF. (1995b).Shikshak Sakheed (Teachers= Friend). India: Authors.
Dulay, M.I. (Ed.). (1986). Women in India. The cross-cultural study of women. New York: The Feminist Press.
Hallak, J. (1990). Investing in the future: Setting educational priorities in the developing world. Paris: UNESCO/IIEP, Pergamon Press.
Hanushek, E.A. and Lavy, V. (1994).School quality, achievement bias, and dropout behavior in Egypt. Washington, D.C.: The World Bank.
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