Engendering Education: Ensuring Equity


Securing free, compulsory, quality public education for all is a need of time. The Charter on Rights Respecting School for students is much talked worldwide to ensure non-discrimination, safe and non-violent environment. It is thus education that can act as an agent of social change, minimizing violence against girls. Unequal power relation constructed by the patriarchal social structure is being reinforced to establish men’s power and control over women. Though 50% among 75 million children over the world are girl, unfortunately majority of them are deprived of their right to education. The gender equality goal of EFA (Education for All) 2005 was missed by a long shot and still there is long way to achieve the Millennium Development Goal by 2015. Giving substance to gender equality also means tackling violence against girls and women as unremarked often, perpetuating non-participation in school. This ultimately hinders the continuation of girl’s education. Research on Gender based violence indicates a complex relationship associated with gender identities and access to power and esteem. In addition, these issues are often cloaked in shame and a process of silencing. It is usually quite difficult for children to raise their voices concerning sensitive issues like violence and sexual harassment. It often challenges the protection of girl child, impeding their access to education and school system. Therefore it is a matter of concern to explore strong policy framework, legislation to engender education system emphasizing on equality, development and social justice.

Author Information
Ishrat Khan, University of Dhaka, Bangladesh

Paper Information
Conference: ACE2013
Stream: Education

This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Khan I. (2014) Engendering Education: Ensuring Equity ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130210
To link to this article: https://doi.org/10.22492/2186-5892.20130210

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Posted by James Alexander Gordon