MQ代写作业:年轻女性的教育

2017-08-14 10:08

投资于年轻女性的教育是第三世界国家的发展至关重要，然而许多文化、社会和经济因素抑制上学和获得适当的教育的女孩。据Andrea Bosch（2001：42）家务和育儿限制女性教育。在许多发展中国家，姑娘们的文化和家庭生活和许多大家庭的重要组成部分负担不起这些机会成本。博世进一步分析说，许多发展中国家的教育系统没有关心女孩和妇女有责任为他们的家庭和家庭的周围，尽管研究已经证明，教育女生获得的巨大经济效益。”因此，对于女生学习的机会在照顾孩子和做家务的传统名称绕过。”（博世2001：41）没有从教育系统和社会各界的支持，女性的“身体没有时间，”（同上）照顾孩子，家务完整去学校。尽管有明显的长期效益，教育女生，一个大文化的限制因素是优先，抚养孩子和家务接管教育是不可避免的。另一个因素是抑制女性在许多发展中国家是以男性为主的教育体系。当女孩到了教室，他们的学习的机会，被边缘化和教学方法，参与抑制是基于大量的男性，进一步限制了女孩的教室里。”通常，课堂互动，角色模型和对男性的鼓励重点，尽管对女童教育的显著性回报。”（博世2001：42-43）自作用模式和教学人员都是男性，女生在一个较高的性骚扰的风险，这就促使他们去上学。在这个父权制的课程和教育体系中，女孩被收容设施缺乏进一步抑制他们的性别。”有一个关键的基础设施的最低，包括女孩（贝柳单独的卫生设施。“1992：54）有时，根本没有单独的设施。女孩谁是月经往往很尴尬，不参加他们的期间，学校，进一步推动他们离开学校。这些社会因素是限制女童教育和政府必须解决这些问题，一方面，作为明显的长期效益大于短期的便利。
MQ代写作业:年轻女性的教育
Investing in the education of young females is crucial to the development of third world countries, however many cultural, social and economical factors inhibit girls from attending school and getting a proper education. According to Andrea Bosch, (2001: 42) household jobs and childcare limit female education. In many developing countries, girls are an important part of cultural and home life and many large families cannot afford these opportunity costs. Bosch further goes on to say that, the education system in many developing countries has no concern for the responsibilities girls' and women have for their families and around the home, even though research has proven that educating girls' reaps enormous benefits for the country. "As a result, opportunities for girls to learn are bypassed in the name of caring for children and doing traditional chores." (Bosch 2001: 41) Without support from the education system and community, girls' and women "physically do not have the time," (Ibid) to care for children, complete household chores and go to school. Despite the evident long-term benefits education has for girls', it is inevitable that a large culturally limiting factor to them is the precedence that childbearing and rearing along with household chores takes over schooling.Another factor that inhibits females in many developing countries is the male dominated education system. When girls' reach the classroom, their opportunity to learn is marginalized and suppressed as teaching methods and participation is heavily based on males, further limiting girls' with in the classroom. "Most often, classroom interaction, role models and encouragement focus on males, despite the significant and demonstrated returns to educating girls." (Bosch 2001: 42-43) Since role models and teaching staff are predominantly male, girls' are at a higher risk of sexual harassment, which pushes them away from attending school. With in this patriarchal curriculum and education system, girls are further inhibited by the lack of accommodating facilities to their gender. "There is a critical minimum of infrastructure, including separate sanitation facilities for girls." (Bellew 1992: 54) Sometimes, there is no separate facility at all. Girls' who are menstruating are often embarrassed and will not attend school for the duration of their period, further pushing them away from school. These social factors unmistakably limit girls' education and governments must address these issues first hand, as the obvious long-term benefits outweigh the short-term conveniences.

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