Essay - Women's Education in the Middle East Objective the Objective of...

WOMEN'S EDUCATION IN THE MIDDLE EAST

OBJECTIVE

The objective of this work is to explore in detail a particular aspect of women's experiences ***** education in the Middle East.

INTRODUCTION

In a Voice of Americ***** news report published the 4th day of June, 2005 it is stated that for many parts of the Middle East, "education ***** a luxury, un*****vailable ***** ***** or only *****fered to a select few. Too often, girls are prevented from attend*****g school by cus*****m, lack of resources, and oppression. The result is that too many people in the region can neither read nor take advantage of the opportunities that come with *****. Accord*****g to ***** United Nations Education, Scientific and Cultural Organization, across the broader Middle East and North Africa, more than seventy-five million women and ***** than forty-five million men are illiterate." (Voice of America, 2005)

I. CONTEMPORARY VIEW

The work ***** El-Sanabary (1989) entitled: "Determinants of Wo*****'s Education in the Middle ***** and North Africa: Illustrations from Seven Countries" states ***** while considerable progress has been realized ***** the ***** Eastern countries toward ***** improvement of educational opportunities for women both in terms and accessing and attaining education at all levels, there is st*****ed to be "much...[that] remains to be done." (El-Sanabary, 1989) Findings stated in a study conducted and reported ***** El-Sanabary ***** that "the level of economic development of a country and the distribution of income have a much stronger impact than do Islamic and cultural values, while the size ***** growth rate ***** the population can place a m*****jor strain on school facility and *****. Sex-role stereotypes and ***** division of labor in the home and marketplace mean that expected returns ***** female education do not appear ***** justify the costs. Free, compulsory ***** ***** open admissions ***** led to major improvements in female education but have no guaranteed equity. Socio-***** background, parental education, family size, and family socialization exert a strong influence on ***** attainment. Other key factors are a family's ability to cover the costs of ***** and forego ***** labor of the daughters. The availability ***** accessibility ***** schools and the quality of their programs and human resources have signifi*****t effects on female educational enrollment, continuation, quality, and outcome. All-girls ***** ***** played a positive role under certain conditions. Because ***** the importance of ***** teachers and administra*****rs as potential role models, their high rate of attrition ***** absenteeism calls for c*****ful solutions." (*****)

II. BARRIERS TO ***** OF WOMEN IN THE MIDDLE EAST

In a report ***** by the Journal of Religious Mi*****rities in Iran Elizabeth Kelleher states the fact that if one were to br*****g "potable, clean water to a village, it frees up girl's time - it is they who fetch and carry water. They can go ***** school." (2007) It ***** clear that simple daily issues of living present barriers to women in education ***** even the simplest ***** things such ***** ensuring ***** household ***** drinking and bathing water. In less developed