Nature versus nurture Although developmental change runs parallel with chronological age,  age itself cannot cause development.
Development of a society cannot take place without the productive participation of women and this can only happen when girls are adequately empowered with adequate skills and knowledge through sound education.
The data were collected from the statistics office of the Ministry of Education and were analyzed using quantitative approach. Policy documents from the Ministry of Education were examined in relation to the issues of gender disparity in secondary education in Eritrea.
Further, data on school enrollment and hindering factors were also analyzed. Among the factors that contribute to gender disparity include lack of access to schools with a reasonable distance and socio-cultural beliefs and attitudes of the parents.
Introduction There has been a broad consensus that education is an important foundation on which the socio-economic and cultural development of a nation is based. Hence to acquire these advantages, both genders must be educated equally. As the universal declaration of Human Rights of outlined, Education is a basic human right.
Like all human rights, it is universal and inalienable to everyone regardless of gender, religion, ethnicity, economic status and other differences. Article 10 of the Convention for the Elimination of all forms of Discrimination against Women CEDAW also states that, women should have equal access and continuing participation in all forms and levels of education.
Current estimates place the number of out-of-school children around 93 million. Gender disparity has serious social, political and economic implications. Educated women are better equipped to enter the paid labor force which is critical to the survival of the many female headed house-holds in developing countries.
However many countries in the world, including Eritrea have failed to achieve gender parity target for primary and secondary education. In the Sub-Saharan Africa, a number of countries including Eritrea report that, there is a significant gender disparity in education and this disparity grows wider in secondary and tertiary levels.
Thus equal access for boys and girls to primary and secondary education remains a goal to be achieved for most developing regions.
Closing gender gap in enrollment in Eritrea is vital and should get considerable attention if a given target of enrollment is to be attained.
The study sought to address the following research questions: The main purpose of the documents was to provide useful, relevant, reliable, and up to date information on education for various stakeholders within and outside the education sector. This paper made use of the corresponding data in addressing the issues that are raised.
Children with the age group of 15 — 17 can be enrolled in the Secondary School level which covers four years 9 — In Eritrea there are two types of Secondary Schools.
These include Science and Commerce schools. Female enrollment is lower in secondary schools as compared to the elementary and middle school level.
However, total increase in enrollment in secondary education did not bring equality in enrollment between male and female. In the contrary, the Southern Red Sea region has the lowest share of female enrollment. The reason is inadequate number of secondary schools in this region.
The total gross enrollment ratio increased from Despite a total increase in gross enrollment ratio, to attain gender equality, female gross enrollment ratio should have increased by 7. Many schools, particularly those in remote areas, are not only far from homes, but girls have to walk long distance through difficult terrain and unlit roads in order to attend school.
Table 2 shows the average distance that Eritrean children travel to attend in elementary, middle and secondary schools national level. Early marriage is another major factor that leads to the abandonment of girls from formal education. In Eritrea, the legal minimum age of marriage is However, despite this legal minimum age of marriage, in many parts of Eritrea the average marriage age is 15 years NUEW, ; Haile, Generally, early female marriage is encouraged by all ethnic groups in the country.
In Eritrea it is believed that early marriage secure more children. On the other hand an unmarried female is considered as a burden and shame to the family and want her to get married early even before the age of 18 years.Factors influencing planetarium educator teaching methods at a science museum.
Beau Hartweg, Texas Christian University Fort Worth, Texas [email protected] Early Child Development: A Powerful Equalizer Final Report for the World Health Organization’s Commission on the Social Determinants of Health Prepared by Lori G.
Irwin, Ph.D., RN Arjumand Siddiqi, Sc.D., MPH Dr. Clyde Hertzman, MD, urbanagricultureinitiative.com, FRCPC June Risk Factors. Research Review; Ages 0–2; Ages 3–5; Ages 6–11; Ages 12–17; FAQ; Instructions; Frequently Asked Questions About Risk Factors.
What are risk factors? Risk Factors.
Research Review; Ages 0–2; Ages 3–5; Ages 6–11; Ages 12–17; FAQ; Instructions; Frequently Asked Questions About Risk Factors.
What are risk factors? Nutritional experiences in early life can have long-lasting consequences. To encourage the adoption of healthy eating habits, this topic explains the usual development of eating habits and how to distinguish common and often temporary eating problems from chronic disorders.
Conclusions. Overall there is no single factor which can explain pressure ulcer risk, rather a complex interplay of factors which increase the probability of pressure ulcer development.