Capabilities and the Global Challenges of Girls' School Enrolment and Women's Literacy

Autor/in	Cameron, John
Titel	Capabilities and the Global Challenges of Girls' School Enrolment and Women's Literacy
Quelle	In: Cambridge Journal of Education, 42 (2012) 3, S.297-306 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.706251
Schlagwörter	Females; Enrollment; Children; Adults; Adult Literacy; Womens Education; Access to Education; Barriers; Empowerment; Educational Objectives; Individual Development; Ability; Outcomes of Education; Gender Discrimination; Educational Experience; Human Capital; Global Approach + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Einschulung; Child; Kind; Kinder; 'Women''s education'; Frauenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Educational objective; Bildungsziel; Erziehungsziel; Individuelle Entwicklung; Fähigkeit; Fertigkeit; Lernleistung; Schulerfolg; Bildungserfahrung; Humankapital; Globales Denken
Abstract	The education Millennium Development Goals have been highly influential on the priorities for education and concentrated policy efforts on numbers of girls enrolled in public sector schools offering basic education. This focus has been justified by human capital calculations of the social rates of return to basic schooling. This concern with quantities has met criticism from more qualitative researchers concerned with understanding not only why girls are not enrolled in school, but also why they may be irregular attenders and poor performers in public examinations even if they are enrolled. Alongside the efforts to achieve the education Millennium Development Goals have been initiatives to improve adult women's literacies, often combined with an empowerment objective. This paper uses Sen's capability approach to argue that improving deliberative processes is relevant for the well-being of girls and women of all ages. (Contains 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10