The Relationship between Women and Education

Promoting equality and upholding rules that end social stratifications is the main goal of human rights. Importantly, the main standards of these aims include things like education and access to other conveniences. Additionally, the United Human Rights Office has offered guidelines that strengthen non-gender discrimination, particularly in the domains of education. However, because to their antagonistic demands on women, some religious doctrines exist all throughout the world that prevent people from achieving these aims. For instance, a sizeable portion of Canadians believe that their nation is a secular one, which has led the majority of religious organizations to adopt anti-women policies. The multicultural dynamics of the country also cause various conflicts that contribute to further confusion among the women class.

Notably, the actions taken by these denominations are claimed to protect religion from the emerging secular thinking. However, the steps are believed to discriminate against women and girls, thus, the inability to attain proper education standards. Despite these social difficulties in Canada, Martin Turcotte reports that learning among women has improved given that 28% of women have achieved doctoral degrees in 2009 as opposed to statistics that were recorded twenty years earlier. Considerably, information from developing countries indicate that the relationship between women and education is below the international standards given that religion and cultural understanding denote women as the inferior gender.

The data tabled by the European government stated that socio-economic factors are the major inhibiting elements to women education both in the developed world such as Canada and upcoming countries. Conversely, the access to education in the middle-class countries among women is also extremely low especially among the Arab nations such as Afghanistan where Western education is regarded as anti-Islamic. These states engage in conflicts that contribute to inaccessibility to resources, a factor that leads to low standards of women learning. Cultural and religious aspects portray women as subordinates in which the male population is favored in many ways of education hence the non-proportional relationship between education and women around the globe.

Bibliography

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Njoku, Julie U., and Josephine Nwachukwu. “Empowering women and girls through education.” IJAR 1, no. 9 (2015): 579-583.

Seljak, David. “Protecting religious freedom in a multicultural Canada.” Canadian Diversity 9, no. 3 (2012): 8-11.

Turcotte, Martin. “Women and education.” Women in Canada: A gender-based statistical report (2011): 89-110.