This article was written by Group 7 in , as part of the .

The Gender Gap: Women and Education

Young females receive less education than young males in most low-income developing countries. Large majorities of illiterate people and those who have been unable to attend school around the developing world are female. Why is female education important? Is it simply a matter of equity? The answer is that there now exists ample empirical evidence that educational discrimination against women hinders economic development in addition to reinforcing social inequality. Closing the educational gender gap by expending educational opportunities for women, a key aspect of the Millennium Development Goals, is economically desirable for four reasons. 1. The rate of return on women’s education is higher than that on men’s in most developing countries. 2. Increasing women’s education not only increases their productivity on the farm and in the factory but also results in greater labour force participation, later marriage, lower fertility, and greatly improved child health and nutrition. 3. Improved child health and nutrition and more educates mothers lead to multiplier effects on the quality of a nation’s human resources for many generations to come. 4. Because women carry a disproportionate burden of the poverty and homelessness that permeates developing societies, any significant improvements in their role and status via education can have an important impact on breaking the vicious circle of poverty and inadequate schooling. Studies from around the developing world consistently show that growth of basic education among girls yields among the highest rates of return of any investment – much larger, for example, than most public infrastructure projects. This is one reason why discrimination against girls in education is not just inequitable but very costly from the standpoint of achieving development goals. Improved education among mothers, however, generally improves prospects for both her sons’ and daughters’ health and education. Studies show that mothers’ education plays a decisive role in raising nutritional levels in rural areas.Todaro. Michael P. , Smith. Stephen C.(2009). Economic Development Tenth Edition.

Education in Thailand

Here are some figures from the Students of School-age Population in Thailand from 2006 until 2008 : published by the Department of Provincial Administration. In 2006Department of Provincial Administration. School-age Population 2006, the number of female students was approximately 7.3 million people. In 2007Department of Provincial Administration. School-age Population 2007 it dropped to 7.1 million people. In 2008Department of Provincial Administration. School-age Population 2008 it again dipped marginally to 7.0 million people. Student numbers are decreasing. In 2006Department of Provincial Administration. Number of Student 2006 the school-age female population was approximately 7.5 million people but by 2007Department of Provincial Administration. Number of Student 2007 it had grown to 7.9 million people. In 2008 Department of Provincial Administration. Number of Student 2008 ,School approximately 7.8 million people. The figures present the proportion of women’s education compared to women’s school-age populations. Between 2006 until 2008, It decreases steadily by 97.08 percent, 90.04 percent and 89.79 percent of total women’s school-age populations respectively. From the graph shows that education starts in the role in Thailand. The government emphasizes in Education from the Thai Women’s Development Plan from the past to present.

Thai Women’s Development Plan in the 10th National Economic and Social Development Plan B.E. 2550 – 2554 (2007 – 2011)

=== Strategy 5: Foster women’s economic participationOffice of Women’s Affairs and Family Development Ministry of Social Development and Human Security. Strategy 5, Thai Women’s Development Plan in the 10th National Economic and Social Development Plan B.E. 2550 – 2554 (2007 – 2011) === Women’s productive economic participation can be achieved through full integration of women into the formal economy and, in particular into economic decision making. Strategies must be developed to eliminate unequal pay based on gender, and designed to create better educational and employment opportunities, such as improvement and upgrading of technical skills, business and management skills and the use of new technologies. It is also important that government, financial institutions, nongovernmental organizations, civil society and women’s organizations jointly promote women’s entrepreneurial activities and gainful selfemployment through technical assistance, training, creation of networks and adequate financial support. Moreover, this form of assistance must cover all groups of women especially in the informal sector and agricultural sector where women work at home and are either unpaid or lowly paid workers. Education should be aimed at raising and promoting awareness of the rights of women as human rights. Research in regard to usefulness and economic value of women’s economic participation and conversely the costs of their exclusion could serve as a special mechanism for monitoring how gender equality can be achieved. Lastly, women entrepreneurs, women–friendly corporations and socially responsible businesses must be supported and recognized.

Group 7

The members of ECS 485 Group 7 are: 1. Miss Teerada Kampan 2. Miss Naraporn Worachiraporn 3. Miss Sukritta Jirapraditkul 4. Miss Sutamart Ngenchairoj 5. Miss Benjarat Hankietkul 6. Miss Hattaya Srilapa 7. Miss Navaporn Soontharo 8. Miss Ratchatida Yamban

See also

• Srinakharinwirot University
• [Statistics:Education]

References

 

External links

• http://www.gender.go.th/eng/index.htm