Gender Equality and Women Empowerment

2012 Words Oct 27th, 2010 9 Pages
Research and Literature Review Assignment
8th Semester
Department of Family Medicine

Scoring the Third Goal
A commentary on Nepal’s efforts to promote gender equality and empower women

Posan Samser Limbu
R. N. 593
MBBS, 2005

The once mystical women have fallen from being worshipped as goddesses and possessors of the mystery of child birth1 to mere child bearers. If females are the oppressed among humans, perhaps they can take heart from the fact that failing to escape after mating, the male gets eaten by the bigger and stronger female black widow spider.2 The strong oppress the weak which is in concordance with the laws of nature, and the same goes for humans. But humans are supposed to be at least a cut above the other
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Urban families have no qualms sending their girls to school and more and more rural families are also sending their girls to schools. This changing social trend is reflected by the indicators. The girls to boys enrolment ratio in primary schools in 1990 was 0.56 but in 2005 was 0.86. 9 Similarly, the ratios for secondary schools in 1990 was 0.43 and rose to 0.82 in 2005.9 The ratio for tertiary level education in 1990 was 0.32 9 and in 2008 was 0.41.10 Ratio of literate women to men in the age group of 15 to 24, the second indicator, has also jumped from 0.48 in 1990 to 0.73 in 2005.9

A simple strategy adopted by the Nepali government to get more girls in rural areas to attend schools was the Deworming Programme, combined with other simple measures such as school meals and take-home rations. This has also improved their drop-out and retention rates. In 2000 a pilot project in Nepali schools, involving deworming tablets, a hot noon meal and food gifts for girls to take home, resulted in a 43% growth in school enrolment by girls. In addition, anaemia decreased.11 Media campaigns highlighting the advantages of having educated females in the family have also helped.
As more women get educated and become teachers, professionals and educated mothers; the road to schools for girls should
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