"The Global Spread of Women's Schooling: Effects on Learning, Literacy, Health, and Children" By Robert A. LeVine
The author of “The Global Spread of Women’s Schooling" recognized that the deficits of education for women, which affects the literacy, health, and children of women, is a global problem. Women in our global scholastic environment had a poor chance of attaining the proper education. This chapter focuses on women in poor or underdeveloped countries that were left behind academically while others traveled to other parts of the world to gain a proper education in the second half of the twentieth century. In wealthier countries, formal education dramatically increased during the later part of the twentieth century, while the poorer countries of Mexico, Nepal, Zambia, and Venezuela also gradually increased their success in formal education with the additional migration of women from rural areas to urban areas. For example, the adult female literacy rates increased in all four of the poor countries the author researched in this chapter. From 1980 to 1995, Venezuela increased its literacy rates by 8 percentage points, Mexico 7 percentage points, Zambia 28 percentage points, and Nepal 7 percentage points (cited by Suárez-Orozco, 2007, p.125). Levine’s research group uncovered documentation in a 2005 report submitted by the United Nations that stated in the year 2000 86 percent of the world’s school-aged lived in less developed countries. Assuming the increase stays consistent in the year 2025, this percentage will increase to 90 percent, respectively (cited by Suárez-Orozco, p. 122).
The purpose of the study in 1980 to 1995 was done primarily to identify the processes by which sending girls to school results in benefits to families and children and to find the magnitude in which literacy and learning are involved. The value of schooling for women in achieving gender equality, assessing health, population, and family problems is well established internationally. However, it is easy to overlook the lack of knowledge we possess on how school experience influences desirable social outcomes related to health, fertility, and child development. Levine (cited by Suárez-Orozco, pp. 122-23) insists that diverse contexts of the poor and middle-income countries mass schooling has only been evident recently.
Levine (cited by Suárez-Orozco, p. 123) found that the casual motherly influence on children and adolescents can lead to the acquisition of literacy and language skills that influence a mother’s health skills and health behavior. He further suggests that school attainment is related to reduction in child mortality, malnutrition, and fertility. This provides evidence that maternal literacy skills broadly defined are critical in facilitating health and education outcomes for children in third world countries. In spite of lateral growth of formal education, the income inequality in most families in the developing world gained a positive growth in income and basic goods. The inclusion of innovative resources and changes in communication has further increased the training in literacy. There is now a broader range of information through schooling, media, print, and models of behavior can take part in the improvement of women's literacy on a global level.
Previously, school learning in literacy might not be responsible for the powerful influence of women’s learning. The schools were low in quality as the population expanded. They lacked basic facilities, necessities, and qualified teachers. Truancy was common. Learning was hard to ascertain through these conditions. As the advancement of education increased so did the understanding of learning and how it manifests. It has been determined that children who have gone to low-quality schools for a few years in childhood do retain learning skills and literacy skills in their later years. The reason girls left school was because they were needed at home or they were required to marry. It has now been universally accepted that the joint influence of urbanization, income, and status on a child’s health reflects upon school performance. Therefore, if your child is healthy he or she is more likely to achieve success in a formal educational setting.
The western-style schools that were studied are standardized not only in their structural characteristics but also in their communication patterns. Through this type of research performance in noun definitions and academic language proficiency is highly correlated in Mexico, Nepal, Zambia, and Venezuela and does possess positive influences on women’s success in formal education. It seems the expansion of schooling for girls in developing countries indicates the best method in realizing the benefits of literacy and the advancement in formal education for them, their children, and their community.
Click on the links below for little background on Robert A. LeVine
Edited by Marcelo M. Suárez-Orozco. (2007). Learning in the Global Era: International Perspectives on Globalization and Education, University of California Press.
By Robert A. LeVine
The author of “The Global Spread of Women’s Schooling" recognized that the deficits of education for women, which affects the literacy, health, and children of women, is a global problem. Women in our global scholastic environment had a poor chance of attaining the proper education. This chapter focuses on women in poor or underdeveloped countries that were left behind academically while others traveled to other parts of the world to gain a proper education in the second half of the twentieth century. In wealthier countries, formal education dramatically increased during the later part of the twentieth century, while the poorer countries of Mexico, Nepal, Zambia, and Venezuela also gradually increased their success in formal education with the additional migration of women from rural areas to urban areas. For example, the adult female literacy rates increased in all four of the poor countries the author researched in this chapter. From 1980 to 1995, Venezuela increased its literacy rates by 8 percentage points, Mexico 7 percentage points, Zambia 28 percentage points, and Nepal 7 percentage points (cited by Suárez-Orozco, 2007, p.125).
Levine’s research group uncovered documentation in a 2005 report submitted by the United Nations that stated in the year 2000 86 percent of the world’s school-aged lived in less developed countries. Assuming the increase stays consistent in the year 2025, this percentage will increase to 90 percent, respectively (cited by Suárez-Orozco, p. 122).
The purpose of the study in 1980 to 1995 was done primarily to identify the processes by which sending girls to school results in benefits to families and children and to find the magnitude in which literacy and learning are involved. The value of schooling for women in achieving gender equality, assessing health, population, and family problems is well established internationally. However, it is easy to overlook the lack of knowledge we possess on how school experience influences desirable social outcomes related to health, fertility, and child development. Levine (cited by Suárez-Orozco, pp. 122-23) insists that diverse contexts of the poor and middle-income countries mass schooling has only been evident recently.
Levine (cited by Suárez-Orozco, p. 123) found that the casual motherly influence on children and adolescents can lead to the acquisition of literacy and language skills that influence a mother’s health skills and health behavior. He further suggests that school attainment is related to reduction in child mortality, malnutrition, and fertility. This provides evidence that maternal literacy skills broadly defined are critical in facilitating health and education outcomes for children in third world countries. In spite of lateral growth of formal education, the income inequality in most families in the developing world gained a positive growth in income and basic goods. The inclusion of innovative resources and changes in communication has further increased the training in literacy. There is now a broader range of information through schooling, media, print, and models of behavior can take part in the improvement of women's literacy on a global level.
Previously, school learning in literacy might not be responsible for the powerful influence of women’s learning. The schools were low in quality as the population expanded. They lacked basic facilities, necessities, and qualified teachers. Truancy was common. Learning was hard to ascertain through these conditions. As the advancement of education increased so did the understanding of learning and how it manifests. It has been determined that children who have gone to low-quality schools for a few years in childhood do retain learning skills and literacy skills in their later years. The reason girls left school was because they were needed at home or they were required to marry. It has now been universally accepted that the joint influence of urbanization, income, and status on a child’s health reflects upon school performance. Therefore, if your child is healthy he or she is more likely to achieve success in a formal educational setting.
The western-style schools that were studied are standardized not only in their structural characteristics but also in their communication patterns. Through this type of research performance in noun definitions and academic language proficiency is highly correlated in Mexico, Nepal, Zambia, and Venezuela and does possess positive influences on women’s success in formal education. It seems the expansion of schooling for girls in developing countries indicates the best method in realizing the benefits of literacy and the advancement in formal education for them, their children, and their community.
Click on the links below for little background on Robert A. LeVine
http://www.mnsu.edu/emuseum/information/biography/klmno/levine_robert.html
http://www.gse.harvard.edu/faculty_research/profiles/profile.shtml?vperson_id=83
Source:
Edited by Marcelo M. Suárez-Orozco. (2007). Learning in the Global Era: International Perspectives on Globalization and Education, University of California Press.