This study on educational opportunities for the girl child in Africa is divided into six chapters. Chapter one provides the context in which the study is set, the objectives of the study and its importance. Chapter two examines the right to education and in education and takes note of the issue of discrimination with respect to girl child education in Africa. In chapter three, various international treaties that concern provisions on education and the discrimination factor as to gender are identified. Chapter four examines on a regional level, work done by the African Human Rights system on girl child education.In this chapter, a comparative study is done of instruments and the implementation mechanisms offered by the Inter-American and European systems to the African Human Rights system in terms of the girl child education. This is so because in terms of experience, jurisprudence and institutions, these systems are considered to be more advanced than the African Human Rights system. Chapter five discusses girl child education on a national level in Africa. This chapter focuses on the experiences of South Africa, Egypt and Cameroon. Chapter six ends the study with recommendations.
The Constitution of India guarantees equal rights and equal opportunities to all citizens of India. In accordance with the provisions of the constitution welfare policy measures have been formulated and implemented with a view to ensure the upward mobility of the deprived sections of the Indian population. One of the most successful of these policies is the reservation policy for SCs/STs implemented by the Union and State governments. It is observed that the benefit of reservation policy is not evenly distributed and it mainly goes to certain relatively well off castes within the Scheduled Castes (SCs). Under these circumstances, in 2009 the government of Tamil Nadu enacted legislation for 3% separate reservation for Arunthathiyar communities in government jobs and admission in educational institutions.
'I CAPTURE THE CASTLE meets THE VIRGIN SUICIDES. An eccentric and totally irresistible read' Glamour Rosalind. Bianca. Cordelia. The Weird Sisters. Rose always first, Bean never first, Cordy always last. The history of our trinity is fractious - a constantly shifting dividing line, never equal, never equitable. Two against one, or three opposed, but never all together. Our estrangement is not drama-laden - we have not betrayed one another's trust, we have not stolen lovers or fought over money or property or any of the things that irreparably break families apart. The answer, for us, is much simpler. See, we love each other. We just don't happen to like each other very much.
The main focus of this study was to investigate the class level that was equal to the level aimed at by national (Pakistan) literacy definition. It was conducted at the wide range in all modes of education. It intended to investigate the class, gender and locality that could influence achievement of class three, four and five students in public, private, madaris and non-formal systems of education and to find out which class stood at the level that was aimed at by national literacy definition. For this purpose a test was prepared in the light of national literacy definition. This test consisted of three types of papers for the assessment of reading, writing and arithmetic standards. However, the test was administered in the beginning at a small scale to make sure its validity and whether feeding of data into SPSS Package & analysis were feasible. Five districts of the Punjab were selected as sampled districts on the bases of literacy rate and geographical situation. The test was administered to the class three, four and five in the institutions of sampled districts.