- Convenors:
-
Syeda Ayesha Subhani
(Lahore School of Economics. Kashf Foundation)
Ahmad Nawaz (Lahore School of Economics)
Asad Ghalib (Liverpool Hope University)
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- Chair:
-
Inayatullah Jan
(University of Agriculture)
- Discussant:
-
Faisal Mirza
(University of Gujrat)
- Format:
- Paper panel
- Stream:
- Gendered, generational & social justice
Short Abstract
This panel examines how women and girls remain disproportionally disadvantaged in their access to education, adding to uncertain times.It incorporates both successful and struggling cases across communities allowing effective take-aways, to realign development policy and practice for better futures
Description
Education has the power to transform lives. Sadly, in many parts of the world, women and girls still remain disproportionally disadvantaged in their access-to-education, despite global efforts to overcome the constraints amidst rapid global change and transformation. According to UN, there has been very little progress over the last decade, particularly in the South-Asian and African regions and other LMICs, with “almost zero progress” in some of the poorest counties.
This has resulted in leaving much room for ‘doing and digging more’ into the barriers, to manage this incessant and grave issue, which continues to pose serious concerns for just and sustainable futures. The outcomes have a profound impact and repercussions not only confined to individuals and households, but even to entire communities and beyond.
Given the present times of deepening global unrest and uncertainty, threatening fair development and safe futures, a lot of emerging and existing factors manifest into disproportionately disallowing girls and women accessing education. They range from, and are not restricted to conflicts, political-agendas, social-practices and cultural norms, male/son-preference, economic challenges, housework and caregiving, lack of leadership, colonial mindset, belief-systems and psychological outlook.
The panel invites work on the factors that contribute to women and girls remaining disproportionally disadvantaged in their access-to-education, apart from comparative-studies and lessons from success-stories unleashing the potential. We welcome research on empirical ‘ground realities’, as well as expected/anticipated factors, along with leadership and policy implications during times of crises, conflicts and disruptions, contributing towards hindering girls’ and women’s access-to-education.