A Comparative Study on Gender Equality in Educational Institutions

This study focuses on the issue of gender equality in educational institutions. It explores the challenges, differences, and similarities between different countries, specifically Malaysia and Turkey. The study examines the impact of gender inequality on economic growth and social justice. It also discusses the efforts made by these countries to promote gender equality in education.

A comparative study on
gender equality in
educational institutions

Table of Content
Table of Content..............................................................................................................................2
INTRODUCTION...........................................................................................................................3
Brief introduction of Institution/Country A.....................................................................................3
Brief introduction of Institution/Country B.....................................................................................6
Brief historical, geographical, cultural description......................................................................7
Current information on issue discussed.......................................................................................8
Contrastive Analysis......................................................................................................................11
Differences between Malaysia and Turkey...............................................................................11
Similarities between Malaysia and Turkey................................................................................12
CONCLUSION..............................................................................................................................12
REFERENCES..............................................................................................................................13

INTRODUCTION
Gender inequality within the sector of education is considered as the major challenge for the
development of an individual. Undertaking the macroeconomic 11 gender gap in the education
leads to prominently impact the economic growth. Along with this gender inequality lowers the
wellbeing of an individual and also not worth it for the Social Justice. Reason behind the gender
equality in education is considered as the prominent key for the goal of the programme of action
adopted at the 1994 (Ismailova & Inal, 2017). Despite from gender inequalities within the
education sector the most prominent ignored link between the gender inequality and education
consider the nature of women’s participation that influences the development of economy.
Gender equality is the Global priority for UNESCO and also linked to the efforts in order to
promote the right to education and support the achievement for the sustainable development
goals.
Considering the education framework its aim is to make sure the inclusive and equitable
quality education that promote long time learning opportunities in order to accomplish gender
equality and also empower women in order to develop their knowledge and learning. Along with
this the agenda of education 2030 identifies that the gender equality need and approach in order
to make sure that girls and boys not only achieve access to complete education cycle but also
empower the equality in whole education system. In addition to this there are various factors
which influence the education and learning of girls like poverty minority status disability early
marriage pregnancy gender based violence geographical isolation and many more that can
become obstacle in in the growth and development of knowledge and learning within women.
Despite from the various technology and development there are 16 million girls you will never
set foot in a classroom and according to the UNESCO stats two third of the 750 million adults
the women account without the basic literacy skills.
Brief introduction of Institution/Country A
In order to carry forward this part, Malaysia is taken as a developing country and also
describes the gender equality and other factors related to education sector in the context of Nexus
International School Malaysia (Schwarzer & Wang, 2016). Malaysia is the country that includes
three different ethnic groups like ethnic Malays that make up around 60% of the population and
25% of the Malaysian are ethnic Chinese and 10% are ethnic Indians. In terms of this, the

Malays run the government as they are economically disadvantaged ethnic group that live in
ruler areas. Moreover, the Chinese and Indian Malaysian leads to live in urban areas that are
economically more successful. Besides this, the Malay girls work least educated as the British
provides primary education to the rural areas considering the Malay language and also guide
them regarding reading writing practical lessons punctuality cleanliness and Agriculture (Rasli &
Zhang, 2016). Moreover, the gender gap in education in Malaysia remains big throughout the
colonial period but now it become narrow after the Independence. Besides this, the research
represent that women live in cities are tends to educate the path of modern sector of the economy
and also more exposed regarding their lifestyle and also do favour on the smaller families.
By considering the five year plan of Malaysia, which so where is the blueprint for the
education development in Malaysia that focus on the significance of gender equality within the
education that sustained for the economic growth. It is also understood that the gender equality is
accessible to education and for this the significant contribution of women is important towards
the economic and social development (Akdag & Cakici, 2018). The educational opportunity after
the independence in 1957 develop and also spread awareness towards the requirement of
education in order to achieve and get better standard of living that leads to increase the female
and government in schools. By undertaking, the basic level for the number of female students’
increase from the total of about 390000 in 1957 to approximately 1.43 million students.

In relation with this, government also focus on the secondary education after
accomplishing the satisfactory progress within the sector of primary education (Bayraktaroglu &
Mustafayeva, 2019). Along with this the number of students increases from 53974 males and
27068 females within few years. Therefore, it described that the percentage of females within the
secondary school enhanced tremendously from 33 % in 1957. For example the students
enrolment within the Nexus International School Malaysia comprised 10791 males and 4596
females but by considering the present time this figure has prominently increase because of the
gender equality and awareness about the equal knowledge and education which is important for
the growth and development of nation as well and also useful in representing The Country in
different way. Despite from the various awareness and equality campaign gender differences
prevail prominently at the secondary and tertiary level courses. At the universal level girls lag
behind voice in various sectors like technical vocational subject and Science.
Along with this, it is also analysed that more than half of the secondary students in
Malaysia are qualified from the science subject considering the fourth level proficiency. Besides

this within the 1993 to 1994 there are only 47 % of the girls are qualified from the science
subject in comparison to boys that are 62% in number. In terms of this there are various reasons
for the inequality in the education on the basis of gender including Geographic level as many
High Schools who provide excellent level of education charge high amount and some of them
are situated at the outskirts and because of this it is impossible for various people to reach out to
words the good education level.
Along with this, in historic era people did not believe in the women development and
their learning in education as many of the people focus on boys and their development as they
think that man has the capability to manage various things at a time (Çağatay, 2018). Despite
from this the lower percentages of girls of science that reflect the preference of girls have for the
home economics and Commerce. Along with this undertaking the situation in technical and
vocational schools the enrolment in the Nexus International School leads to increase in tandem
considering the developing demand for the trained and skilled manpower. By undertaking the
educational statistics report then roll mint in Malaysia for the technical and vocational subject
increases within the past three decades and also develop with time including various courses and
subjects like Humanities economics business and law.
Along with the proportion of female students within the total enrolment of Vocational
and technical school was around 16.2 % in 1970 29.4 percent in 1980 25.1 percent in 1990 and
34.3% in 2001. In addition to this it is also analysed that the female students concentrate on the
non-technical and arts based courses (Rajanen & Roche, 2017). For example in 1993 male
students accounted around 70% of the overall and government in commerce steam and not less
than 90% of the enrolment in Home Economics. Therefore the participation of female within the
engineering courses considered as the hello which is less than 30% in the technical schools and
around 10% in the vocational schools in Malaysia. In terms of this many campaigns are
organised that leads to raise the awareness and promote gender equality in the education and
hence the women’s participation in the decision making process.
Brief introduction of Institution/Country B
Turkey officially known as republic of Turkey is a transcontinental Eurasian country
located on Anatolian Peninsula in western Europe. The capital of Turkey is Ankara and one of
the largest city is Istanbul. People of Turkey speak Turkish Arabic and various other languages
following Islam as their religion. Turkey is a charter member of United Nations a member of

North Atlantic treaty organisation which is also known as North Atlantic alliance the World
Bank the International monetary fund and founding member of The organisation for economic
cooperation and development. Turkey's judicial system is defined by article 132 to 160 of the
constitution of Turkey that is entirely incorporated and integrated with the system of Continental
Europe. The country has adopted the principle of separation of powers as according to it judicial
powers is exercised by independent quotes for the Turkish Nation. All the Independence and
Organisation of the courts, security, and profession, supervision of judges and public
prosecutors, the military quotes and the organisation and power of high courts are regulated and
monitored by Turkish constitution (Kılıç & Kuzey, 2016).
The educational system in Turkey is governed and regulated by National system that are
developed after Turkish war of independence by Ataturk Reforms who was a revolutionary
Statesman and Turkish field Marshal. According to the state supervised system developed a
skillful professional classes are required for the social and economic institutes of the nation.
there are public schools offering primary and secondary education without any cost that is
financed by the state and compulsory education lasts for 12 years. The free public schools
education provided by State is for the children's aging between 6 to 18 who are enrolled by 2001.
Secondary and High school education is not mandatory in the country but are essential
and suggested for the personal progress and universities development as well. There were around
166 universities in Turkey by the year of 2011. the country is well aware about their
requirements for education and their expenses in 2002 in relation to education in the country was
amounting to $13.4 billion which was including the budget allocated by National ministry of
education, private and International funds.
Brief historical, geographical, cultural description
The history of the republic of Turkey includes the history of Anatolia the Asian part of
Turkey and Eastern Thrace the European part of Turkey. The name of the country is derived
from middle Latin Turchia that means the land of the Turks which was historically referring to
an entirely different territory of Central Asia and Eastern Europe that was under control and
monitoring of Turkic people in the early mediaeval period. Occupying Istanbul in 1918 and is
made in 1919 by the allies of aftermath of World war 1 established the Turkish National
movement. Turkish war of independence which was initiated in 1919 and lasted till 1923 was

and was waged with the aim to revoke the terms of the Treaty of Sevres that was established to
liquidate the Ottoman Empire and virtually abolish Turkish sovereignty.
In 1922 all the three Greek, Armenian and French armies were expelled and the Turkish
provisional government was declared the legitimate government of Ankara in April 1920 and
started the activities to formula is the legal transition from the old Ottoman to the new republic in
political system. Moving further in 1922 as well the Turkish parliament formally abolished the
sultanate and a 600 long of monarchical Ottoman rule. The republic was officially proclaimed in
1923 in Ankara and named it as a new capital of the country (Salih & Al Shibli, 2016).
Turkey is a transcontinental Eurasian country which is divided into Asian and European
areas. Asian Turkey is including 97% of the country and separated from European Turkey by the
sea of Marmara, Dardanelleas and Boshporus. The 3% of Turkey territory is under European
Turkey which is more than 1600 kilometres long and 800 kilometres wide in a rectangular shape.
Turkey is the world’s 37th largest country in accordance to its area which is encircled by seas
from three sides Black sea to the north, Mediterranean sea to the south and Aegean sea to the
west.
The country has a very diverse and varied culture which is developed with the blend of
various elements of different sectors which are Anatolian, Ottoman and Turkic, the western
culture and traditions that are started by Ottoman Empire still been continued in the cities and
places of Turkey. The culture of Turkey is mixed due to a very prominent reason that is the result
of encounters Turks and their culture with people and religion who were in their path at the time
of migration from Central Asia to the west. The culture of Turkey is established and the end
result of the efforts made by people to be a “modern” Western state by carrying their historical
values and maintaining their traditional religions.
Current information on issue discussed
The issue discussed is of gender discrimination and equality, in relation with Turkey from
different surveys and statistics it was identified that in 2004 the country was among other 12
countries in the world that were being considered on a risky age of achieving gender parity in
primary and secondary education by the year of 2015 (Çelik, Bilali & Iqbal, 2017). Amongst all
the beer countries and materials groups Turkey was the richest country according to its per capita
income and GDP a sole representative of Europe and Central Asia region.

By moving further and development taking place the country proved the predictions
wrong by supporting girl child care studies and development which was led by the ministry of
national education. Despite of all the supportive activities and Turkey's achievement in ensuring
gender equality and its progress towards female child education has been far more limited and
restricted which was Hindered by the overall gender gap in the nation at political and economic
level (Nollenberger, Rodríguez-Planas & Sevilla, 2016).
in order to develop further advancement on the issue of gender equality more efforts are
required to be developed and implemented rather than just education and social policies that are
driven to girls access to schools, education and progress in last 20 years. That was remarkable
success achieved by ministry of national education as they increased gender parity in education
by developing a campaign for girls that was launched in 2003.
The campaign and efforts made by MoNE was supported and operated by UNICEF and it
was known as Haydi Kizal Okula which means hey girls lets go to school and known as a
national and international success in designing, implementing and mobilizing relation.
Figure 1Progress Towards Gender Parity, 2019
The plan was developed as a campaign for the eight your business and education level in
2003 in 10 areas where is the gender gap was the highest moved up to 81 provinces by 2006 and

with effective mobilization of the plan in public private and civil societies the result was the
increase in basic parity ratio. The ratio changed from 0.9302 in 2003-2004 to 0.9895 in 2008-
2009 along with reached to 1 by 2013 (Simsek, Elciyar & Kizilhan, 2019).
The girl education campaign also encouraged to the education policy seem to stakeholder
constitutional and evidence-based policy debates that resulted in curriculum reforms being
processed and launched. Torquay witnessed a paradigm shift in education policy, in 2003
education reform initiative and an independent education think and do tank established which
contributed to the policy by monitoring the progress of girls education.
Figure 2TURKEY’S PROGRESS ON GENDER EQUALITY IN EDUCATION RESTS ON
GENDER POLITICS, 2019
MoNE identify a basic problem as a priority in relation with education and parity ratio is
of attendance of both girls and boys and for which in 2007 and 2008 a a new National
administrative database known as e-school was developed which was then synchronised with the
national census data base and enhance the overall implementation and monitoring capacity of the
ministry.

Contrastive Analysis
Differences between Malaysia and Turkey
Malaysia and Turkey both the countries appear similar but they do not have much
similarity at all. By undertaking the compulsory education system in Turkey include the age
factor of 6 years to 18 years as four years in primary for in middle and four year in High School.
Meanwhile in Malaysia it include the compulsory education between the age of 6 years to 15
years like 6 years in primary two years in secondary and remaining in High School. Hence
Turkey has little bit improvised education system for women and girls whereas in Malaysia it is
quite narrow because of its classification which is classified under three groups (Shah, 2018)
(Yağci & Cevik, 2019). Moreover Turkey and Malaysia both are predominantly Muslim
countries and approximately 60% of the Malaysian and 99% of the Turks are Muslim as Muslim
culture does not promote higher education for the girls undertaking their culture and religion.
However the religion and ethnicity coincide in terms of Malaysia as Malays are Muslim.
Moreover there is no one to one communication among the religion and ethnicity in Turkey
besides this both the countries promote Islam culture in which Turkey is predominant on the
Islam culture and has a Civil Code meanwhile Malaysia is not there yet. Furthermore Malaysia
since 1957 runs more or less by the same political party which they call Alliance. Along with this
in Turkey around 65% of the population is composed from Sunni Turks in which education
system for the girls is quite less from the higher system mean by this culture is not promoted in
Malaysia. But with the development International education system for the Turkey is available
since 1994 and for this developed 53 schools and also provides vocational education. In terms of
Malaysia they offer the services since long period and also develop educational camps and
spread awareness for their women education and empowerment in order to provide equal
education system at the any age and time period because education is a right of children
regarding their growth and development (Sonneveld & Lindbekk, 2017). Despite from this,
undertaking the secondary education system and Science lesson hours for Turkey it include 20
hours in a week where is Malaysia has 23 hours in a week. For the mathematics lesson hours
Turkey provide 27 hours whereas Malaysia provide 29 hours weekly lesson which is specially

organised for girls and women in order to clear their doubts sessions and specifically focus on
their practical learning.
Similarities between Malaysia and Turkey
 The education system of both the countries that is Malaysia and Turkey is governed and
regulated by an institution and ministry. In Malaysia it is overseen by ministry of
education and in Turkey it is regulated by ministry of national education.
 The education system of both the countries is divided into pre-primary, primary,
secondary and upper secondary schools. In both countries public and private educational
institutes are developed offering free education to all the local Malaysian and Turkish
students through public schools.
 In both the countries a law is developed which primary education compulsory for both
male and females. There are entrance test which are regulated and regular examination
system which is common and standardized in both the countries (Masilamani & Ning,
2018).
CONCLUSION
The reports developed is over a major and a very significant issue that is gender equality
in educational institutions in countries. Education is a basic right of human being which is clearly
stated in the report there were two respective countries are taking sever initiatives and
developing potential efforts for increasing awareness amongst people in relation with education
for both male and female child as well as its need for growth and progress of a individual as a
human being, as a professional and as a individual living in a particular society of the world. The
report have several statistical data and images showing the growth and changes made by
countries and administrations for enhancing the equality in the society for education for both
male and female community. The report acknowledges the need and efforts made by countries
several campaigns introduced bye by a secondary research methodology. But future primary
research is also suggested for gaining appropriate results and developing more efficient
understanding about the changes that exactly taking place in countries for reducing gender
inequality in several aspects and most importantly in educational institutions.

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