A Comparative Study on Gender Equality in Educational Institutions

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.