000			03750nam a2200553 a 4500
001			1055397
008			091008s1990 dcu t u00| 0 eng d
040			_aDNLM _cDNLM
082	0	0	_a376/.9172/4 _220
245	0	4	_aThe economic and social impacts of girls' primary education in developing countries / _cM. Floro, J.M. Wolf.
260			_aWashington, D.C., Agency for International Development [USAID], Office of Education and Women in Development, _c1990.
300			_aiv, 105, 7 p. : _bill. ; _c28 cm.
500			_aUSAID Contract No. DPE-5832-Z-00-9032-00.
504			_aIncludes bibliographical references (p.79-105)
520	3		_aPolicy in many countries of Africa, Asia, and Latin America has aimed to improve and extend public access to education. Countries have been moderately successful in achieving this goal. Over the period 1965-85, primary school enrollment in developing countries increased from 298 million to 482 million. School-age population, however, increased from 372 million to 527 million over the same period. 145 million school-age children did not have access to primary education in 1985. Accordingly, greater strides must be made in expanding access to education in developing countries. Female students are especially underrepresented in schools. This paper reviews evidence from countries throughout the world attesting to the positive economic and social impacts of girls' primary education in developing countries. Education has direct and indirect positive effects on the economic and social well-being of women, families, communities, and countries. Overall impact originates from the interplay of social and economic outcomes, with the latter conditioned by prevailing economic, social, and cultural environments. Education brings new skills and attitudes to women which lead to higher levels of female labor force participation, increased access to training and credit, and greater production of nonmarketed goods. Women develop greater decision making power, literacy and cognitive skills, higher potential to improve health care within the family, a desire for fewer children, and an interest in educating them. While much remains to be learned about the various effects of female education, studies do suggest that age, type of economic policy, resource distribution, gender discrimination, social and cultural norms, and socioeconomic background affect the manner and degree to which women use education-acquired skills.
650	1	2	_aWomen _xEducation _zDeveloping countries.
650	1	2	_aCulture _8p
650	1	2	_aDecision Making _8p
650	1	2	_aDeveloping Countries _8p
650	1	2	_aEconomics _8p
650	1	2	_aEducational Status _8p
650	1	2	_aEmployment _8p
650	1	2	_aFamily Characteristics _8p
650	1	2	_aHealth Resources _8p
650	1	2	_aHealth Services Needs and Demand _8p
650	1	2	_aPublic Policy _8p
650	1	2	_aResearch _8p
650	1	2	_aSchools _8p
650	1	2	_aSocial Change _8p
650	1	2	_aSocioeconomic Factors _8p
650	1	2	_aWomen _8p
650	1	2	_aWomen's Rights _8p
650	2	2	_aBehavior _8p
650	2	2	_aDemography _8p
650	2	2	_aEducation _8p
650	2	2	_aHealth Manpower _8p
650	2	2	_aOrganization and Administration _8p
650	2	2	_aPopulation _8p
650	2	2	_aPopulation Characteristics _8p
650	2	2	_aPsychology _8p
650	2	2	_aSocial Behavior _8p
650	2	2	_aSocial Class _8p
655		2	_aTechnical Report _8p
700	1		_aFloro, M.
700	1		_aWolf, J. M.
999			_c4475 _d4475
952			_w2009-10-11 _p3010006100 _r2009-10-11 _40 _00 _bBRACUL _10 _o376/.9172/4 ECO 1990 _d2009-10-11 _t1 _70 _cGEN _2ddc _yBK _aBRACUL