Women Education Literature review – Education Assignment Help

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Literature review
The role of patriotic on female education
This literature review focuses on societal influences on women’s access to tertiary education in Afghanistan. The study aims to identify key issues and possible solutions associated with access to tertiary education for women. The review is conducted to examine the impact of female education. In the following sections, we have considered female education within the context of global development, economic growth, poverty, health, and education. Also, the review has focused on critical approaches to education, where the review has included several theories, for example, Feminist theory, social role theory, social justice, capital and gender, and Bourdieu theory. Bourdieu’s theory describes a number of factors that influence how a person conducts their lives in the social and cultural context in which they exist. This study draws on Bourdieu’s concepts of ‘habitus’ and ‘cultural capital’ to examine the relevance of life experiences to participating in tertiary education.

The literature used in this review was identified through keyword searches of the Federation University Library catalog, ERIC, APO, ClickView, and A+ Education databases, supported by the use of Google Scholar to search for other sources. Keywords used in the various searches included the following terms: benefit of education, female education, the impact of education, poverty, health, and importance of education. Given that some of the literature relevant to the research questions is only available in grey literature, such as government and NGO reports, these sources were examined via keyword searches in the Google search engine. Limitations on the amount of literature available and the longevity of societal issues in Afghanistan mean that there were no exclusions to the literature searched, and a wide range of research was examined. 

This chapter focuses on identifying key issues and possible solutions associated with access to tertiary education for women in Afghanistan. Sustained periods of conflict have negatively impacted Afghanistan’s education system resulting in many children not completing primary school and an estimated two-thirds of the female population not attending school (UNICEF, 2019). However, education is an important building block for the future development of any nation, particularly where ongoing conflict has impacted access to the extent that it has in Afghanistan.  The literature review findings are important in the following sections since they provide insight into the research questions, aims, and objectives. 

Women and education
According to former Norwegian Prime Minister Erna Sober (2014), investing in a woman’s education feeds her children, community, and country. While women’s education contributes to a nation’s overall development and progress, this section seeks to identify the role and impact of education on women. This section focuses on the impact of education on women, the role of female education in global development, the cycle of poverty, health, and education. 

Impact of education on women 
In many countries, especially in developing nations, many women receive little or no education (Krzyzanowsk, 2018). Education is important as it can help women develop a sense of agency and empowerment after completing their education (Mirzada, 2019). Education is also important for human development, and there are many benefits to be gained from educating women, including improved health outcomes, economic development, and empowerment of women (Global Partnership for Education, 2014). Many issues prevent women from attending universities in developing countries (UNICEF, 2020), including concerns about safety, sanitation, cost, poor educational quality, cultural and religious practices (UNICEF, 2016). 

Education is widely acknowledged among scholars to have a profound impact on women’s access to human rights and development goals. Tertiary education for women is an internationally agreed universal human right (UNESCO, 2019). Education, as a basic human right, is seen as a bridge to achieving other sustainable development goals (Willems et al., 2018). Education provides a person with knowledge and skills to take advantage of economic and lifelong learning opportunities (Sen, 2003) and is a key factor in increasing human capital (Wantchekon et al., 2015). Human capital is an important asset for society and individuals and can be classified as knowledge, habits, personality, and social attributes embodied in the ability to accomplish tasks to produce economic value (Govdell, 2016). 

Education is the main contributor to increasing human capital. There is evidence that developed countries tend to have 30-60% tertiary educational achievement among their 25–34-year-old population (OCED, 2019). According to A. B. Sabawoon (personal communication, May 1, 2020), who is a senior lecturer at Alfalah University and government advisor for higher education, in Afghanistan, this type of data on tertiary participation is not available; however, current educational achievement levels are expected to be a lot lower than in developed countries. To achieve the same levels of tertiary educational achievement and growth of human capital as developed countries, it is expected that a higher level of female education is required in Afghanistan (OECD, 2020). 

The completion of compulsory education and participation in tertiary education by females is also argued to play a role in the reduction of poverty, economic growth, achieving gender equality, health improvement, and social development (Misango & Ongiti 2013; Klasen, 2004; Mirzada, 2001; Sen, 2003). While education plays an important role in women’s lives in developing countries, Bourdieu (1967) also described how education reinforces society’s classes and privileges (Grenfell, 2013). Bourdieu (1986) defined cultural capital as providing an individual with the framework to be empowered, achieve goals, and become successful (Rogoši? & Baranovi?, 2016). Cultural capital can exist in three different forms or states, including embodied, objectified, and institutionalized (Claussen & Osborne2013). 

Of these, the embodied state is the most influential for this study. According to Bourdieu (1991), the embodied state is what the individual has learned by their experience and can be increased by the investment of time into self-improvement, including self-improvement through formal education (Rueden, Lukaszewski, & Gurven, 2015). Objectified cultural capital refers to material objects with cultural meaning, such as books, paintings, and mugs. Institutionalized cultural capital permits social recognition of skills, increases credibility and trustworthiness, and increases social status (Claussen & Osborne, 2013). 

Summary
Education helps women improve health outcomes, economic development, and empowerment. A higher level of female education is required in Afghanistan to increase human capital. Several studies were conducted on Afghan women’s education (Mashwani, 2017; Burridge, Maree Payne, & Rahmani, 2016; Shayan, 2015; Roof, 2015), but little is known about the participant’s embodied cultural capital, examining their life experiences, ideas, and circumstances and how they influenced their tertiary education participation in Afghanistan. Studies from different countries show that barriers exist to women entering tertiary education (Bukhari & Ramzan, 2013; Smith & Abouammoh, 2013; Arani, Kakia & Karimi, 2012). These barriers are even more severe in developing countries (Saravanakumar & Padmini Devi, 2020; Aja-Okorie, 2013; Esfahani & Shajari, 2012). Meanwhile, a few studies could be used to help improve education for women in Afghanistan (Maheshwari, 2021; Almathami & Yang, 2021; Alwahaibi, 2017). Hence, the study will determine the enablers and barriers to female tertiary education.

The gap identified from the literature review was participants’ embodied cultural capital. The study will examine participants’ life experiences, ideas, and circumstances and how they influenced their tertiary education participation. This study will explore how the participants’ embodied cultural capital influences their engagement with embodied and institutionalized cultural capital, particularly the institutional arrangements of Afghan tertiary educational institutions. The gap will be identified by conducting qualitative and quantitative data collections from the participants. Identifying the participants’ embodied cultural capital and examining their life experiences will help the researcher understand why the percentage of girls who enrol in secondary education is approximately 38% of those known to have completed primary education. Of those who complete secondary education, just over 4% enrol in tertiary education (Shayan, 2015). The following section discusses the role of female education in global development and economic growth, focusing on the impact of female education on the transition of world dynamics. With these, the section also provides how women’s education breaks the cycle of poverty, health, and education. 

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