DEVELOPMENT OF FEMALE EDUCATION IN DIFFERENT ARAB COUNTRIES
Enrollment in the primary grades grew steadily in all Arab countries between 1965 and 1975 and in fact doubled in most of them. It tripled in some, as in the case of Oman, Qatar, United Arab Emirates, Djibouti and it quadrupled in places like Saudi Arabia, Libya, and South Yemen.
Enrollment differences between boys and girls greatly narrowed in 1975. Seven countries nearly achieved sex parity in enrollment; Bahrain, Jordan Kuwait, Libya, Lebanon, Qatar and the United Arab Emirates. All of these countries are small in area, with the exception of Libya. Libya, Qatar, and the United Arab Emirates achieved near sex parity only recently. Kuwait, Libya, Qatar and the United Arab Emirates, oil producing countries with a very high per capita income exceeding $10,000 in 1978, are better able to allocate substantial amounts of money for expanding educational facilities.
At the other end of the continuum female enrollment in North Yemen with a per capita income of less than $250 in 1978 had I 1% female enrollment in 1975. The rest of the Arab countries fall in between, where female enrollment ranges from 20 to 40% of all enrollments.
SECOND LEVEL-SECONDARY
Secondary school enrollment experienced a remarkable expansion over the last two decades. Enrollments tripled in Iraq, quadrupled in some, and in states like Qatar grew eight times.
Three countries, Bahrain, Jordan, Qatar, and United Arab Emirates, experienced the highest growth in female enrollment and toward achieving sex parity. Between 1965-1976 this growth surged in Qatar from 18% to 46%, in Jordan, from 28% to 42%, and in Bahrain from 30% to 48%. Despite the numerical improvements, the majority of Arab countries still exhibit a high degree of disparity in educational opportunities for male and female on the secondary level. In many countries the ratio ranges between 20 and 35% of the total enrollment. The difference can be explained partly by the outdated but dying tradition which tends to discourage women from going to school, and partly to the lack of educational facilities and teachers.
Secondary school enrollment experienced a remarkable expansion over the last two decades. Enrollments tripled in Iraq, quadrupled in some, and in states like Qatar grew eight times.
Three countries, Bahrain, Jordan, Qatar, and United Arab Emirates, experienced the highest growth in female enrollment and toward achieving sex parity. Between 1965-1976 this growth surged in Qatar from 18% to 46%, in Jordan, from 28% to 42%, and in Bahrain from 30% to 48%. Despite the numerical improvements, the majority of Arab countries still exhibit a high degree of disparity in educational opportunities for male and female on the secondary level. In many countries the ratio ranges between 20 and 35% of the total enrollment. The difference can be explained partly by the outdated but dying tradition which tends to discourage women from going to school, and partly to the lack of educational facilities and teachers.
THIRD LEVEL-COLLEGE
In 1960, several Arab countries like Kuwait, Qatar, Yemen and United Arab Emirates had no college education. Today practically all Arab states, with the exception of Oman and Djibouti, have developed their own college system.
Female college education grew by leaps and bounds in the decade preceding 1977. In Tunisia, the enrollment jumped from 1,020 people in 1965 to 6,070 in 1977. In Iraq, from 7,625 in 1965 to 28,267 in 1975, in Lebanon from 3,685 in 1965 to I 1,000 in 1971, in Algeria from 1,642 in 1965 to 12,171 in 1975, and in Morocco from 1,089 in 1965 to 8,440 in 1975.
The disparity between male and female enrolllment is highest in North Yemen. Female enrollment was only 10% in 1975, followed by Somalia, where enrollment was II% the same year.
In Bahrain, Kuwait, and Qatar, a curious phenomenon appears; female enrollment exceeded male enrollment (53% in Bahrain, 57% in Qatar, and 56% in Kuwait). There seem to be two reasons for these unusual statistics. First, male students are urged to study abroad while girls are discouraged by tradition or marriage. Accordingly, scholarships or grants to study abroad are rarely granted to women. Nevertheless, these figures signify that Arab womenare eager to learn and to obtain the qualifications necessary to enter the labor force in their own societies.
Female enrollments at the third level are represented in all fields with the heaviest concentration in the liberal arts, humanities, social sciences and law. For example, in many Arab countries the ratio of women studying in these areas is over 50%. It was 70% in Saudi Arabia in 1975, 75% in Sudan, 56% in Kuwait, and 52% in Tunisia. This to some extent is due to the fact that it is easier and cheaper to expand liberal arts facilities than to augment technical field facilities, and partly to the prevailing attitudes and traditions that the liberal arts are more suitable for women. Recently, enrollment in the liberal arts started to decline in some countries such as Algeria and Syria. The change came partially in response to concentrated efforts to expand the technical facilities and to encourage women to enroll in them. More important, employment opportunities are far better in technical and related fields and financially more rewarding. A third reason is that prospective employers often pay advance salaries to students as an incentive to complete their training in technical fields.
In 1960, several Arab countries like Kuwait, Qatar, Yemen and United Arab Emirates had no college education. Today practically all Arab states, with the exception of Oman and Djibouti, have developed their own college system.
Female college education grew by leaps and bounds in the decade preceding 1977. In Tunisia, the enrollment jumped from 1,020 people in 1965 to 6,070 in 1977. In Iraq, from 7,625 in 1965 to 28,267 in 1975, in Lebanon from 3,685 in 1965 to I 1,000 in 1971, in Algeria from 1,642 in 1965 to 12,171 in 1975, and in Morocco from 1,089 in 1965 to 8,440 in 1975.
The disparity between male and female enrolllment is highest in North Yemen. Female enrollment was only 10% in 1975, followed by Somalia, where enrollment was II% the same year.
In Bahrain, Kuwait, and Qatar, a curious phenomenon appears; female enrollment exceeded male enrollment (53% in Bahrain, 57% in Qatar, and 56% in Kuwait). There seem to be two reasons for these unusual statistics. First, male students are urged to study abroad while girls are discouraged by tradition or marriage. Accordingly, scholarships or grants to study abroad are rarely granted to women. Nevertheless, these figures signify that Arab womenare eager to learn and to obtain the qualifications necessary to enter the labor force in their own societies.
Female enrollments at the third level are represented in all fields with the heaviest concentration in the liberal arts, humanities, social sciences and law. For example, in many Arab countries the ratio of women studying in these areas is over 50%. It was 70% in Saudi Arabia in 1975, 75% in Sudan, 56% in Kuwait, and 52% in Tunisia. This to some extent is due to the fact that it is easier and cheaper to expand liberal arts facilities than to augment technical field facilities, and partly to the prevailing attitudes and traditions that the liberal arts are more suitable for women. Recently, enrollment in the liberal arts started to decline in some countries such as Algeria and Syria. The change came partially in response to concentrated efforts to expand the technical facilities and to encourage women to enroll in them. More important, employment opportunities are far better in technical and related fields and financially more rewarding. A third reason is that prospective employers often pay advance salaries to students as an incentive to complete their training in technical fields.
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