Education and Child Development

"Across the world, gender norms and expectations that dictate what subjects boys and girls are cut out for and pursue continue to perpetuate within education systems. Low expectations of their STEM abilities and limited career opportunities tampers girls’ attitudes towards STEM education and aspirations to pursue STEM careers. In emerging economies, girls face the additional hurdle of unequal access to digital assets and skills. As a result, women remain significantly underrepresented in the STEM workforce, making up almost half (49.3%) of total employment across non-STEM occupations but just 29.2% of all STEM workers. Attrition, especially at the very early career stages, is significant. While the percentage of female STEM graduates entering into STEM employment is increasing with every cohort, the numbers show that the retention of women in STEM, even one year after graduating, sees a significant drop. The drop to the top is also more pronounced in STEM, as women currently account for 29.4% of entry-level workers but only 12.4% of C-Suite executives. Given STEM occupations are likely to dominate the jobs of the future and offer much higher earning potential, we will only be able to close broader gaps in workforce participation, pay and leadership if we create stronger pathways for girls and women to progress in STEM education and careers." #WomenInSTEM #GirlsInSTEM #STEMGems #GiveGirlsRoleModels https://lnkd.in/eDdDADvk

Transforming Social Norms to Improve Girl Child Health in Senegal by Increasing the Role of Grandmothers This is a fascinating intervention which increased recognition and empowerment of elder women in the community to reinforcing intergenerational communication and bring about change in the lives of adolescent girls. In rural Senegal, social norms deeply influence the health and education outcomes of young girls. The Girls’ Holistic Development (GHD) program, led by the Grandmothers Project—Change through Culture, has demonstrated significant success in shifting these norms through a community-driven approach. Key Findings from the Realist Evaluation: Strengthening Intergenerational Relationships: The program increased communication and trust between generations. Grandmothers, traditionally sidelined, have regained their influential roles, providing guidance and support to adolescent girls. Grandmothers as Change Agents: By empowering grandmothers, the program fostered their role as advocates for delaying marriage, preventing early pregnancies, and encouraging school retention for girls. This shift has been crucial in changing community attitudes and behaviors. Enhancing Social Cohesion: Community forums and dialogues facilitated by the program have strengthened social bonds and collective actions, supporting girls' education and well-being. This approach has led to greater community consensus and action towards positive outcomes for girls. Normative Shifts: Significant changes in social norms were observed, particularly regarding early marriage and school retention. Families and communities are increasingly supporting the idea that girls should stay in school and marry later. Impactful Outcomes: Delayed Marriages: Caregivers in intervention villages were less likely to marry off their daughters before 16, reflecting a normative shift towards valuing girls' education. Increased School Retention: There is growing community support for keeping girls in school, with both girls and their caregivers reporting higher expectations and aspirations for educational attainment. Conclusion: The program's community-based, intergenerational approach has proven effective in shifting harmful social norms and improving health and educational outcomes for girls in rural Senegal. By valuing and empowering grandmothers, the program has created a sustainable model for community-led change. It would really interesting to adapt and implement this project in another setting. #SocialNorms #GenderEquality #CommunityEngagement #GirlsEducation #HealthPromotion #Senegal #GrandmothersProject

A Woman in the Dark – The Woes of Being One! In a world that prides itself on progress, it’s shocking how fear still grips young girls in higher education. Her story is one of resilience. From the start, the odds were against her. 📌 Primary school? Dad barely paid attention—why invest when "she’ll end up in the kitchen"? She was constantly sent home for unpaid fees during exams. 📌 High school? She made it into Holy Child School, Cape Coast—her dream! But Dad refused to pay. "Your brothers need the fees; they are destined for greater things." She ended up in a school barely on the map. 📌 Scholarship? She won one! But Dad wouldn’t sign the consent forms. Because someone will marry her eventually and take the glory! An academic advisor had to step in. 📌 University? Dad refused to support her—"What if she gets pregnant?" She deferred, sold on the streets, and hustled her way to pay application and admission fees. And then came the unthinkable… 🔥 An uncle attempted to rape her—twice. 🔥 3 lecturers—from Level 100 to 400—demanded sex for grades. Papers were torn before her eyes, scores erased. 🔥 When she sought help? "You cannot fight a lecturer. No one will support you here." 🔥 Postgraduate studies? More harassment. Senior figures tarnished her reputation, threatening her career. 🔥 Even today, as a PhD holder and expert in her field, the threats have not stopped. She was told to stay silent. But girls made of gold cannot😂. This is the untold story of one of my mentees! As I speak on this in Washington DC, share your thoughts on: 💡 The obstacles women face in education. 💡 How she (and many others) can overcome these challenges. 💡 The progress (and gaps) in women’s education in Ghana & Africa. 💡 The critical support needed to break these cycles. Education really, should be a tool for breaking barriers, not creating them.🤛 Let’s break the silence. Let’s build a system that protects, uplifts, and empowers. 👊 ■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■ #WomenInEducation #BreakingBarriers #HigherEducation #GenderEquality #Africa #internationalwomensday International Women's Day 2025 International Women's Forum International Center for Research on Women (ICRW) International Women Summit Women on Boards #WorldTradeOrganization (WTO), #AGI, #GIZ, #InternationalTradeCentre (ITC), #InternationalMonetaryFund (IMF), #WorldBank, #AfricanContinentalFreeTradeArea (AfCFTA), #EuropeanUnion (EU), #AssociationofSoutheastAsianNations (ASEAN), #Asia-PacificEconomicCooperation (APEC), #MERCOSUR (Southern Common Market), #Export-ImportBank (EXIM Bank), #TradePromotionOrganizations (TPOs), #UKDepartmentforBusinessandTrade (DBT), #linkedIn #BrandnBloom #U.S.CommercialService, #JapanExternalTradeOrganization (JETRO), #InternationalChamberofCommerce (ICC), #GlobalAllianceforTradeFacilitation, #ECOWAS, #CanadaChamberofCommerce, #UNIDO, #UNDP, #USAID, #ACDI-VOCA #TIGARA #APILE, #U.S.AfricanDevelopmentFoundation (USADF), Travis Adkins, Ify Afe Ify Ogo, PhD #Market

The entire population of France is unsure about their school education, post-COVID. Not sure, if you have read that right? But that certainly is the truth as about 65 Million adolescent girls in India are uncertain about their education dreams, post the pandemic. And this same herculean number is also equal to the entire population of a developed nation in Europe. It has been well-documented that India has made strides when it came to women empowerment and especially girls' education. Our census tell us that, our media tell us that and we see it everyday in our own life with more women joining the workforce and showing their brilliance in academics. So how can it be that within two single years, such a progressive tend fizzled out? Because when it comes to gender-regressive norms, the realities are multi-layered. Girls are expected to complete their education, get their degrees but often not to pursue their dream careers but to become a more attractive resource when it comes to their marriage prospects. Similarly, humanities and social sciences as well as something known as the pink-collar jobs are designated for women - teachers, receptionists, field-level social workers, customer-career executives - somehow despite their tremendous contribution to our society is perceived as 'less than' and unfortunately low-paying. All again leading back to the marriage pipeline. Women are still expect to have 'the lesser' station when it comes to picking their academics and even their careers. So it does makes sense, given how fragile the allowances permitted to girls and women in our society - the pandemic made communities feel that they could do without investing in their daughters' education and careers. As it would be lesser anyway, won't it? When Milaan Foundation started in 2007, we initially worked hard on providing free and accessible education to adolescent girls from the most underserved communities in UP, MP and Karnataka. But as years moved along, the team got more and more disheartened seeing the girls' families and communities rejecting even a free and easily accessible opportunities for their daughters. So we revised our beliefs and decided to see the society from a more layered lens. Our approach was to built a movement from within the community, by the girls and for the girls. They were given back the agency to decide what they want to study, what careers to pursue, what life-partner they want to have or even not. This is now known as our flagship initiative called the Girl Icon Program as well as an induction to a five-year multi-state Alumnae Network post graduation from the initiative. The network provides them with education scholarships, career and resume-building workshops and even various upskilling modules. The mission and vision is to make the education and career choices holistic and rigorously informed. Putting back the decision of a girl's/woman's professional and personal life only and only in their own hands.

Meet the extraordinary 11 year-old Afghan girls I met in a primary school near #Kabul, one year after the education ban for secondary school girls had been imposed by the Taliban. All the girls I met had big dreams and hoped to continue their studies the year after, like their brothers and mothers in the past. But now they are all locked at home, in an unprecedented reality, as #Afghanistan stands alone globally in actively suspending women's and girls' right to #education. The projected consequences are devastating: - 25% surge in child marriage risk - 45% rise in adolescent pregnancies - 50% increase in maternal mortality With the latest decree barring women from medical institutes, the situation grows even more critical. Women's rights are human rights. When we deny girls' education, we deny women's right to freedom, their right to equal opportunities, and their right to dream. 🔗 Learn more from our Afghanistan Gender Profile: https://lnkd.in/eTxvXVNv #GenderEquality #EducationDay #GirlsEducationMatters #EducationCannotWait #WomensRights #ForAllWomenAndGirls UNESCO UN Women

Too often, girls on the margins - whether due to poverty, displacement, or discrimination - are left out of conversations about progress. Their dreams are just as bold, their potential just as limitless, yet they face systemic barriers that keep them from accessing education, leadership opportunities, and economic independence. The 69𝐭𝐡 𝐂𝐨𝐦𝐦𝐢𝐬𝐬𝐢𝐨𝐧 𝐨𝐧 𝐭𝐡𝐞 𝐒𝐭𝐚𝐭𝐮𝐬 𝐨𝐟 𝐖𝐨𝐦𝐞𝐧 (𝐂𝐒𝐖69) is a crucial moment to shift the focus to those who need it most. Policy discussions and commitments must not only acknowledge these girls but actively center them. Because when we invest in girls - particularly those most overlooked - we strengthen entire communities. This isn’t just about equality. It’s about 𝐣𝐮𝐬𝐭𝐢𝐜𝐞. We need to ensure that every girl, no matter where she’s born or what circumstances she faces, has the tools and opportunities to shape her future. 💡 What can we do? - Advocate for 𝐩𝐨𝐥𝐢𝐜𝐢𝐞𝐬 that prioritize access to education, healthcare, and economic opportunities for marginalized girls. - Support 𝐢𝐧𝐢𝐭𝐢𝐚𝐭𝐢𝐯𝐞𝐬 working directly with young women in underrepresented communities. - Use our 𝐩𝐥𝐚𝐭𝐟𝐨𝐫𝐦𝐬 to amplify the voices of those who are too often ignored. 𝐆𝐢𝐫𝐥𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐦𝐚𝐫𝐠𝐢𝐧𝐬 𝐚𝐫𝐞 𝐧𝐨𝐭 𝐯𝐨𝐢𝐜𝐞𝐥𝐞𝐬𝐬, 𝐭𝐡𝐞𝐲 𝐚𝐫𝐞 𝐮𝐧𝐡𝐞𝐚𝐫𝐝. It’s time to listen. It’s time to act. #CSW69 #EmpowerGirls #GenderJustice #LeaveNoOneBehind

✨How Early Childhood Trauma Affects School Readiness✨ Early childhood trauma can have a profound impact on a child’s ability to succeed in school. Experiences such as neglect, abuse, or significant loss can disrupt emotional regulation, cognitive development, and social skills, all of which are crucial for school readiness. These challenges often manifest as difficulty concentrating, behavioral issues, or struggles with forming relationships in the classroom. By understanding the effects of trauma, we can better support children in overcoming these barriers to learning. Here are key ways early childhood trauma affects school readiness. 1. Emotional Dysregulation ✅ Trauma hinders the ability to manage emotions effectively. ✅ Leads to frequent meltdowns or withdrawal in classroom settings. 2. Difficulty Focusing ✅ Affects attention span and ability to stay engaged. ✅ Disrupts cognitive processing needed for learning tasks. 3. Social Challenges ✅ Impacts trust-building and peer relationships in group activities. ✅ Increases isolation or conflict with classmates and teachers. 4. Delayed Language Development ✅ Trauma may interfere with communication and expression skills. ✅ Limits participation in discussions or following verbal instructions. 5. Behavioral Issues ✅ Heightens impulsivity or defiance as responses to perceived threats. ✅ Often misinterpreted as misbehavior rather than trauma-related responses. 6. Physical Health Concerns ✅ Chronic stress weakens immune function and causes fatigue. ✅ Results in frequent absences or low energy in class. 7. Impaired Executive Function ✅ Reduces ability to plan, organize, and complete tasks. ✅ Creates frustration in managing academic expectations and deadlines. Understanding how early childhood trauma affects school readiness is crucial for providing the right support to help children succeed. By addressing these challenges with compassion and trauma-informed strategies, we can empower children to overcome barriers and thrive in their learning environments. Together, we can create a foundation where every child feels safe, supported, and prepared to reach their full potential in school and beyond. #OccupationalTherapy #OccupationalTherapist #WhyOT #OTMatters #OT #OTR #OTD #UnitedStatesOT

Investing in adolescent girls in Sub-Saharan Africa yields high returns! New "Pathways to Prosperity for Adolescent Girls in Africa" report outlines how crucial human capital development investments made in girls today, can build a prosperous Africa. Here are my key takeaways: 🚨 40% of girls aged 15-19 years are out of school, married, or have children. 🚨There is a stark gender gap: ·        26% of girls are out of school or work, V/S 9% of boys ·        27% are girls married or mothers V/S 3% of boys 🚨 While enrollment rates are similar for boys and girls, challenges grow for girls as they enter adolescence. By investing in its 145 million adolescent girls we can build a secure future AND can generate potential returns of over $2.4 trillion by 2040 in Africa! To ensure adolescent girls succeed, the report proposes that countries: 👩🏾⚕️Boost sexual & reproductive healthcare & early childhood education to include adolescent girls. 🛠️Offer vocational & skills training to create economic opportunities for adolescent girls 🤰🏾Tailor programs for continuing education, accessing childcare, and earning income for young mothers. The World Bank Group’s new #Gender strategy supports countries to end gender-based violence and elevate human capital by investing in economic opportunities. Read the Report: https://lnkd.in/ezRYYDbP The World Bank Center for Global Development  Population Council

Schools teach math, science, and history but why aren’t they teaching kids about ACEs and their mental health? Education may be about preparing kids for the future, but understanding their past is just as important. Imagine this: ➝ A child struggles to focus in class. ➝ Another lashes out at their peers. ➝ A third seems withdrawn, avoiding eye contact. We label them as difficult, disruptive, or disengaged. But what if their behavior isn’t a problem to fix but a story to understand? It’s no different for schools. They emphasize academic success. They track test scores. They implement discipline policies. Yet, they often miss the root cause of struggles: ↳Adverse Childhood Experiences (ACEs). The truth? A child’s brain develops based on experiences; helpful and unhelpful. And childhood trauma affects learning, emotions, and relationships. But here's the good news: ↳awareness changes everything. How can we create schools that heal, not just teach? ✅ Normalize conversations about mental health. • When kids learn about emotions, they gain tools to manage them. • Teach grit, not just rules. ✅ Train educators to recognize ACEs. • Teachers don’t need to be therapists, but they do need awareness. • Trauma-informed classrooms create safe spaces for learning. ✅ Prioritize emotional well-being alongside academics. •Kids can’t learn when they feel unsafe. • Schools that focus on both academics and emotional health see better outcomes. Our goal is to create an environment where kids thrive; not just survive. Remember: ➝ A struggling child isn’t bad; they’re hurting. ➝ A trauma-informed approach benefits everyone. ➝ Change starts with understanding. It’s time for schools to teach more than equations and dates. It’s time to teach kids about themselves. What do you think; should mental health education be part of every school curriculum?👇 𝗜 𝗮𝗺 𝗖𝗲𝗻𝗱𝗶𝗲 𝗞. 𝗦𝘁𝗮𝗻𝗳𝗼𝗿𝗱- 𝗜 𝗵𝗲𝗹𝗽 𝗽𝗲𝗼𝗽𝗹𝗲 𝗱𝗶𝘀𝗰𝗼𝘃𝗲𝗿 𝘁𝗵𝗲 𝘄𝗶𝘀𝗱𝗼𝗺 𝘄𝗶𝘁𝗵𝗶𝗻 𝘁𝗵𝗲𝗶𝗿 𝗰𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱 𝗮𝗱𝘃𝗲𝗿𝘀𝗶𝘁𝘆…