write conclusion ( joust one page )
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Abstract:
Focusing on eliminating poverty (SDG 8) and expanding development throughout the world comes hand in hand with working towards women’s equality. In addition, increasing women’s participation in the economy can aid development. One of the biggest issues nations face today is achieving development that will be sustainable and lasting. Increasing women’s participation in the economy and educational programs can help countries work towards this sustainable development.
Women are also negatively affected by the poor condition of MENA education systems. Quality Education is SDG 4, and the MENA region has a long ways to go in achieving this goal. The poverty, lack of funding and space, and even simply lack of girls’ restrooms are barriers girls face to enrolling in school. Many families cannot afford to send their daughters to school, and many schools do not have room for them anyway. In addition, the quality of education systems in MENA is often poor and do not adequately prepare young women for the workforce. This trend worsens the economic conditions women face, making it more difficult for them to find employment.
It is essential to focus on the issues of poverty, employment, and education in the Middle East and North Africa (MENA) region specifically because they are amongst the most prevalent issues facing the region. A large portion of its population live in poverty, are unemployed, or are working in low-wage jobs. This has a huge impact on the population, leaving many without enough food and goods to take care of their families. This often breeds anger amongst the population who are struggling with the serious consequences of poverty.
In addition, these economic issues and concerns about education systems in the MENA region are exacerbated by the “youth bulge” occurring in the region. Due to high birth rates in the MENA region over the last few decades, a large portion of the population consists of young people who are seeking to enter the workforce at unprecedented rates. This puts overwhelming pressure on the economy to provide for so many individuals. Unfortunately, young women are hit the hardest by the increased unemployment the youth bulge causes.
The youth bulge, widespread poverty and unemployment, and poor quality education in the region paints a grim picture for both men and women. These conditions can explain, at least in part, the intensity of the 2011 Arab Uprisings. MENA citizens have grown dissatisfied with these conditions, especially women since they are at a greater disadvantage. The barriers to economic and educational success that women face are both negative for women as well as for MENA economies.
Outline:
SDG 8 & Women in the Workforce
Women and Development
Limited Employment Opportunities
Wage Inequality
Youth Bulge
Neoliberalism and Structural Adjustment
SDG 4: Quality Education
Enrollment Rates
Limited Access to Quality Education
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Abstract:
The United Nations Sustainable Development Goals (SDG’s) introduce new and revamped objectives that aim to reach sixty-nine targets (objectives), by the year 2030. The 2030 Agenda is intended to create development programs that not only focus on the root causes of a problem, but also remembers to include the consequences that result from this problem, therefore making it easier to prevent a future crisis. For the purpose of this research paper, we focus on countries in North Africa and the Middle East and introduce two of the SDG’s, and how they all weave into the concept of gender equality. Ultimately, we will explore different forms of poverty and educational structures through the following countries: United Arab Emirates (UAE), Jordan and Egypt.
Paper Outline: North-Africa and Middle Eastern Countries
Introduction to SDG’s and the UN
What the objective of the SDG’s are
SDG Number 1
Defined SDG Number 1: End Poverty in all its forms everywhere
Introduce the 3 countries we will be using
Poverty in UAE
Introduce the geographical location
Poverty line is high
GDP has increased
No official data on poverty that reflects the living condition
Poverty in Jordan
Introduce the geographical location
Jordanian poverty level statistics
14.4% of the 7,182,390 people live below the poverty line
Poverty in Egypt
Introduce the geographical location
94 million people, 27.8 live below poverty line
Unemployment rates
Introduce strategies that can be used to accelerate investments
SDG Number 4
Define SDG Number 4: Inclusive and equitable quality education
Education in UAE
Improvements made to give women access to education
Current educational system: Emirati School Model
Explain the goals and development of model
Education in Jordan
Focus on children receiving an education
Statistics on 12 to 17 year old’s
Grade school leads to high literacy rates
84th percentile in access to literacy among nations worldwide
Education in Egypt
Literacy rate is close in men and women
Gender gap in education
Learning disabilities
Education affects employment levels for women
Concluding Thoughts
The UN can help in implementing the SDG’s
Having agency
Goals are intertwined
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Abstract: Although women make up around half of the world’s population, they are severely underrepresented within the workforce. This is particularly true in the Middle East and North Africa, although there is wide variance between countries in this region. The discrepancies seen between men and women are largely due to social and cultural norms in addition to systems and structures that prevent women from being hired. This is disadvantageous for countries for several reasons including the ignorance of potential talent for various industries and the hindrance of economic growth and innovation. Interestingly, education rates between girls and boys are relatively equal in many MENA countries, even through advanced education levels. That being said, these degrees are not translated into opportunities for women because often times they are barred from application or unable to progress in their careers. The country of Jordan is selected as a case study to demonstrate this phenomena. Data from the Global Gender Gap report along with research are used to support these claims. United Nations’ Sustainable Development goals 8, Decent Work and Economic Growth, and 9, Industry, Innovation, and Infrastructure, seek to resolve some of these issues.
Outline
Introduction
UN SDGs
General background (will be cut assuming it is given in the overall introduction)
SDG 8: Decent Work and Economic Growth
SDG 9: Industry, Innovation, and Infrastructure
Global Gender Gap Report
General background (will be cut assuming it is given in the overall introduction)
Economic participation and opportunity sub-index
Jordan
General information on Jordan
Reasons for Jordan’s gender gap in the workforce
Steps being taken to close the gap
Conclusion
Implications of gender gap in the workforce
Recommendations for narrowing the gap
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This paper has cataloged the problems, puzzles, and policies associated with the impact of suitable development goals on international relations. Although the paper argues that the impact has been significant and wide-ranging it has being discovered any particularly dominant trends. In the absence of persuasive evidence, such claims as the end of poverty among people, clean water and sanitation, prosperity for all people and gender equality should be considered with a grain of salt. This paper has emphasized a "multiple effects" thesis while recommending caution on any single generalization. The only exception to this rule is the following central argument. While each technology brings forth its own bias to the social scene by extending this or that human power it is the social mediations, constructions, and applications of technologies that ultimately determine their social effects.
i) Ensuring prosperity for all.
ii) End poverty
iii) Clean water and sanitation
iv) Gender equality.
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Outline:
Introduction:
a) Members of Group
b) Countries represented in our work
c) 1 paragraph on the SDG’s I am working with.
d) Personal social location and reflexivity (something required in my field)
e) Implications of the nexus of my academic interests with Jordan, required SDG’s #1 and #5, and my chosen SDG of #2 (and #3 where applicable to SDG#2).
Historical Overview of the Hashemite Kingdom of Jordan
a) Geography and Climate
b) Languages and Religions
c) History: Ancient; “Biblical;” Petra and the Nabateans; Christendom, Byzantium, Islam and the Crusades; The Ottoman Empire; & The making of the new Hashemite Kingdom.
d) Politics, Government and Reforms
Demographics
Women and Health in Arab Countries
Women and Health Care Access in Jordan
Jordan and Early Marriage
Single-Parent Households in Jordan
Gender-Based Violence
ABSTRACT
Through clear delineations of subject, personal self-location of investigator, and careful efforts to situate and contextualize, and with attention to religious allegiances and their cultural influences, I argue the current state of women’s health in Jordan is severely challenged by illegal immigration, waves of refugees over the past 10 plus years, increasing poverty, and a large population and high birth rate. Jordanian women are particularly vulnerable as the gender gap in education, work opportunities, access to healthcare, etc has not been reached, nor much progress made. Jordan doesn’t show well on the Gender Gap Report, with a rank of 140.[2] Closing this gap in all areas measured will improve the health and safety of Jordanian and Syrian women living in Jordan alike.
What I am writing now will take mainly these same categories, and expand them by looking for information on what’s happening currently to address these issues, and to project the possible outcomes - per Dr. Shaker’s instructions.