“Education should bring out the woman by training her in community and national affairs without however losing her femininity and respect for cherished values.”
-Lourdes Echauz
Education is considered as one of the important ways in eliminating the poverty and opens the wide range of economic opportunities for the people (Seipel, 2003). Every country has a goal in economic progress and one of the concerns of the political bodies in to increase the level of education in the country. Zimbabwe is not different in centering the development through the use of education.
The equal access of education is the basic approach to fight and reduce the poverty. On the hand, if children – and sometimes, only the girls – are excluded in the accessibility in education, then there is an evidence that inequality rules the society that might prevented the growth of each individual in developing their talents and interests. The responsibility of the government is to ensure that everyone is given the equal rights to experience the various benefits that they can offer. The progress in society also affects the development in the economy. Education inequality is considered as a major infringement on the rights of women and girls and serves as an important barrier to social and economic development. The discrimination against the women and girls remains pervasive in most societies.
Therefore, investing in education can somehow increase the personal and social well-being of girls and increases the knowledge as well. In the end, the objective of development can be satisfied. Strategies are needed to pursue this goal and secure that there is a compliance with human rights obligations (UNESCO, 2005). From tracing the progress of the education in the dependent countries, there are four-core areas that need to be assessed (a) the macro-structural forces that shapes the education and stratification (b) the relationship between family background and educational outcomes (c) school effects (d) and education's impact on economic and social mobility (Trujillo, 2002).
The contributions for development of the countries under the category of Third World countries are in the matter of addressing the various issues that might plague the education. The knowledge gaps were identified to be the most intriguing aspect of education that might prevent the continuous development. This particularly included the utilization of the new and recent information, sources, and methods that can be effectively used in the collaboration process in most of the schools in developing societies (Buchmann and Hannum, 2001). The concept of development embraces the major social and values to sustain the entire society, leaving no one behind. By giving the right of education for girls and women is freeing the society from the three evils namely want, ignorance, and squalor. In return, the nation allows the women to determine their own destiny (Mutenheri, 2009).
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