Education as a Developmental Agent

Martha Nussbaum (2004) writes an emotionally charged article about the importance of educating women in the global south. She disparages some developmental theories that the economic growth in a country would automatically lead to better educational opportunities for women. (2004, p. 328) Nussbaum believes that, in fact, the education of women would have a domino effect on economic, social and political growth of women. She challenges government to make education for women a priority and for the government to devise direct course of action on that point. (2004, p. 328) However, can literacy of women be such a panacea that many seem to believe it is? Will the opportunities previously denied to women automatically open under the force of women's education? Will the benefits outweigh the opportunity costs of educating young women? The theories are certainly in order: education leads to better options, which leads to autonomy, then political activism, thereby leading to empowerment and equality for women. Although education is an effective method in the developing empowerment of women, it is not the cure-all and it does not necessarily mean gender equality.

Many developmental programs are aimed at educating women. The fact remains that the percentage of women who are educated, even at the primary school level, is significantly lower than that of men in many countries of the global south. (Nussbaum, 2004, p. 331) About one-fourth of the countries in the world have an educational gap between men and women of fifteen percent or more. (Nussbaum, 2004, p. 331) The fact that the countries with the large educational gap are the least developed and some of the poorest countries of the global south certainly points to a correlation, if not a causational relationship between women's education and poverty. The answer is simple, at least in theory: state-sponsored educational opportunities for women. (Nussbaum, 2004) This would some have a tremendous effect on the situation of women in general and improve the lives of their children and consequently propel the State towards progress. (Nussbaum, 2004) The high expectations of these theoretical predictions can only await the disappointment of practicality.

The practical value of educating women is extensive and undeniable. Education is not the prerogative of only westerners. It is valued all over the world. Studies have shown that educated women marry later, which ensures fewer and healthier children because mothers would know about nutrition and would be able to read the medicine label if their children are sick. (Hartmann, 1997, p.299) Education will increase chances for skilled and therefore high paying employment, which will give women bargaining power within the household and the community. (Momsen, 2004) This would increases the options available to women in case of domestic violence, and they would not have to stay in an abusive relationship because of survival basics like food and shelter. (Momsen, 2004) Communications with other women through mails and e-mails would enable the sharing of information. (Nussbaum, 2004, p.333)

The intrinsic value of education cannot be ignored. According to Nussbaum, education not only mean learning how to read and write, but also development of critical and reasoning abilities that would enable an individual to live a full and meaningful human life. (2004, p.335) It allows women to be critical and analytical about their situations, while an uneducated woman would have accepted her plight. (Nussbaum, 2004, p.333) It increase creative problem solving, challenge the mental and imaginative powers of individuals. (Nussbaum, 2004, p.333) Books create a safe reprieve from the harsh realities of human existence. (Nussbaum, 2004, p.333) It increases social and self-respect. Education in the global south seems to be a source of hope, where poor parents hope to improve the plight of their children through education. (Momsen, 2004, p.64) It gives parents hope that they are doing something to break out of the cycle of poverty. It becomes a goal, something to work towards.

Also undeniable is the opportunity costs that come with educating children, especially girls. Fees associated with schooling such as school fees, books, uniform, transportation and such are sometimes unbearable to families struggling with basic necessities. (Momsen, 2004, p.65) Opportunity cost can be also in the form of the lost labor when the child is in school. The girl would not be able to help out with household chores, such as rearing her younger siblings. (Momsen, 2004, p.65) She would also not be able to help with the tasking demands of the agriculture life. Lack of women teachers makes it difficult for some parents to send their daughters to school. (Momsen, 2004, p.65) Girls may be influenced to go towards traditional women's professions that usually generate low income, such as teaching and nursing, while men are encourage to go into high paying jobs like medicine. (Momsen, 2004, p.66) Also, sexual harassment at school may ruin a girl's future. (Momsen, 2004, p.65) Another thing that can lead to ridicule and hatred of educated women is the "zero-sum game," where limited resources cause competition when there are more qualified people. But these setbacks are trivial in the face of potential gains from educating women.

Nonetheless, the industrialized nations without barriers to educations of women still report low women's participation in politics, unequal pay and other discriminations. According the UNDP, women in industrialized nations and developing countries spend only 34% percent of their time doing wage-earning