The influence of adult education on women development?
441099
If you're talking about throughout the course of history, I imagine it that it helped bring the two genders closer together in terms of equality after it became generally accepted for women to receive higher education.\n\nA few hundred/thousand years ago, the only voters were property owners (white males).  Nowdays, at least more people are aware of the different types of inequalities that exist.
313920
It's a phase. Each time women get more power and autonomy -- as they have in the past couple of decades -- they seem to get scared of the possible consequences; then they start wearing sexier clothes and saying dumber things, so as not to scare the men too much.  And women have gained a lot of economic power lately, so maybe the back-pedalling is that much more noticeable this time.  It'll be interesting to see how this shakes out.
1078730
Most all cities have adult education classes, check them out in the school district your in. and by the way good for you!
1126371
Women learn faster than men, that is a fact. Women stay focused on learning how to drive because they want to learn to be independent. Men, on the other hand,  focus more on the women who walk down the street while being taught to drive than learning how to drive. They can't stay focused on their driving. Women rule the world, I thought you already knew that.
901977
Women need mental stimulation more than visual
7297
Organizational Development
753177
go to your local adult ed school
433825
it all depends on perception to see if things are changing for the better.  there are so many changes all the time you could choose to see the good or the bad.  the thing you mentioned are mainly cultural evolutions which are bound to take longer as they are dependant on the collective.  it becomes a generational thing.  i have to say your views are very focused on some points which i think are not as widespread as you think.  \nsome women probably can't speak to their husbands about how they are raising their children wrong,  but who says the children are being raised wrong? how many women can tell their husbands? how many husbands can tell their wives?\nmost of the problems you highlight are fears and how ever much we progress will not be able to get rid of fear.  fear is as good as it is bad.  it protects us, helps us understand ourselves.  but it also holds us back, inhibits our experience.  \nits all about perception!!!!
984010
abstinence and education
518294
Depends what country you are in. Most western ones have - but not to the extent men have in the workplace. Asia and  the middle east still have a long way to go. Particularly in area where a higher level of education is not commonplace.
1106769
Well, the whole idea in furthering your education is identifying issues in the world, deciding what concerns you, then wanting come up with a solution. I don't believe it's by chance that you have spent 4 years in a particualr studies. You have learned something. Now all you have to do is identify the issue, and try to come up with a solution.
760532
It's more valid today than it was then.  So yes.\n\nIt was a recognition that women were not children.\n\nAnd look earlier in history for your first suffragists (suffragettes is prejorative).  \n\nThe conversation started in England with contemporaries of Jane Austen.\n\nAnd contrary to what the second answerer here states, it was also a recognition that women were getting educated and NOT necessarily married.
949704
National Organization for Women\nhttp://www.now.org/
458979
Errr...no!\n\nI teach actuaries (people who calculate life insurance) and (after gender) it is THE major factor affecting your mortality.\n\nIncidently it has a greater detrimental effect on women than blokes.  Sorry!
332223
The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
681954
yes. woman can work, they can vote, they can run for office, they have higher pay, they can go to school/universties
58033
Personal and Institutional Factors in Capacity Building and Institutional Development \n\n--------------------------------------------------------------------------------\n \nMentz, J.C.N. / European Centre for Development Policy Management (ECDPM) , 1997  \nThe central focus of this paper is an analysis of the concepts of capacity and capacity building and their role in public service management. The civil service plays a central role not only in economic development, but also in the development process as a whole. The focus therefore will be on what constitutes capacity? How is capacity developed or built? And how does capacity building fit into the process of civil service reform?