Globalisation Essay Example | Topics and Well Written Essays - 2000 words - 3

Globalisation - Essay Example 04th%20International%20Survey%20of%20Corporate%20Sustainability%20Reporting&r_issn=&r_year=2002&r_volume=&r_issue=&r_startpage=&r_endpage=&r_publisher=KPMG/WIMM&r_authors=KPMG] TWN 2006: 14 is the publication you have already located, namely Third World Network (TWN) 2006, Globalization, Liberalization and Protectionism: Impacts on poor rural producers in developing countries, International Fund for Agricultural Development. Globalisation is often addressed as the distinct feature of modernity, but this phenomenon is not new though the speed, reflexivity, complexity and consequences of modern global processes are genuinely outstanding. Modern globalisation processes can be traced back to the period after World War II while the earlier versions remain subject to intensive scholarly debate. Thus some authors study events since 1492 in considering the history of globalisation, and some focus on the more remote past (Frank and Gills 1994). However, these views are not commonly accepted with the majority of scholars concentrating on the recent past in their studies of modern globalisation processes. One popular perspective on globalisation (particularly economic globalisation) seeks for its origins in the period between approximately 1850 and 1914. These earlier forms of globalisation manifested in British imperialism and increased trade and capital flows between politically independent European states, their colonial territories, and the United States (Raskin et al. 2002). The first era of globalization was characterized by growth of export and profits, capital flow, massive migration of workforce from Europe to Northern America and other states (almost 60 million people). At the same time, the world saw increasing disparity between the countries actively involved in globalization processes and the rest of the world with industrialization being the key reason for this tendency (Crafts 2000). Evidently, this perspective also implies that World War I was the outcome

OM8021 Literture review concept map Essay Example | Topics and Well Written Essays - 500 words

OM8021 Literture review concept map - Essay Example research, he has used group, organization and industry levels of analysis whereby he has focused on groups of people in poor regions and isolated areas, organizations and companies, and industries such as farming, fishing and banking. The author states that mobile communication is the technology that has the greatest effect on the development of society and can be a major step towards industrialization in developing countries. He points out various implications of mobiles in the developing countries: The applications within mobile banking overcome the challenges posed by large geographic distances and infrastructure deficiencies for local business people and enhance safe transfer of funds. This reduces the risks involved in handling large sums of cash. Applications in the areas of education and information are also beneficial in third world countries. Mobiles also improve relations where family members and friends in the city and rural areas communicate and exchange information thereby overcoming the â€Å"major social problem†. He also notes that mobile phones create improved conditions for companies, which in turn creates better economic and social conditions thus raising living standards. One limitation that the author identifies is that the services and applications offered in third world countries are low-tech as this is what all parties ranging from operators to individuals in rural areas would afford. The author identifies a number of recommendations in the paper. He notes that mobile applications could be invaluable in helping health professionals and care providers get vital information, for instance, on HIV/AIDS and malaria to people living in isolated areas while access to obituary information via a mobile phone could make life easier. He also points out that provision of mobile phones to people in poor regions could significantly hasten development and that offering voice and sms services is the best way to raise living standards in Tanzania, an

Bahrains Uprising Essay Example | Topics and Well Written Essays - 750 words

Bahrains Uprising - Essay Example Several years have seen discontent on the rise among the people as well as growing demands for freedom of speech, independence of the judicial system, the release of political prisoners, and a new constitution. The source of discontent is clear at the beginning of the Bahraini uprising at the period of Arab spring, but the mode of propagation of the discontent could be debated from different viewpoints with major contention focusing on whether social media had a significant impact in the Bahraini uprising (Wehrey, 2013). Howard and Hussain (2011) addressed the issue of social media in the uprising giving a number of opinions while Wehrey (2013) gives his views on the Pearl Roundabout uprising in his 2013 article titled ‘Bahrain’s Decade of Discontent’. Howard and Hassan (2011) are of the opinion that digital media is what helped in turning community-specific, localized and individualized dissent from its original setting into movements that were designed for share d grievances and which provided an opportunity for action. Wehrey (2013), on the other hand, purports that while digital activists in the Middle East are to be credited with some accomplishments like documenting police brutality, the underlying social, religious, political, and historical aspects engrained in the uprising far outweigh the impact of social media in sparking the protests. The viewpoints regarding the impact of social media in the Bahraini Uprising may differ, but certainly, common ground exists based on the shared passion for overall change in the regime from the current oppressive one to a more democratic one. The shared concern expressed in both articles is the necessity for reforms in the political system of Bahrain. The social upheavals in Bahrain are a result of a series of collective issues that have led the people to seek change in power dynamics.  

Marketing Communications: Promotion Strategy for Wimbledon

Marketing Communications: Promotion Strategy for Wimbledon BACKGROUND AND INTRODUCTION The All England Lawn Tennis and Croquet Club (â€Å"Club†) located at Wimbledon, is a private club founded in 1868. Its first ground was situated off Worple Road, Wimbledon, and the first Wimbledon Lawn Tennis Championship was instituted in 1877. By the turn of the century, Wimbledon, as the event had become known had grown in popularity and reputation, acquiring international status as the premier tennis event. By 1920, a company was formed to acquire and equip the present site at Church Road. A complex agreement governs and defines the relationship between the Club, the Lawn Tennis Association (LTA), the company, and Wimbledon as a self financing event. Profits from Wimbledon, held during June and July of each year, accrue to the LTA after meeting expenses of the Wimbledon tournament. LTA in turn utilises the surplus funds to develop tennis as a sport in Great Britain. A second company to exploit trademarks and brand opportunities was established in 1993, whereby any profits would accrue for the benefit of Wimbledon to improve the quality of the event for spectators, players, officials, and stakeholders. Surplus funds from Wimbledon that have been made available to LTA were 25.8 million in 2003. Wimbledon does not disclose revenue or sponsorship figures but it is estimated that it had a net income of  £ 34 million during 2004. (Wimbledon 2005 and Schwartz, 2004) Wimbledon, as an event does not appear to have a vision statement defined by Johnson and Scholes (2005) p13 as a â€Å"desired future state† or â€Å"aspirational statement.† Wimbledon has equally not published a mission statement, or â€Å"overriding purpose in line with the values or expectations of stakeholders.† (Johnson and Scholes, 2005, p13) However, given the close association with the LTA described above, it can be argued that the event’s underlying vision and mission are aligned and it is appropriate to quote the LTA’s vision, â€Å"to make Britain a great tennis nation,† and the mission statement, â€Å"more players, better players,† to give context to Wimbledon. (LTA, 2005) Wimbledon is marketed as an international event rather than a British event although British tennis derives the economic benefit. (Cambridge Econometrics, 2003) Essentially a small business employing less than 100 full time staff, the club is a local tennis facility in South West London, with a web site, clubhouse, museum, and a shop for 50 weeks of the year. Its distinguishing feature is a seating capacity of 35,500 spectators to accommodate Wimbledon. The total area of the club including courts, premises, and car parks is 42 acres. There are 375 full members plus a number of honorary members (including past singles champions) and approximately 100 temporary members elected annually. The workforce increases to 6000 during the period of the tournament. (Wimbledon, 2005) This report focuses on Wimbledon as a discrete, ring fenced event. It proposes an marketing communications strategy to the Club and the LTA committee, after due consideration of the macro, micro and market influences. MACRO-ENVIRONMENT ANALYSIS The environmental context of Wimbledon encompasses a number of driving or restraining forces that have the capacity to influence the effectiveness of the communication strategy. PESTEL A common framework is that of PESTEL comprising political, economic, socio-cultural, technological, environmental, and legal influences. (Johnson and Scholes, 2005.) Fill (2002) suggests that seasonality is an additional factor in an event environment. The framework provides broad data from which the key drivers of change can be identified. Mega events on the scale of Wimbledon, which target an international market, and the success of which influences urban logistics such as transport and security, requires significant political support. (Bull, 2004) The United Kingdom government has established a set process for government involvement and investment that requires a clear assessment of benefits. This should also be seen in the context of post September 11th security concerns that may affect Wimbledon. (Strategy Unit, 2002) The positive economic benefits in terms of tourism expenditure and promotion of London as a destination highlight the interdependence of the PESTEL influences and the host city. Socio-cultural influences such as changing population demographics in Wimbledon’s target audience needs to be considered in terms of media access and viewing patterns. (Fill, 2002) Emerging technologies were used during 2004 as innovative mediums for the first time to expand the audience reach. These included a combinat ion of online media, video on demand, interactive television, and live coverage to Personal Digital Assistants (PDA) and mobile phones. The impact on promotion strategy in the lead up to and during the championship requires careful analysis to maximise audience reach. (Schwartz, 2004) The environmental impact of Wimbledon is substantial, albeit over a short period, in terms of noise, traffic, waste management and other influences. The Merton borough in which the event is located is revenue dependant on Wimbledon’s success as part of its urban regeneration programme and hence supports the event upon which it in turn derives a benefit. An emerging influence is that of corporate social responsibility and re-investment back into the community. This has a positive impact on legal influences such as council regulations and bylaws. (Gratton et al, 1999) Seasonality affects Wimbledon in terms of weather and the time of year in which the event is held. (Fill, 2002 and Wimbledon, 2005) Porter’s Five Forces Inherent to the theory of marketing communication strategy is the notion of competitiveness and gaining advantage over competitors. Porter’s development of generic strategies and a five forces model of analysis of competition within an industry are useful in understanding Wimbledon as a unique event. (Johnson and Scholes, 2005) Wimbledon’s prestige and history allows it to follow a differentiated premium pricing strategy in which the objective is to â€Å"maintain the quality and character of the tournament and not to maximise income.† (Wimbledon, 2005) Although Wimbledon is a profitable venture in the event industry, the barrier to entry to a rival wishing to compete is high and the prestige of Wimbledon not substitutable in terms of world attention and focus. Buyer power is limited by the spectator facilities and hence access in high demand, whilst are suppliers fragmented without a single dominant player. Competitive rivalry between Wimbledon and other events is not material and hence unlikely to threaten Wimbledon. Arguably Wimbledon’s position may be threatened in the future if the dynamics of the macro environment change. However a marketing communication strategy that builds on the successes of the past that continues to capitalise on innovative, leading edge communication strategies will ensure an image re-invention for future audiences. Product Life Cycle Wimbledon has changed its strategy from the garden party approach of the early 20th century through the skilful use of technology for its target audience in the 21st century, demonstrating that whilst in a mature phase of the life cycle model as a brand, it can maintain market share through re-invention of its product delivery. (Czinkota, Ronkainen, and Tarrant, 1995) MICRO-ENVIRONMENT ANALYSIS Strategic Resources The analysis of the macro-environment has indicated Wimbledon’s positive base for competitive advantages. The sustainability of competitive advantage in terms of capability is based on strategic resourcing that reflects the distinctive resources which allow the Club and its partners to generate a superior product at a premium price. This is based on Wimbledon’s tangible resources such as facilities and grounds as well as intangible resources such as information, reputation, and knowledge. Wimbledon’s competencies are represented by the activities and processes whereby it deploys its resources year on year, building, and learning from successes of the past and ensuring that they cannot be imitated, thus sustaining its competitive advantage. The path dependency of Wimbledon’s resources has evolved through its culture and history that is influenced by causal ambiguity implying that worldwide perception of Wimbledon would be difficult to replicate. (Johnson an d Scholes, 2005) Marketing Mix The marketing mix is a key element of an integrated marketing communications plan. The concept has evolved from McCarthy’s 4P’s (product, price, place, and promotion) into different models that depend on their context. Recent developments have been the addition of personnel, physical assets, and procedures to the marketing mix forming the 7P’s in Booms and Bitner’s extended marketing mix model. This has especially reached acceptance in the discipline of services marketing and arguably Wimbledon’s combination of tangible and intangible resources, falls within that category. (Goldsmith, R. E. 1999) Goldsmith, 1999, p178 proposes an eighth P, â€Å"personalisation† in terms of individual needs and wants of the consumer. Wimbledon’s product offering is based on a combination of tangible cues represented by its physical offering, and intangible attributes such as prestige and status of the event. Premium brands such as Rolex have for example endorsed Wimbledon in their capacity as the â€Å"official timekeeper of the tournament† for over 25 years at a cost of approximately  £7 million. (Schwartz, 2004) Direct pricing is represented by the gate price for access, and indirect pricing through the sale of television rights to channels such as the BBC and NBC TV, to attract worldwide viewer audiences. The personnel or people component is represented by pride with which employees and volunteers provide quality services to the public and players. (Schwartz, 2004) The top players themselves compete for the privilege of playing and hence are frontline line actors both directly and indirectly in the service space. Personalisation can be demonstrated by the clever use of technology. For example the BBC has provided interactive television coverage allowing five simultaneous live matches on one screen that allowed viewers to personalise their choice of matches thus capturing 4 mi llion viewers in 2004. (Schwartz, 2004) Competitors The Davis Cup is an international team competition introduced in 1900 by American player Dwight Davis. Originally called the International Lawn Tennis Challenge Trophy, while initially only two teams participated (the USA and Great Britain), the competition has grown into an event in which over 100 nations now participate. It is a roving event and has been hosted at the Wimbledon grounds from time to time. The event itself has the same target market as Wimbledon but complements rather than competes with the championship event. Wimbledon therefore arguably has no competitors in terms of its positioning. (Wimbledon, 2005) SWOT Analysis A SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) illustrated below in Table 1, is often used as a convenient summary of key issues from the business environment that may potentially impact on an organisation’s marketing communication strategy. (Johnson and Scholes, 2005.) The purpose is to identify the strategic options available to Wimbledon. A detailed analysis is beyond the scope of this report but Table 1 below illustrates focal elements that will be discussed in the creative proposal. Table 1: SWOT Matrix MARKET ANALYSIS This section of the report considers key figures and statistics relevant to Wimbledon as a basis for a creative proposal. Attendance Figures from the early 20th century are not available but in 1932 219,000 spectators attended the event. The 400,000 barrier was broken in 1986 and a record attendance of 490,081 in 2001 when play was extended into a fourteenth day. (Wimbledon, 2005) Table 2: Daily Attendance 2000-2004 * Bad Weather (more than 2 hours lost) ** Entire Day Rained Off (Source: Wimbledon, 2005) The table above clearly illustrates the effect of bad weather with significant decreases in spectator numbers due to cancelled matches. The wet weather refund policy to spectators attempt to compensate spectators who are an important element of Wimbledon theatre. Weather negatively influences viewers when coverage is not available which in turn may affect sponsors through loss of on-sold advertising revenues. However, plans for the remodelling of Centre Court at Wimbledon were unveiled in January 2004 and included a transparent, retractable roof over the centre court as well as an increase in spectator capacity. Revenue Wimbledon derives revenue from entrance tickets, â€Å"official suppliers,† or sponsors, media distribution and broadcasting rights. Ticket sales are not the primary source of revenue with a maximum income estimated at  £20 million using average ticket prices. The 15 official suppliers contribute an estimated gross income of  £120 million. Wimbledon does not publish revenue or sponsorship figures and the aforementioned figures are estimates. NBC TV for example pays an estimated  £7 million for broadcasting rights. (Schwartz, 2004 and Wimbledon, 2005) Official Suppliers provide goods and services, which are both essential for the staging of Wimbledon, and which meet the Club’s objective of improving the quality of the service provided to the players, spectators and the media. For example, Rolex appears on court scoreboards as the official timekeeper and Hertz provides transport for the players. (Schwartz, 2004 and Wimbledon, 2005) Demand for Wimbledon tickets has for decades exceeded supply. Tickets are also sold through the LTA and to their affiliated tennis clubs, schools, membership scheme and to foreign tennis associations. Wimbledon remains one of the very few major UK sporting events for which one can still buy premium tickets on the day. Each day (excluding the last four days, approximately 500 are specifically reserved for sale at the turnstiles. Ground tickets may also be purchased on the day of play on every day. Costs of pre-booked tickets range from  £24 to  £59 or  £4 or  £16 sold on the day. Every five years centre court Wimbledon debentures are sold. The issue of 2,300 debentures for the 2006-2010 Championships inclusive has already been oversubscribed. Each debenture, priced at  £23,150 (nominal value  £2,000, a premium of  £18,000 and VAT of  £3,150), entitles the holder to a reserved seat in Centre Court on each day of the tournament during the five year period. (Schwartz, 200 4, and Wimbledon, 2005) The lack of detailed financial information does not allow a realistic or accurate comparison with Wimbledon’s competitors in the international arena. Target Market Wimbledon has an 82.4% adult television reach in Britain during the tournament. UK Sport suggests that tennis tournaments and Wimbledon in particular to the younger ABC1 income group with a gender bias towards a women audience for British success in sport. Accurate figures for the world audience are not readily available. (Taylor Nelson and Sofres, 2002) Hassan, Kraft, and Kortam, (2003) suggest that the scale and reach of an event such as Wimbledon requires rethinking in terms of a converging commonality of a global consumer’s interest in the event. They recommend an avoidance of over complex marketing plans that rise above domestic or micro buyer attitudes, motivation, and behavioural demographics commonly used for segmentation in local markets. CREATIVE PROPOSAL The proposal to Wimbledon’s committee is to leverage the existing brand equity associated with the tournament in order to improve perceptions of tennis in the broader international environment as basis for entrenching Wimbledon’s position as the premier international tennis event. The concept is a natural extension of the LTA’s British vision to that of the international arena and represents an affirmation of Wimbledon’s commitment to the principles of corporate social responsibility. It is suggested that the current â€Å"tennis ace† campaign of identifying talented, but economically disadvantaged players be extended to the third world whereby winners would be invited to celebrity matches during the tournament hence leveraging off the existing promotional mix of the event. (LTA, 2005, and Wimbledon, 2005) Brand equity is a measure of a number of differing components including beliefs, images, and core associations that consumers have about a particular brand such as Wimbledon. A brand with strong equity has the capacity to strengthen barriers to entry and ensure sustainable competitive advantage, and in so doing, maintain premium pricing. (Johnson and Scholes, 2005) An integrated marketing communication strategy has an important role to play to ensure consistency of message across domestic and international marketing initiatives. (Fill, 2002) The marketing communication objectives will be to raise levels of awareness amongst stakeholders with respect to Wimbledon’s commitment to developing tennis as a sport internationally and more particularly in potential future markets in the developing world. In order to achieve this objective, Wimbledon will have to maintain its position as an important contributor to the LTA and hence it’s commitment to Britain, but at the same time extend the awareness of its developmental commitment to tennis globally. Suitably credible spokespersons representing tournament winners will be important balance the possible conflicting interests of LTA domestically and Wimbledon internationally. CAMPAIGN A campaign is a unique combination of advertising, promotional events, public relations and other marketing communication activities that all express the same consistent message. When implemented effectively, they present a cumulative strategic message to the target markets under a collective symbolic umbrella whilst enhancing the emotional connection to a brand. (Robinson and Hauri, 1991) The proposed campaign methodology for Wimbledon is a gentile form of ambush marketing in that the official suppliers and television broadcasters will provide the communication channel for the initiative. A programme definition, scope, and schedule of activity will be constructed for the â€Å"tennis ace† project to coincide with the promotional strategies that lead up to the tournament. (Arens, 1999) The indirect endorsement by mega brands such as American Express, Hertz, and Rolex will add to the strength of the message. It is Wimbledon’s stated objective that free-to-air television, and radio access across the world should be made available for all or part of the tournament and by default, to the developing world and emerging markets. (Wimbledon, 2005) This will ensure accessibility to talented players participating in the scheme and arouse local country interest in the programme. Campaign scheduling would automatically align with the promotional activities of official suppliers and broadcasters. The profile and push strategy defining the campaign is estimated at  £1.2 million, including concept, creative and limited internal marketing with a  £500,000 budget for control and evaluation. Important to note is that an estimated 1.8 billion people in 164 countries watched 5,700 hours of Wimbledon coverage in 2004 through existing channel arrangements. (Schwartz, 2004) Control and evaluation would be affected partly through external agencies such as the sponsors and broadcasters, but Wimbledon would be responsible for overall message delivery and control. Focus groups, tracking studies of awareness and perception and recall tests will be used to monitor the impact of the campaign. In particular the marketing communication objectives will be assessed regularly as the main form of evaluation. (Fill, 2002) CONCLUSION This reported has reviewed the external and internal environments of a highly successful event with the objective of leveraging off existing competitive advantages to entrench an already strong position as a means of expansion into potential new markets. It takes cognisance of the emerging importance of corporate social responsibility in terms of itself and its official suppliers and establishes a cost efficient programme to meet international requirements whilst contributing to its own future success. REFERENCES Aarens, W. F. (1999) Contemporary Advertising, International Edition. Irwin, McGraw Hill. Bull, A. O. (2004) â€Å"Mega Or Multi-Mini? Comparing The Value To A Destination Of Different Policies Towards Events.† Unpublished paper presented at Third DeHaan Tourist Management Conference, 14 December 2004. Cambridge Econometrics. (2003) â€Å"The Value of the Sports Economy in the Regions: the Case of London.† Sports England. Czinkota, M. , Ronkainen, I. A. and Tarrant, J. J. (1995) The Global Marketing Imperative. Lincolnwood, Illinois, NTC Business Books. Fill, C. (2002) Marketing Communications: Contexts, Strategies and Applications. London, Financial Times, Prentice Hall. Getz, D. (1997) Event Management and Event Tourism. New York, Cognizant Communications. Goldsmith, R. E. (1999) â€Å"The Personalised Marketplace: Beyond the 4P’s.† Marketing Intelligence and Planning. Volume 17, 4. Gratton, C., Shibli, S. and Coleman, R. (1999) The Economic Benefits of Hosting Major Sporting Events. Insights. Hassan, S. S., Craft, S. and Kortam, W. (2003) â€Å"Understanding the New Bases for Global Market Segmentation.† Journal of Consumer Marketing. Volume 20, 5. Johnson, G., and Scholes, K. (2005) Exploring Corporate Strategy Seventh Edition. Harlow, Pearson Education Ltd. LTA. (2005) Lawn Tennis Association. www.lta.org.uk Accessed 21 April 2005. Robinson, W. A. and Hauri, C. (1991) Promotional Marketing. Lincolnwood, Illinois, NTC Business Books. Strategy Unit. (2002) â€Å"Game Plan: A Game Plan for Delivering Government’s Sport and Physical Activity Objectives.† www.number-10.gov.uk. Accessed 19 April 2005. Schwartz, J. A. (2004) Wimbledon’s Marketing Grand Slam. www.imediaconnection.com. Accessed: 21 April 2005. Taylor, Nelson and Sofres (2002) UK Sporting Preferences. UK Sport. UK Sport Wimbledon. (2005) â€Å"All England Lawn Tennis and Croquet Club: the Official Web Site.† www.wimbledon.org. Accessed: 20 April 2005.

Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare Oth

Marriage and Power in Othello  Ã‚   There is more to Shakespeare’s Othello than just the characters in the play. There is a message of power, and who has it, as well as the ones that want it. Two of the central characters in the play are both married. Their "love" for each other is questionable. The message that Shakespeare is sending is not really about "love", but about the power that one holds in the marriage. Two of the main characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to Emilia. Both marriages have some similarities as well as some dissimilarities. First to understand the marriages of these four complex people, it is important to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very interesting character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a strong willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats Desdemona. You almost feel as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is then followed by her death. [scene 5 act 2]Desdemona "O banish me, my lord, but kill me not!Othello: Down, strumpet! Desdemona: Kill me tomorrow, let me live tonight. Othello: Nay if you strive- Desdemona: But half an hour! Desdemona: But while I say one prayer!- Othello then proceeds to strangle Desdemona. He was best described as " one that loved not wisely, but too well." It almost seemed as if he had so much love and trusted D... ...Iago and Emilia is as much as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to make him happy as much as she possibly can. For example when she takes Desdemona’s handkerchief, in attempt to plot with Iago, against Othello. Emilia is a quiet character, however at the end she admits to what she knows, and ultimately it gets her killed. Both marriages portray the role of woman. Both Emilia and Desdemona are under the control of their husbands. They were almost forbidden to speak up. Shakespeare is trying to show that that notion of "love", is not all that it is intended to be. Up until the end of her life, Desdemona defended her husband [act 4 scene 2] "I hope my noble lord esteems me honest.""O, heaven forgive us!". It seems as in all of Shakespeare plays, love always end in a tragedy. This proves to be true in Othello. Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare Oth Marriage and Power in Othello  Ã‚   There is more to Shakespeare’s Othello than just the characters in the play. There is a message of power, and who has it, as well as the ones that want it. Two of the central characters in the play are both married. Their "love" for each other is questionable. The message that Shakespeare is sending is not really about "love", but about the power that one holds in the marriage. Two of the main characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to Emilia. Both marriages have some similarities as well as some dissimilarities. First to understand the marriages of these four complex people, it is important to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very interesting character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a strong willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats Desdemona. You almost feel as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is then followed by her death. [scene 5 act 2]Desdemona "O banish me, my lord, but kill me not!Othello: Down, strumpet! Desdemona: Kill me tomorrow, let me live tonight. Othello: Nay if you strive- Desdemona: But half an hour! Desdemona: But while I say one prayer!- Othello then proceeds to strangle Desdemona. He was best described as " one that loved not wisely, but too well." It almost seemed as if he had so much love and trusted D... ...Iago and Emilia is as much as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to make him happy as much as she possibly can. For example when she takes Desdemona’s handkerchief, in attempt to plot with Iago, against Othello. Emilia is a quiet character, however at the end she admits to what she knows, and ultimately it gets her killed. Both marriages portray the role of woman. Both Emilia and Desdemona are under the control of their husbands. They were almost forbidden to speak up. Shakespeare is trying to show that that notion of "love", is not all that it is intended to be. Up until the end of her life, Desdemona defended her husband [act 4 scene 2] "I hope my noble lord esteems me honest.""O, heaven forgive us!". It seems as in all of Shakespeare plays, love always end in a tragedy. This proves to be true in Othello.

Earths Ecosystem in Danger :: essays research papers

The study, by 1,360 experts in 95 nations, said a rising human population had polluted or over-exploited two thirds of the ecological systems on which life depends, ranging from clean air to fresh water, in the past 50 years. "At the heart of this assessment is a stark warning," said the 45-member board of the Millennium Ecosystem Assessment. "Human activity is putting such strain on the natural functions of Earth that the ability of the planet's ecosystems to sustain future generations can no longer be taken for granted," it said. Ten to 30 percent of mammal, bird and amphibian species were already threatened with extinction, according to the assessment, the biggest review of the planet's life support systems. "Over the past 50 years, humans have changed ecosystems more rapidly and extensively than in any comparable time in human history, largely to meet rapidly growing demands for food, fresh water, timber, fibre and fuel," the report said. "This has resulted in a substantial and largely irreversible loss in the diversity of life on earth," it added. More land was changed to cropland since 1945, for instance, than in the 18th and 19th centuries combined. Getting worse "The harmful consequences of this degradation could grow significantly worse in the next 50 years," it said. The report was compiled by experts, including from U.N. agencies and international scientific and development organizations. U.N. Secretary-General Kofi Annan said the study "shows how human activities are causing environmental damage on a massive scale throughout the world, and how biodiversity -- the very basis for life on earth -- is declining at an alarming rate." The report said there was evidence that strains on nature could trigger abrupt changes like the collapse of cod fisheries off Newfoundland in Canada in 1992 after years of over-fishing. Future changes could bring sudden outbreaks of disease. Warming of the Great Lakes in Africa due to climate change, for instance, could create conditions for a spread of cholera. And a build-up of nitrogen from fertilizers washed off farmland into seas could spur abrupt blooms of algae that choke fish or create oxygen-depleted "dead zones" along coasts. It said deforestation often led to less rainfall. And at some point, lack of rain could suddenly undermine growing conditions for remaining forests in a region. The report said that in 100 years, global warming widely blamed on burning of fossil fuels in cars, factories and power plants, might take over as the main source of damage.

Education and Girls Essay

This strategy is a first step to get us back on track. It acknowledges that we all need to do substantially more to help girls get into school. It reminds us of the value of education for lifting nations out of instability and providing a more promising future to their people. And regardless of whether they live in a wealthy or poor country, nothing has as much impact on a child’s future wellbeing as their mother’s level of education. We do not need complex international negotiations to help solve the problem of education. We just need to listen to governments, local communities, children, parents and teachers who know what challenges remain. And we need to provide them with enough funding to put their ideas on education into practice. To this end, we plan to spend at least ? 1. 4 billion over the next three years. This money will provide additional support to governments and more resources to strengthen international efforts to coordinate action on girls’ education. The example set by countries like Malawi, where the Minister for Education announced free schooling and immediately increased enrolment rates, shows just what can be achieved when there is a clearly defined plan of action and enough political will to implement it. In 2005, the UK will hold the Presidencies of the G8 and the EU. We will use our leadership role to make achieving gender parity in education a priority for the international community. iii Girls’ education: towards a better future for all As Meda Wagtole’s words make clear, keeping our promise on girls’ education will not just give girls better prospects; it holds the key to giving their families, communities and countries a better future as well. Rt Hon Hilary Benn, MP iv Contents Foreword iii Summary 1 1. Introduction 2 Education matters 2. Education is a right – but it is still beyond the reach of many 3 A timely strategy 4 What prevents girls from getting a quality education? 6 Educating girls is costly for families 7 Girls may face a poor and hostile school environment 9 2. Women have a weak position in society Conflict hurts girls most Tackling girls’ education on the ground 12 12 Making girls’ education affordable 15 Making schools work for all girls 17 Charities, religious and other voluntary organisations are good for girls 18 Supporting policies that work 19 Focusing international efforts on girls’ education. 21 More resources are needed 21 Donor actions in support of country-led development 22 International organisations need to work together for girls’ education 23 Civil society’s role in building global momentum and local support 5. 11 Political leadership and empowerment of women matter 4. 11 Tackling social exclusion 3. 10 24 Towards a better future for all 27 Annexes 29 Endnotes 33 v vi Summary There are still 58 million girls worldwide who are not in school. The majority of these girls live in subSaharan Africa and South and West Asia. A girl growing up in a poor family in sub-Saharan Africa has less than a one-in-four chance of getting a secondary education. The Millennium Development Goal (MDG) to get as many girls as boys into primary and secondary school by 2005 is likely to be missed in more than 75 countries. We need to make much better progress. There is growing international commitment and consensus on what can be done to improve girls’ education. This strategy sets out the action DFID will take and the leadership we will provide, with others in the international community, to ensure equality of education between men and women, boys and girls. †¢ We will work to narrow the financing gap for education. Over the next three years, DFID plans to spend more than ? 1. 4 billion of aid on education. †¢ We will work with the United Nations Children’s Fund (UNICEF) to strengthen its capacity to co-ordinate action on girls’ education. †¢ We will use the UK’s Presidencies of the G8 and EU and our role as co-chair of the Fast-Track Initiative (FTI) to push gender equality in education up the political agenda. †¢ We will support the efforts of governments in developing countries to produce plans that prioritise girls’ education. This will include providing financial help to those wanting to remove school fees. †¢ We will work with our development partners to increase educational opportunities for girls; civil society will be a key partner in this work. †¢ We will increase our efforts to promote awareness within the UK of girls’ education in poor countries. Educating girls helps to make communities and societies healthier, wealthier and safer, and can also help to reduce child deaths, improve maternal health and tackle the spread of HIV and AIDS. It underpins the achievement of all the other MDGs. That is why the target date was set as 2005. That is also why in 2000, at the Dakar Conference, donors promised that every country with a sound education plan would get the resources it needed to implement it. Progress has been hampered by a number of factors: a lack of international political leadership, a global funding gap of an estimated $5. 6 billion a year for education, a lack of plans and capacity within national education systems to improve the access to and quality of schooling for girls, and locally many poor families who simply cannot afford to send their children to school. This paper marks a new phase in the UK’s support to girls’ education. Now is the time to act. 1 1 Chapter One Introduction Education matters In September 2000, 188 heads of state from around the world signed the Millennium Declaration and established the Millennium Development Goals (MDGs). While most goals aim to achieve significant progress in development by 2015, one goal was to be achieved by 2005 – gender parity in primary and secondary education. But, more than 75 countries are likely to miss this goal. We are falling well short of our promise. Women are at the heart of most societies. Regardless of whether they are working or not, mothers are very influential people in children’s lives. Educating girls is one of the most important investments that any country can make in its own future. Education has a profound effect on girls’ and women’s ability to claim other rights and achieve status in society, such as economic independence and political representation. As the following examples demonstrate, having an education can make an enormous difference to a woman’s chances of finding well-paid work, raising a healthy family and preventing the spread of diseases such as HIV and AIDS. †¢ †¢ 2 An educated woman is 50 per cent more likely to have her children immunised against childhood diseases. 3 †¢ †¢ An infant born to an educated woman is much more likely to survive until adulthood. In Africa, children of mothers who receive five years of primary education are 40 per cent more likely to live beyond age five. 2 †¢ A South African girl at her high school graduation. ( © Giacomo Pirozzi/Panos) Women with at least a basic education are much less likely to be poor. Providing girls with one extra year of schooling beyond the average can boost their eventual  wages by 10 to 20 per cent. 1 If we had reached the gender parity goal by 2005, more than 1 million childhood deaths could have been averted. 4 For every boy newly infected with HIV in Africa, there are between three and six girls newly infected. Yet, in high-prevalence areas such as Swaziland, two-thirds of teenage girls in school are free from HIV, while two-thirds of out-of-school girls are HIV positive. In Uganda, children who have been to secondary school are four times less likely to become HIV positive. 5 Introduction. Education is a right – but it is still beyond the reach of many For all these reasons, girls’ education has long been recognised as a human right. Past international commitments include addressing gender equality within the education system, the first step to eliminating all forms of discrimination against women (see Annex 2). This right to education is denied to 58 million girls, and a further 45 million boys, even at the primary school level. 6 More than 75 countries are likely to miss the 2005 MDG target for gender parity in primary and secondary enrolments. 7 One-third of these countries are in sub-Saharan Africa. On current trends, more than 40 per cent of all countries with data are at risk of not achieving gender parity at primary, secondary or both levels of education even by 2015. Figure 1. 1: Prospects for gender parity in primary enrolments Progress towards the target Gender parity in primary enrolments At risk of not achieving by 2015 Likely to achieve by 2015 Likely to achieve by 2005 Achieved in 2000 (20) (14) (13) (78) Source: Education for All Global Monitoring Report 2003-04. Grey shading indicates lack of data. These figures hide significant variation across continents, across countries, and across communities. †¢ There are 23 million8 girls out of school in sub-Saharan Africa, distributed across more than 40 countries. A further 22 million out-of-school girls are in South and West Asia, yet the majority of these are concentrated in just two countries: India and Pakistan. †¢ In Niger, less than one-third of all school-aged girls are enrolled in primary school. By contrast, in Rwanda more than four out of every five girls are enrolled in primary school. †¢ In Mali, the proportion of girls enrolled in primary school is around six  times higher in the city of Bamako than in the more remote areas of Mali. 3 1 Girls’ education: towards a better future for all There is an alarming difference between the numbers of girls attending primary and secondary school. The vast majority of school-aged girls in sub-Saharan Africa are not enrolled in secondary school, because the relatively high costs of secondary education are acting as a major disincentive for poorer parents. In Pakistan, the gross enrolment rate for girls in secondary education is 19 per cent. 9 In Niger, Tanzania and Chad it is only five per cent. There are exceptions to the rule, but generally in countries where girls fare poorly in primary education compared with boys, they do even worse in secondary education, as illustrated by the graph in Annex 3. Nevertheless, countries are making progress, sometimes dramatically so. †¢ In Bangladesh, equal numbers of girls and boys now enter secondary school. In 1990, there were only half as many girls as boys in secondary education. †¢ Nepal has nearly nine girls for every ten boys enrolled in primary school, compared with seven girls for every ten boys in 1990. †¢ In Kenya, over 1 million extra children have enrolled in primary school since the removal of school user fees in 2003. A timely strategy This paper is a first step to identifying – and implementing – the actions that will allow us collectively to keep the promises we made. 10 It serves as a reminder for us to speed up the work we are doing in education. Examples of our work in education include: †¢ Supporting education in Nigeria where there are 7. 3 million children of primary age out of school, of whom 62 per cent are girls. 11 The federal Ministry of Education in Nigeria is implementing an education programme with support from UNICEF and DFID to achieve gender parity and universal basic education. DFID is providing a ? 26 million grant, which will directly benefit girls as well as boys in six northern states. †¢ Allocating ? 10. 8 million to the government of Kenya initiative SPRED III (Strengthening of Primary Education), which aims to reduce the burden of the cost of primary education on parents. In the first year of this programme, enrolments increased from 5. 9 million to over 7 million and are still rising. Listening to local people has been an invaluable way of identifying the main constraints that keep girls from entering school, remaining in school, and learning effectively. Our country experience is also providing us with concrete evidence of how governments are overcoming these challenges. We are using this evidence of what works as the basis for the actions we intend to take to speed up progress on girls’ education. 4 Introduction DFID’s experience in tackling girls’ education is drawn from the 25 priority countries where our work is focused. Our education effort in these countries is aimed at supporting governments to provide education for all, particularly for girls. These 25 countries contain nearly three-quarters of all girls who do not have access to basic education as shown in Figure 1. 2. Global support for development, while on the rise, remains well below what is needed to make achieving the MDGs a reality, particularly in countries that are unable to work towards poverty reduction. International bilateral support for education amounts to about $4 billion a year, with much of this money going towards secondary and university schooling. International support for basic education is less than $1 billion a year – less than $2 a year for every school-aged child in the developing world. We need to do better. And we can do better. Figure 1. 2: Distribution of girls out of school in DFID’s 25 priority countries Outside DFID’s 25 priority countries 28% DFID’s 25 priority countries 72% India Rwanda Lesotho Cambodia Malawi Zimbabwe Zambia Vietnam South Africa Nepal Mozambique Ghana DRC, Nigeria, Sierra Leone, Uganda (separate data not available) Kenya Indonesia Bangladesh Pakistan Sudan United Republic of Tanzania Afghanistan China Ethiopia 5 2 Chapter Two. What prevents girls from getting a quality education? In many countries and communities in both the developed and the developing world, parents can take it for granted that their daughters receive a quality education. Yet in many other places around the world, providing every child with an education appears to be beyond reach. There are five main challenges we identify that make it difficult for girls to access education. These include: †¢ the cost of education – ensuring that communities, parents and children can afford schooling; †¢ poor school environments – ensuring that girls have access to a safe school environment; †¢ the weak position of women in society – ensuring that society and parents value the education of girls; †¢ conflict – ensuring that children who are excluded due to conflict have access to schooling; and †¢ social exclusion – ensuring girls are not disadvantaged on the basis of caste, ethnicity, religion or disability. These challenges are not exhaustive, but they are recurrent themes in many countries. They constitute additional hurdles girls need to overcome to benefit from quality education. As donors, we need to support countries in meeting these challenges. Ours is a supporting role, not a leading role. And our support works best if it is based on countries’ own national strategies to reduce poverty and make progress in education. In particular we need to support countries to have in place the essential elements of quality education for girls (see Box 2. 1). 6 What prevents girls from getting a quality education? Box 2. 1 Essential elements of quality education for girls †¢ Schools – is a school within a reasonable distance; does it have proper facilities for girls; is it a safe environment and commute; is it free of violence? If not, parents are unlikely to ever send their daughter to school. †¢ Teachers – is there a teacher; are they skilled; do they have appropriate teaching materials? Is it a female teacher? Are there policies to recruit teachers from minority communities? If not, girls may not learn as much at school and drop out. †¢ Students – is she healthy enough; does she feel safe; is she free from the burden of household chores or the need to work to supplement the family income; is there a water source close by? If not, she may never have a chance to go to school. †¢ Families – does she have healthy parents who can support a family; does her family value education for girls; can her family afford the cost of schooling? If not, economic necessity may keep her at home. †¢ Societies – will the family’s and the girl’s standing in the community rise with an education; will new opportunities open up? If not, an education may not be in the family’s interest. †¢ Governments – does the government provide adequate resources to offer sufficient school places; do salaries reach the teachers; do teachers receive quality training; is the government drawing in other agencies to maximise the provision of schooling; is there a clear strategy and budget based on the specific situation faced by girls? If not, the conditions above are unlikely to be fulfilled. †¢ Donors – are donors supporting governments to provide adequate resources; do donors contribute to analysing and addressing the challenges girls face; are donors conscious of local customs and traditions; are donors prioritising the countries’ needs rather than their own agendas or existing programmes? If not, governments may simply not be in a position to provide a reasonable chance for all girls to get a quality education. Educating girls is costly for families. The education of girls is seen as economically and socially costly to parents. Costs come in four forms: tuition fees and other direct school fees; indirect fees (such as PTA fees, teachers’ levies and fees for school construction and building); indirect costs (such as transportation and uniforms); and opportunity costs (such as lost household or paid labour). These costs have a significant impact on whether and which children are educated. 7 2 Girls’ education: towards a better future for all. Educating girls can incur extra direct costs, such as special transport or chaperones for safety and ‘decency’. The price of attending school for the 211 million economically active children may be the family losing vital income. 12 An education may actually reduce girls’ marriage prospects and raise dowry payments to unaffordable levels. Investing in sons, rather than daughters, is perceived as bringing higher financial returns for families as boys are more likely to find work and be paid a higher salary. The high cost of education is the biggest deterrent to families educating their daughters. Many of the countries DFID prioritises for support have removed tuition fees or are working towards their removal. For example, there are no tuition fees in our Asia priority countries except Pakistan, and a number of Africa priority countries have recently removed school fees. In Africa, school fee removal has led to a dramatic increase in enrolments. A girl does her homework on the blackboard painted on the wall of her house in Ghana. Her older sister, with baby on her back, checks her exercise book. ( © Sven Torfinn/Panos) But it has also increased the cost of education for governments. For example, in Uganda, it is projected that there will be a 58 per cent increase in the total number of primary school students between 2002 and 2015, requiring more than double the number of teachers. Given that teachers’ salaries are the single biggest cost in education budgets, this represents a high burden. Most governments have increased both their education budget and the share that is allocated to primary education to finance these extra costs. But the challenge remains to find enough money to sustain an education of sufficient quality – while simultaneously reducing other costs that prevent children from poor families, especially girls, from enrolling. 8 What prevents girls from getting a quality education? Box 2. 2 AIDS – making the household economics worse Girls are often the first to be taken out of school to provide care for sick family members or to take responsibility for siblings when death or illness strike. 13 A sudden increase in poverty, which accompanies AIDS in the household, undermines the ability to afford school. The fear of infection through abuse or exploitation in or on the way to school particularly affects girls and may reduce attendance. Orphans seem to be at greater risk of exploitation. In the worst cases, girls may resort to prostitution to provide for themselves and the family. In Zambia, the majority of child prostitutes are orphans, as are the majority of street children in Lusaka. 14 Programmes of support are often not targeted to these most vulnerable groups. Girls may face a poor and hostile school environment A school environment that may be acceptable to boys may be hostile to girls. The physical and sexual violence against women that is common in many societies is reflected in the school environment in a number of countries. Physical abuse and abduction are not only a major violation of girls’ basic human rights, they also present a major practical constraint in getting to school. Parents feel a duty to protect their daughters and may decide to keep them at home if they feel the school is too far away. Violence against girls and women has been identified as a key barrier to girls’ education in many DFID programmes. In South Africa, DFID supports Soul City, an educational television soap opera that raises public awareness of violence against girls and women. Within developing countries, better recruitment procedures and working conditions need to be adopted to help increase the number of women teachers, who often become important role models for the young women they teach. Teachers need training to be effective in supporting girls and to intervene when violence is threatened. When teachers themselves perpetrate violence, early response systems need to be implemented to prevent such violence continuing. Alongside training to combat all forms of discrimination in the classroom, there needs to be an effective monitoring and inspection system that engages teachers, especially where there are violations of teacher authority. Governments also need more education officials and teachers who have the knowledge, understanding and status to ensure that girls have access to quality education. 15 Expertise is required to assess the problems and solutions for the education system according to the country context and real need, rather than the trends of the development agencies. 9 2 Girls’ education: towards a better future for all Women have a weak position in society Within communities, girls have to overcome many obstacles before they can realise their right to an education. DFID’s recent partnership with UNICEF to support the federal government of Nigeria will help overcome many of the problems girls have in gaining access to school and remaining there. Before girls can attend school and benefit fully from their education, a number of major social constraints have to be addressed. Girls often have limited control over their futures. Early marriage is a reality for many, where families wish for the social and economic benefits this brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are married by age 18. 16 Adolescent pregnancy almost always results in girls halting their education. Girls are also more likely to drop out of school because of their domestic responsibilities, and are often discriminated against in terms of the quality of the schools they are sent to, and the costs parents are willing to pay for their education. Despite the progress being made, gender equality is likely to take generations to achieve. The UK’s own history illustrates the relationship between women’s position in society and the demands for better education for girls. One reinforces the other, but change comes slowly. Box 2. 3 Progress on gender equality in education in the UK Until the 1960s, many British girls were directed towards the commercial and technical streams in secondary school, and did not acquire qualifications for higher paying employment. Until the mid-1980s, for instance, it was still relatively unusual for girls to do well in or continue studying subjects such as mathematics or science to university level. However, the 1990s saw a sharp rise in girls’ performances at school. This has been linked to a range of factors, including families’ prioritisation of their daughters’ education, a shift in perceptions of gender linked to the women’s movements in the 1960s and 1970s, government policies on comprehensive schools, promoting further education and reform of the exam system and gender equality strategies in local education authorities and schools. Policies such as, areas in schools just for girls, strong anti-bullying and anti-harassment policies, and the promotion of science and mathematics for girls were put in place. In addition, growth in the service sector facilitated demand for girls in the labour market. Currently there is concern about why improved academic performance for girls has not translated into equality in employment opportunities and earning power. 17 10 What prevents girls from getting a quality education? Conflict hurts girls most Girls are particularly vulnerable to abuse and unequal access to schooling in fragile states. States can be fragile for a range of reasons, including conflict, lack of resources and people, high levels of corruption, and political instability. What sets these countries apart is their failure to deliver on the core functions of government, including keeping people safe, managing the economy, and delivering basic services. Violence and disease, as well as illiteracy and economic weakness, are most intensively concentrated in these areas. Of the 104 million children not in primary school globally, an estimated 37 million of them live in fragile states. Many of these children are girls. 18 Girls’ absence from school may be due to fears of violence or due to the reliance on their role as carers in the family. In Rwanda, for example, it is estimated that up to 90 per cent of child-headed households are headed by girls. 19 For girls who have been victims of violence in conflict situations, trauma can impair their ability to learn. More than 100,000 girls directly participated in conflicts in the 1990s, yet they are often invisible in demobilisation programmes. 20 Our humanitarian support and education support programmes in Rwanda have demonstrated the importance of education in promoting peace and protecting human resources in countries emerging from conflict. Our work in these environments is a reminder of the need to link education with attempts to build democracy, provide better health systems, offer social protection to the very poorest and develop multilingual and multicultural policies. Tackling social exclusion Social exclusion is an additional barrier to girls going to school. Certain groups of girls are more likely to be excluded from school on the basis of caste, ethnicity, religion or disability. In Nepal, Dalit girls are almost twice as likely to be excluded from school as higher caste girls. In Malawi, Muslim girls are more likely to be excluded than their non-Muslim counterparts. Disabled children, and among them disabled girls in particular, constitute a significant group that is denied access to education. In a recent World Bank report it is estimated that only about 1-5 per cent of all disabled children and young people attend schools in developing countries. 21 At the World Conference on Special Education Needs in Salamanca, 92 countries and 25 international organisations committed themselves to providing educational opportunities for disabled people. The challenge is to support governments to act on this commitment, and provide quality education for excluded groups. In India we have worked with the government to address social exclusion in the government of India’s SSA (Education for All) plan. 11 3 Chapter Three Tackling girls’ education on the ground As outlined in the previous chapter, countries wanting to develop and implement a policy of promoting girls’ education face a number of challenges. But for every challenge, there are examples of promising good practice that should form the basis of the way ahead. DFID will support governments to: †¢ strengthen political leadership and empower women; †¢ make girls’ education affordable; and †¢ make schools work for all girls. We will also support NGOs, religious and other voluntary organisations. This support will enable governments to develop poverty reduction strategies and education sector plans to improve girls’ access to quality education. And we will provide increased and flexible funding to support the development and implementation of national plans. 22 DFID’s bilateral funding commitments for basic education averaged at ? 150 million a year up to 2001. Since the World Education Forum at Dakar and the Millennium Summit in 2000, the UK has significantly increased its new commitments for education programmes and we will continue to do so. As a result, we expect to spend an average of ? 350 million a year on education (a total of over ? 1 billion) over the period 2005-06 to 2007-08. This would roughly double the resources going directly to education programmes in developing countries since we first adopted the MDGs. In addition to our bilateral contributions, we expect to spend ? 370 million through multilateral agencies, bringing our total funding for education over the next three years to over ? 1. 4 billion. 23 Political leadership and empowerment of women matter We will support governments in their efforts to create political leadership for women’s empowerment. We know that national leaders who speak out against gender inequality can have a significant impact. Heads of government in Oman, Morocco, China, Sri Lanka and Uganda have advocated strongly in support of girls’ education. Women leaders have been particularly effective. Ethiopia has benefited from the long-standing involvement of the Minister of Education, who has also been chair of the Forum for African Women Educationalists (FAWE). Successes in Ethiopia demonstrate the importance of local leadership, as in Yemen, Mexico, India, and Egypt. However, political leadership needs to be accompanied by demand for change at the grassroots level. Without it, new initiatives may have little support, and policy makers may divert the resources earmarked for girls to other purposes. The example in Box 3. 1 shows sustained political support to girls’ education. 12 Tackling girls’ education on the ground Box 3. 1 Supporting political leadership: the case of Yemen Yemen is one of the poorest countries in the world and has high gender disparities in education. Gross enrolment rates for girls are only two-thirds as high as those for boys at primary school and only half as high at secondary school. In 2003, the Yemen government committed itself to full primary enrolment by 2015, with a special emphasis on gender equity. Girls’ education is now a central element of Yemen’s poverty reduction strategy and the Basic Education Development Strategy. Some of the factors, which made this possible include: †¢ personal commitment from prominent Yemenis, for example the first Minister for Human Rights in the 2000 government; †¢ sustained donor commitment, UNICEF’s support to the 2000 Girls’ Education Strategy being a prominent example; and †¢ the establishment of Girls’ Education Units in the Ministry of Education at central and local levels since the 1990s. This led to Yemen becoming one of the countries to receive support under the global Education for All Fast-Track Initiative. DFID has been a partner in this process, providing ? 15 million towards the government’s US$121 million Basic Education Development Project alongside the Netherlands and the World Bank. Empowering adult women – building their confidence and education levels – can have a powerful impact on enrolling more girls in schools. Evidence from countries such as Uganda, Nepal, Bangladesh and Ghana24 shows that women who participate in literacy classes are more likely to send their children to school, keep them there, and watch their progress closely. 13 3 Girls’ education: towards a better future for all Box 3. 2. Supporting women’s empowerment and demand for girls’ education in India: Mahila Samakhya in India Mahila Samakhya, a programme implemented by the government of India in several states, is concerned to transform women’s lives through education. The programme facilitates the establishment of Samoohs (women’s groups) which provide women benefits such as education, health schemes and savings and credit. A large number of Samoohs have run campaigns for girls’ education, which have increased girls’ access to education. Many Samoohs have also built Jagjagis, non-formal education centres, often.