Over the last years, young rural women’s vulnerability to the social and economic conditions became the focus of the literature (El Laithy, na). Current studies show that women’s capacities to participate in the development processes of their communities have been jammed with unequal gender, socio-economic and power relations (Kabeer, 2012). Yet, many development programs were designed and implemented to reach deprived women from different socio-economic backgrounds, educate or train them, build their capacities and prepare them to join the labor market and be active members inside their communities (USAID, 2013). This research study examines young rural women’s perspectives in Upper Egypt governorates on the impact of the education supported development projects on their lives, calling for an update of the state of knowledge of the effect of development projects on specific areas such as; women empowerment, gender equity, civil society enhancement and the integration of social stratification in underprivileged communities. The main findings explored in this study revealed the urgent need of placing the following changes inside the intervened communities; establishing social accountability, building social resilience, effecting scaffolding, resolving ideological debates and integrating projects’ social cohesion inside the villages’ communities. The study offers recommendations for educators, policy makers and practitioners who are concerned with education support development projects directed to young rural women in Egypt and other countries with similar contexts.
International & Comparative Education Department
MA in International & Comparative Education
Committee Member 1
Committee Member 2
Committee Member 3
The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
(2015).Young rural women’s perspectives on the impact of education supported development projects on their lives: cases from Upper Egypt governorates [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
Hosny, Ola. Young rural women’s perspectives on the impact of education supported development projects on their lives: cases from Upper Egypt governorates. 2015. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.