Empowerment means moving from enforced powerlessness to a position of power. Education is an essential means of empowering women with the knowledge, skills and self-confidence necessary to fully participate in the development process. Sustainable development is only possible when women and men enjoy equal opportunities to reach their potential.
Women and girls experience multiple and intersecting inequalities.
Structural barriers in the economic, social, political and environmental spheres produce and reinforce these inequalities. Obstacles to women’s economic and political empowerment, and violence against women and girls, are barriers to sustainable development and the achievement of human rights, gender equality, justice and peace.

Women are significantly under-represented in decision-making at all levels.
While the economic benefits of educating girls are similar to those of educating boys, recent findings suggest the social benefits are greater.
Women have the potential to change their own economic status and that of their communities and countries in which they live yet usually women’s economic contributions are unrecognized, their work undervalued and their promise undernourished.
Unequal opportunities between women and men hamper women’s ability to lift themselves from poverty and secure improved options to improve their lives. Education is the most powerful instrument for changing women’s position in society.
Investing in women’s and girls’ education is one of the most effective ways to reduce poverty.

 Suparna Chatarjee

 Most children do not read these days. It is accepted the world over that the habit of reading is dwindling. It is at an all time low. Hence, it is an uphill task for teachers to get across to them holistically because their lack of general awareness is worrying. In such a scenario, how does one motivate them to read books?

The problem arises when we try to impose our views upon them, when they do not want to read. I think they should be given the freedom to read in order to initiate them into it. Taking human nature into consideration, perhaps we could tell them not to read. Then, for sure, they will. They are known to do the opposite of what adults tell them. Jokes apart, we should keep a track of what interests them so that we can guide them accordingly.

How can we achieve desirable results? I had tried to follow something called DEAR (Drop Everything And Read) in my class, which yielded some results. Children were given the choice to read whatever they wanted. Occasionally I told them the meaning of DEAR: they should stop doing anything and everything that they are doing and read the book that fascinates them. Children enjoyed the luxury of choice. They loved the concept of DEAR. No one, least of all children, like adults to breathe down their neck. Sometimes they tell us: let us be.

Slowly but steadily they started reading. By and by they were led to reading some other books too. They often came to me for consultations whether a particular book was good and worth reading. They also recommended some books to me. That was heartening! I was forced to read them to tell them I also do what I preach. After all, example is better than precept.