Women, Higher Education and Social Change

Abstract

The research is based on the fundamental hypothesis that education and basic education do not constitute the foundation for the development of women, given the weakness of educational curricula and the performance of educational institutions, the lack of clarity in educational strategies, and the decline in the quality of education and higher education. Part of the problem of societal underdevelopment is also attributed to the marginalization of women and the weakness of their influence and effectiveness.

The study emphasizes that the real development of women must begin from birth, with proper upbringing and the nurturing of self-confidence, without perpetuating contempt and inferiority. Genuine development starts within the family, family education, and the school, and extends to the community and civil and official institutions.

The issue of women in Yemeni society goes far beyond the question of education and higher education; it is an issue intrinsically linked to the very essence of the society, which has developed on the basis of inequality between men and women and the violation of women's rights. Nevertheless, the education of women has weakened the claims and arguments that deny their abilities in work, creativity, and responsibility-bearing.