Educating the world's poorest girls can only be done with the firm commitment of many stakeholders - both domestic and international - to plan, fund, and build strong, sustainable, and equitable education systems.
Interpretation
Investing in the education of girls in poverty requires collaboration and commitment from various stakeholders.
This quote emphasizes the importance of a collective effort from various individuals and organizations, both locally and globally, to transform the educational opportunities available to girls living in poverty. Julia Gillard highlights that without a strong commitment to planning, funding, and establishing sustainable education systems, efforts to educate these girls will not be successful.
In practice
This quote can be used in speeches advocating for girls' education at conferences.
As our economy faces up to potential labour shortages due to our ageing population and as it moves to a new level of sophistication to compete with the rest of the world, we're going to need every Australian on board pulling their weight, rejoining the workforce, gaining new skills. Writing off individuals and communities suffering from poverty just creates a dead weight for our economy to drag along.
If G20 leaders are serious about sustainable growth and job creation and want to stem migration flows and promote long-term stability, education is an essential investment.
We see community organizations as major service providers and economic drivers rather than as recipients or distributors of charity, and coordinators of volunteers. Today they constitute what's referred to as 'the social economy'.
As more girls get basic schooling, larger numbers will move up the educational ladder - some to pursue science, technology, engineering, and mathematics. That's important because workplaces around the world, especially in many developing and emerging-market countries, are becoming more automated, favouring workers with technical skills.
In fragile and conflict-affected states, education can insulate children from chaos and insecurity and better prepare them to bring about future stability.
If you believe, as I do, that merit is equally distributed between the sexes, then any result that isn't around half and half should be troubling.
My mother would have enjoyed the idea that her name was being used to build bridges. She cared a great deal and was very thoughtful and passionate about education and young women.
When we grew up and went to school_x000D_ There were certain teachers who would_x000D_ Hurt the children any way they could_x000D_ By pouring their derision_x000D_ Upon anything we did_x000D_ Exposing every weakness_x000D_ However carefully hidden by the kids.
I was read to as a small child, I read on my own as soon as I could, and I recall being more or less overwhelmed again and again - if not by what the books actually said, by what they suggested, what they helped me to imagine.
The student is to read history actively and not passively.
When a child makes a mistake or fails to accomplish a certain goal, we must avoid any word or action which indicates that we consider him a failure. 'Too bad that didn't work.' 'I'm sorry it didn't work out for you.' We need to separate the deed from the doer.
My parents didn't know much science; in fact, they didn't know science at all. But they could recognize a science book when they saw it, and they spent a lot of time at bookstores, combing the remainder tables for science books to buy for me. I had one of the biggest libraries of any kid in school, built on books that cost 50 cents or a dollar.
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