FEMALE LABOR FORCE PARTICIPATION (1000-1200 words)
‘Gender inequality has been eliminated at some levels of education and at the highest levels in some countries there are now more women than men attending university. Women’s labour market experience in MENA differs from the rest of the world in several respects’
Critically evaluate this statement with a special focus on women human capital accumulation and labour market outcomes and suggest specific policies that can successfully redress this problem.
UNEMPLOYMENT (500-600 words)
‘Youth unemployment has reached alarming levels in Egypt. As much as 26.7 percent of the young Egyptians between 18-29 years are unemployed (Central Agency for Mobilization and Statistics, CAPMAS), twice the unemployment rate for the overall population.’
What are the main types and causes of unemployment in the MENA region? Why are the fore mentioned groups the most likely affected by the current downturn in economic activity? What are the causes and consequences to unemployment among the target group? Discuss what particular policies would be most effective in addressing labour market outcomes of this group?
GENDER DISCRIMINATION (1000-1200 words)
What types of gender-based discrimination are most common in MENA labor markets? Drawing on the main theories of labor market discrimination that you learnt in this course, discuss some possible causes and policy remedies for this problem.
The instructing of RE is drawn nearer with a liberality, compassion and regard for all. This makes mindfulness which reflects and draws in with different religions to increase a knowledge into convention of different strict networks (Bishops' Conference of England and Wales, 2012). As the Church says, 'The adoration for all people is fundamentally likewise an affection for their way of life. Catholic schools are, by their very occupation, intercultural' (Congregation for Catholic Education, 2013: 61, from http://www.catholiceducation.org.uk/schools/strict training/thing/1002967-about-strict instruction in-catholic-schools got to on the 02.10.2015). From increasing a valuation for these religions, there is a feeling of regard and appreciation. This homeroom information alludes to AT1, finding out about religion and edifies information on the world. There is a regard and worth which is required in an equitable society and a gratefulness that not every person is the equivalent, not every person needs to hold similar convictions, study hall RE features numerous similitudes and contrasts between the various religions. In study hall RE, the educator draws in with the kids and sets up a relationship of regard and trust, this makes it simpler for both the instructor and the students to relate learning back to individual encounters empowering certain learning, this can be accomplished in the homeroom, with affection and companionship, by urging them to investigate what they accept their qualities as a companion may be. They would then be able to think about one another's reactions and beneficial encounters and react in a manner that extends their confidence and responsibility.>GET ANSWER