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.
We spend all our time teaching reading and writing. We spend absolutely no time at all, in most schools, teaching either speaking or, more importantly still, listening.
My Head of House said I lacked certain necessary qualities...like the ability to behave myself.
I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.
I certainly wasn't seeking any degree, the way a college confers a status symbol upon its students. My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness and blindness that was afflicting the black race in America. Not long ago, an English writer telephoned me, asking questions. One was, "What's your alma mater?" I told him, "Books.
One's work may be finished someday, but one's education never.
The Bible, when not read in schools, is seldom read in any subsequent period of life...The Bible...should be read in our schools in preference to all other books because it contains the greatest portion of that kind of knowledge which is calculated to produce private and public happiness.
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