Greene Happy Home Care Nigeria

Education plays an important role in development, especially in a developing country. To develop the skills and knowledge of the large percentage of the women in Rivers State Niger Delta Nigeria reach outside of formal education, and to offer education programmes which can easily adapt and respond to the specific and immediate needs of a developing community, out‐of‐school programmes should be considered. In most of the African continent, women constitute the majority of the population, yet they remain marginalise in knowledge, networks, and economic and political matters. As a result, a lot of energy is left out of the processes of national healing  and ICT can be used to facilitate women’s participation in this process, from the grassroots upwards. 

The problem that we are trying to solve is girls’ access to educational, Learning} social and economic opportunitiesIn Nigerian, women and girls take on the majority of unpaid domestic and childcare tasks,  This affects women, as well as girls, who are unable to continue their learning distance, Girls’ opportunities are particularly limited in rural areas, where they face restricted mobility and access to education.  In all societies, certain jobs and roles are considered ‘male’ or ‘female’. Society defines characteristics as masculine or feminine and attributes different behaviours, roles, values, norms, perceptions,  gender roles and relations change as well. The larger problem is that the characteristics and roles associated with women and girls tend to be valued less than those associated with men and boys. Across the world, women generally have less access to resources and fewer rights, and girls have less access to school and less spare time. This also means that women and girls tend to have less access to power and thus fewer possibilities to control and change their lives. This conflicts with article 5 of the Convention on the Elimination of All Forms of Discrimination against Women, which states that, “States Parties shall take all appropriate measures

Introducing the Gender at the Centre Initiative,aims to facilitate women to enhance business skills, financial literacy, and confidence in  entrepreneurship abilities to enable build productive businesses in profitable sectors, and benefit from economic opportunities, and illustrate gender equality and the gaps in income prospect, its initiatives to meet with UN Sustainable Development Goal SDG-5, based on the findings it is suggested that urgent measures are needed to tackle gender and other inequalities, which result in women’s lower economic status,includes implementing living wages, increasing access to social protection,Wealth creation that will finance good quality universal public services and recognising. These actions should take into considering benefits to the informal economy where many women are concentrated. Decent work, one of the Sustainable Development Goals, can be one of the principal solutions to growing inequality, if those in power drive the transformation of ‘low road’ jobs to ‘high road’ jobs creation and opportunity. Investing in Women education provides normalcy and a pathway for our young people to participate fully in the economy and society, it fuels innovation and the skills and talents in ICT and mobile phone businesses offers a great deal of potential used instruments of change by rural women stereotypes.

Women must be proactive agents of change in their status and to do so must be have access to the knowledge and tools to assist them. In Rivers State Nigeria Africa, the process has been organic, through grassroots women’s economic empowerment skills, women now own land rights and labour advocacy, direct/indirect, influence Gender and Sustainable Development, Empowering Women in Nigeria Africa, focus on skills development for marginalised groups, including girls and young women. It is particularly timely considering the structural changes in the global economy, the geopolitics of offshore production, the growth of the service sector and the changes  ongoing global financial crisis, clearly indicates is that  a lack of reliable information and statistics to analyse the impact of these forces on girls and young women, especially groups, Gaps in wages or earnings in the informal economy are significant worldwide. On average, employers have the highest earnings and home workers have the lowest, depending on the economic sector and country.  Because a higher proportion of men are in the top segment, they tend to earn more than women. Wages or earnings are lower in the informal economy  learning,  Employment in the formal economy is, however, no guarantee of escaping poverty.  

When women and girls have equal access to education, societies prosper globally. Its examines women benefits to, nations growth in the society. when they prioritise girls’ Learning, how gender discrimination and outdated social constructs are barriers to skills or technology learning opportunity, to achieve gender equality in education, women play a national’s economy, how gender bias creates obstacles for women starting new businesses, strategies tools to address certain types of gender discrimination including negative gender stereotyping that can keep women from succeeding in business and the workplace.the estimated 133 million  were women,  is expected to reduce women’s access to credit

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A project to break down traditional gender patterns was undertaken between 2018 and 2019 in Rivers Nigeria. About 20 groups were set up, representing all ages from preschool to high school is disable group. Also included were adults in education all are graduate in ecosystems, special education teacher, care staff,  and Team leaders. Since rural community women in gender patterns are established early, action in learning tools for technology was considered key.  The results of the project showed that changing core values is a long process. Change was more successful in Learning skills and Technology for gender development, investment in ICT as it works to build a knowledge-based society and seize opportunities for women’s employment and empowerment. As part of an effort to transform the ‘gender digital divide’, the Government has initiated a programme known as Information and Communication Technology for Elimination of Illiteracy. Its objective is to eradicate illiteracy among 10,000 people every year. 

This programme involves collaboration with the non-governmental sector to create educational content on compact discs that trainees can use anywhere, such as at home or in community centres. This approach makes training available in remote areas in Nigeria.  

 The interactive computer-based tutorial teaches basic internet, reading and writing skills. The curriculum reflects everyday life, using sound and music effects. The results have been promising: 

 This offers rural women an opportunity to learn ICT skills without having to travel far from home in rural community, which had prevented women from becoming literate and learning about technology

Substantial progress has been made in increasing girls’ enrolment in primary and secondary school, but gender inequality persists at both levels. The constraints limiting girls’ education and training include factors in the home, community and school. Many obstacles are contextual and vary from Nigeria country to Africa country. The common constraints include Economic, cultural and social constraints: Endemic poverty and powerlessness; the burden of household labour; discrimination against girls and women, including early marriage and restrictions on mobility; self-perceptions; and limited employment opportunities current partnerships on their Solver Spotlight pages, current partnerships on this Solve solution are 

The International Fedreation of Women Lawyers (FIDA) Rivers State Nigeria Branch-     Gender Justices, Equality and declaration on fundamental principles and Human rights. 

Immaculate Best royal Academy Rivers State, Nigeria-    Education outcomes and information systems studies help to improve formal and informal education studies for more comprehensive analysis, and Gender mainstreaming in vocational training, on second opportunity to adult education

Connecting with other community Leaders activities • Sharing Resources, Events, Information, and What Works: Learning from FIDA, Academy collaboration work. Contributing to the women Learning Agenda, and Identify What Works • Measure, evaluation and Monitoring eams. Questionnaires and response matter Send to greenehhcphc@gmail.com resources by email. Engaging with rural women and girls on economic empowerment program. Under 40 year old. Support Women Lead Institute networks or content? – Become a sponsor of project through self help. Joining /Engaging with the Communities of Practice: • Rivers Youth Movement  and Skills for Youth

We invest in four key areas to achieve our Girls’ Education program goalsSocial enterprises apply business solutions to social problems. The ultimate goal is to achieve sustainability by enabling non-profits to support themselves financially in innovative ways instead of relying solely on grants and donations. Since there are no shareholders in a non-profit organization, the profits from the related social enterprise are completely re-invested in the work of the organization.

The emergence of revenue-generating activities for non-profits has created a new operating model where business principles, market characteristics and values (competition, diversification, entrepreneurship, innovation, and a focus on the bottom line) co-exist and work with traditional public sector values like responsiveness to community and serving the public interest. Essential to the success of a social enterprise is an effective business model.

A business model includes two key elements:

1. an operating strategy that includes internal organizational structure and external partnerships that are crucial for creating the organization’s intended impact; and,
2. a resource strategy that defines where and on what terms the organization will acquire the resources (financial and human) it needs to do its work.

The business model for a social enterprise is the channel that the social entrepreneur converts inputs into outcomes; the generation of both social value (measurable impact) and economic value (revenue).

A social enterprise can be integrated with the non-profit organization in one of several ways:

Embedded:

A review of ICT information and gaps in the area of gender and skills for Technology Development focus on skills development for marginalised groups, including girls and young women. Girls and young women are especially affected by these realities. Girls are at high risk of dropping out in the transition from primary to secondary school because of both supply and demand factors.  This leads parents to discourage girls from continuing, due to risks to their reputation and early marriage prospects. Thus, particular focus should be given to education quality and the social barriers affecting girls. Academic Technology skills for learning subject matter is another area of gender inequality. This trend in turn influences women’s professional choices and income levels. Consequently, efforts are needed not only to achieve parity in education formal and informal learning but also to help overcome the political, economic and social barriers that hinder females from pursuing employment in community and society they belong. ‘Male’ fields and making use of their education and skills.  Young women also lack equitable access to public vocational training, apprenticeship programmes and other job-training programmes. These are crucial for developing skills useful in emerging markets and value-added activities. Efforts are needed to open up job-training opportunities in field beyond those considered ‘suitable’ for women, which are often lower paying than jobs considered suitable for men, creating opportunity. Efforts are also needed to get women into job-training technology initiatives that will prepare them for the new jobs available in the global economy.

Gender and Economic development with women Specific job skills – literacy, numeracy, languages, vocational skills and information and communication technology (ICT) – in  succeeding in the work world, s

New jobs require more innovation, entrepreneurship and knowledge of technology

MIT faculty

United nation

We will use it to invested in ICT as it works to build a knowledge-based society and seize opportunities for women’s employment and empowerment. As part of an effort to transform the ‘gender digital divide’, Its objective is to eradicate illiteracy among 10,000 people every year in 10 of the country’s  The programme involves collaboration with the non-governmental sector to create educational content on compact discs that trainees can use anywhere, such as at home or in community centres or NGO offices. This approach makes training available in remote areas.  The interactive computer-based tutorial teaches basic reading and writing skills. The curriculum reflects everyday life, using sound and music effects. The results have been promising:95 per cent attendance among trainees, compared with 57 per cent in similar courses not using the software. Furthermore, while the regular classes had a passing rate of only 40 per cent, the class using the software had an 80 per cent passing rate.  Much of the success of the programme is due to the introduction of the innovative 'computer set-up. Built around the concept of a community in Nigeria a low, round table women are equipped with his/her own screen, keyboard, mouse and sound card. This offers rural women an opportunity to learn ICT skills without having to travel far from home. Such an approach respects community developments, which had prevented women from becoming literate and learning about technology. State commitment and community participation are also ingredients in the programme’s success.  

We will use it to invested in ICT as it works to build a knowledge-based society and seize opportunities for women’s employment and empowerment. As part of an effort to transform the ‘gender digital divide’, Its objective is to eradicate illiteracy among 10,000 people every year in 10 of the country’s  The programme involves collaboration with the non-governmental sector to create educational content on compact discs that trainees can use anywhere, such as at home or in community centres or NGO offices. This approach makes training available in remote areas.  The interactive computer-based tutorial teaches basic reading and writing skills. The curriculum reflects everyday life, using sound and music effects. The results have been promising:95 per cent attendance among trainees, compared with 57 per cent in similar courses not using the software. Furthermore, while the regular classes had a passing rate of only 40 per cent, the class using the software had an 80 per cent passing rate.  Much of the success of the programme is due to the introduction of the innovative 'computer set-up. Built around the concept of a community in Nigeria a low, round table women are equipped with his/her own screen, keyboard, mouse and sound card. This offers rural women an opportunity to learn ICT skills without having to travel far from home. Such an approach respects community developments, which had prevented women from becoming literate and learning about technology. State commitment and community participation are also ingredients in the programme’s success.  

Substantial progress has been made in increasing girls’ enrolment in primary and secondary school, but gender inequality persists at both levels. The constraints limiting girls’ education and training include factors in the home, community and school. Many obstacles are contextual and vary from country to country

We will use it to invested in ICT as it works to build a knowledge-based society and seize opportunities for women’s employment and empowerment. As part of an effort to transform the ‘gender digital divide’, Its objective is to eradicate illiteracy among 10,000 people every year in 10 of the country’s  The programme involves collaboration with the non-governmental sector to create educational content on compact discs that trainees can use anywhere, such as at home or in community centres or NGO offices. This approach makes training available in remote areas.  The interactive computer-based tutorial teaches basic reading and writing skills. The curriculum reflects everyday life, using sound and music effects. The results have been promising:95 per cent attendance among trainees, compared with 57 per cent in similar courses not using the software. Furthermore, while the regular classes had a passing rate of only 40 per cent, the class using the software had an 80 per cent passing rate.  Much of the success of the programme is due to the introduction of the innovative 'computer set-up. Built around the concept of a community in Nigeria a low, round table women are equipped with his/her own screen, keyboard, mouse and sound card. This offers rural women an opportunity to learn ICT skills without having to travel far from home. Such an approach respects community developments, which had prevented women from becoming literate and learning about technology. State commitment and community participation are also ingredients in the programme’s success.  

The global demand for skilled workers is growing, as is the population of entrants into the labour force: 1 billion people will be of working age within the next decade. The great majority of those about to enter the workplace are in the developing world. In fact, young people aged 15–25 in developing countries represent 85 per cent of the world’s population in that age group. Yet many are not prepared for the jobs of the future, and lack opportunities for such preparation.