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Entre 1857 y 1886 el suroriente del Estado de Boyacá se nominó oficialmente Departamento de Oriente, donde operó políticamente un notablato provinciano posicionado como elite, conformado además de abogados y rábulas, por mujeres letradas que participaron en la política de su comunidad; actividad femenina que fue cuestionada por sectores conservadores del territorio. En este ejercicio argumentativo se buscó visibilizar esta participación femenina y mostrar el ejercicio político autónomo de estas letradas, que no estaban sujetas en ello a la voluntad masculina. Esto fue posible a través del rastreo e interpretación de la correspondencia personal como fuente principal, abordando la actividad política de algunas mujeres en aquel territorio, aproximándose a sus dinámicas, lenguajes y relacionamiento. Se concluyó que, además del rol hogareño, algunas actuaron como auxiliadoras políticas, productoras y difusoras de ideas liberales. Además se evidenció que al servirse de su capacidad letrada mediaron entre los notables y el pueblo; fueron defensoras vehementes de su partido, contribuyendo a reforzar alianzas útiles para construir redes de poder y afianzar el modelo republicano en el contexto de los pequeños distritos.

Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can improve labor market outcomes.

This study utilizes the demographic metric of Literate Life Expectancy (LLE) to evaluate Vietnam’s 70-year journey of social development across birth cohorts. By analyzing the Life Table (2019) and Age-specific Literacy Rates (2020), the magnitude of the gap in LLE between women and men is calculated to provide insights into the progress of healthcare initiatives and literacy improvement. A narrow women-men gap in LLE indicates a society with higher mortality rates and a significant literacy gap between women and men. Conversely, a wide women-men gap in LLE illustrates a society with lower mortality rates and apparent gender equality in literacy. Findings reveal three distinct stages of social development in Vietnam. Stage 1 (1935–1945) indicates LLE for women being lower than that of men which reflects slow pace of social progress during colonization. Stage 2 (1945–1975) illustrates LLE for women surpassing that of men, marking developing social progress after Vietnam’s declaration of independence from colonization. Stage 3 (1975–2004) shows a widening women-men gap in LLE, reflecting rapid social development with revolutionary reforms in healthcare and education after the Vietnam War. The discussion section outlines a compilation of basic education and primary healthcare policies corresponding to stages of social development in Vietnam. Measuring social development in Vietnam across birth cohorts using literate life expectancy This study examines how social development in Vietnam has changed over the past 70 years by looking at different generations. We use a measure called Literate Life Expectancy (LLE), which combines life expectancy with literacy rates, to understand these changes. By analyzing the differences in LLE between women and men, we can explore Vietnam’s social development across generations, which corresponds to historical milestones. A small gap in LLE between women and men suggests higher mortality rates and a large difference in literacy between genders, while a larger gap indicates lower mortality rates and better gender equality in literacy. Our findings show three stages of social development in Vietnam: Stage 1 (1935–1945), during which LLE for women was lower than LLE for men, indicating slow progress during colonization; Stage 2 (1945–1975), when, after gaining independence, LLE for women surpassed LLE for men, showing developing social progress; and Stage 3 (1975–2004), where the gap between LLE for women and LLE for men widened, reflecting rapid social development with significant improvements in healthcare and education following the Vietnam War. The study also discusses various education and healthcare policies that correspond to these stages of social development in Vietnam.

Since its rediscovery in 1934, the fifteenth-centuryBook of Margery Kempehas become a canonical text for students of medieval Christian mysticism and spirituality. Its author was a fifteenth-century English laywoman who, after the birth of her first child, experienced vivid religious visions and vowed to lead a deeply religious life while remaining part of the secular world. After twenty years, Kempe began to compose with the help of scribes a book of consolation, a type of devotional writing found in late medieval religious culture that taught readers how to find spiritual comfort and how to feel about one's spiritual life. InMargery Kempe and the Lonely Reader, Rebecca Krug shows how and why Kempe wrote her Book, arguing that in her engagement with written culture she discovered a desire to experience spiritual comfort and to interact with fellow believers who also sought to live lives of intense emotional engagement. An unlikely candidate for authorship in the late medieval period given her gender and lack of formal education, Kempe wrote herBookas a revisionary act. Krug shows how theBookreinterprets concepts from late medieval devotional writing (comfort, despair, shame, fear, and loneliness) in its search to create a spiritual community that reaches out to and includes Kempe, her friends, family, advisers, and potential readers. Krug offers a fresh analysis of theBookas a written work and draws attention to the importance of reading, revision, and collaboration for understanding both Kempe's particular decision to write and the social conditions of late medieval women's authorship.

In all countries of the world, education is recognised as the cornerstone for sustainable development particularly for those who have been excluded from formal system of education and development. The building of a literate society will lead to the economic empowerment and will encourage rural women to practice hygiene, which will in turn lead to the reduction of birth and death rates. A descriptive survey research design was adopted using questionnaire as the main instrument. Some 203 respondents which comprised eight literacy facilitators and 195 rural women participated in the literacy programme. Data collected were analysed using mean, standard deviation and correlation coefficient, used to test the hypothesis at 0.05 level of significant. The findings indicated that significant relationship existed between adult literacy education and women participation in politics r = 0.148, Df = 201, P<0.05. The result revealed that significant relationship existed between adult literacy education and healthy living of rural women, r = 0.052, Df = 201, P<0.05.The study recommended that government at all levels should fund literacy programmes, make it interesting for women to be encouraged to enrol in literacy classes.

Advancing Gender Equality: A Critical Look at Progress and Policy. This book examines the progress and challenges in achieving gender equality and empowering women, particularly in relation to the Millennium Development Goals (MDGs). Equality for Women tracks countries' progress in implementing and financing MDG3, exploring national experiences and policy successes. It assesses the effectiveness of various strategies and the financial resources required by 2015. This volume offers valuable insights for gender analysts, policymakers, and those dedicated to promoting gender mainstreaming. Discover effective strategies and the path forward for creating a more equitable world.

The papers in this volume discuss the strategies adopted by people to accumulate assets through migration, housing investments, natural resources management, and informal businesses and consider how an asset-based social policy could enable those strategies or help them overcome the constraints of an unfavorable institutional environment.

Aquest article analitza la figura de Maria Fortesa / Maria de Fortalesa des d'una doble perspectiva. En primer terme, historica. Maria és successora i representant dels xuetes mallorquins ajusticiats al segle XVII que, amb el canvi de continent i de posició social, mostra els contrastos entre les dues illes (Mallorca i Cuba) i el progrés del segle XIX basat en l'assimilació del discurs colonial. En segon lloc, a través de Maria, Carme Riera descriu la figura de la \"literata\"; mostra les contradiccions i restriccions de la primera generació d'escriptores modernes de la qual se sent deutora. D'altra banda, tot i la distancia autoral que proporcionen les tecniques narratives de la ironia, la parodia i l'ús del pastitx, no s'amaga l'escriptura com una passió irrefrenable -a través de l'escriptura epistolar- tot i que es manté allunyada dels models literaris reconeguts a l'epoca.