based mobile literacy projects can transform the lives of women in Africa and Asia, but despite the abundance of mobile access remains a barrier

three Millennium Development Goals of the UN is to promote gender equality and women's empowerment, including education. A 2010 UN sheet reveals that gender inequality in access to continuing education, and although some progress has been made in promoting the education of girls in primary and secondary education, a number of countries in sub-Saharan Africa, Western Asia and Oceania are in danger of not meeting the 2015 target for gender equality.

The same three regions have experienced phenomenal growth levels of mobile access since 2000. While women and girls have access to mobile phones is generally compared to men, because profits are lower cost of ownership. But where gender parity in education and access to mobile phones intersect?

In many places where gender parity in education is the most unequal education systems affected by the lack of qualified personnel (female) teachers, the lack of up-to-date education materials (especially in the mother tongue), and requires that the time during the day, women and girls are expected to help support the families of execution and / or their family business. While cell phones may not be able to solve all these problems might help.

women and girls in developing countries by offering greater freedom to decide when and where to use them to learn, and can provide access to application to materials voice instructions and text. These features of mobile phones, if harnessed properly, can help to increase gender equality in education by providing training opportunities to prepare additional (female) teachers to enter the classroom, providing a free access to resources like Wikipedia for women and girls, as well as provide flexibility for time and place that learning can occur.

However, with all the hype surrounding mobiles for development (M4D) based mobile learning opportunities designed with women and girls as the intended beneficiaries are surprisingly rare. One reason for this may be essential for a successful intervention is perceived length of time required to record the results. I think this is one of the main factors that stifles the potential of the new field of gender and mobile learning, especially when used in the context of donors expect great benefits - in a matter months rather than years - at the lowest possible cost to produce these initial advantages.

that girls and women are waiting for access to education as mobile phones are available (or available) for them could be one of the great missed opportunities in the next decade. This is how we can work to realize the potential of mobile learning to increase gender equality in education and efforts using existing technologies:

concerned recognize the promise

support organizations working to achieve gender parity in education over time, funding, equipment and experience can help develop new evidence on the benefits and challenges for mobile learning interventions designed to help women and girls. Unesco and the International Telecommunication Union (ITU) are currently involved in sex and in the space of mobile learning. Literacy Project UNESCO leads the mobile phone, which aims to document the factors that contribute to literacy interventions based mobile women and girls both effective and sustainable large scale. A mobile-based post-literacy program for Uesco Pakistan showed a significant increase in female literacy participants. irls ITU ICT and girls Tech needs two platforms should remove the barriers that prevent girls and women in the use of mobile technology or education or career in the field. As part of this campaign was the announcement of a secondary challenge schoolgirls mobile applications, a global contest where girls work in teams with a teacher and mentor to learn the technology to create mobile applications based problem solving their communities.

Organizations Women technology in Africa and elsewhere provide a mechanism for bottom up to get involved in projects and programs such as the coding of fields that can build a strong relationship between gender and mobile learning. empowerment of women and girls that designers

Ronda Zelezny-Green is a PhD student to explore the links between gender, learning and the phone


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