Index IntroductionLiterature ReviewGirls' Education and the Wheel of the FutureSteps to TakeReferencesIntroductionWomen and girls in developing countries are often denied educational opportunities. Lack of education limits prospects, decreases family income, reduces health, exposes women and girls to the risk of trafficking and exploitation, and limits the economic progress of entire countries. World Education believes that education for girls and women is the most effective way to improve the lives of individual families and bring economic development to poor communities around the world. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayWorld Education has a long history of successfully collaborating with local partners to design, manage, and evaluate community-based initiatives to improve conditions for girls and women. World Education programs help girls enroll and stay in school and help women access or create new educational, financial and social resources in their communities. World Education is also committed to empowering girls and women to improve their lives, the lives of their families and the conditions of their communities. For parents – and especially for mothers – this means creating conditions that ensure that their daughters have equal access to basic education, are able to make informed decisions about their future and are able to protect themselves, for example, from trafficking, sexual exploitation and HIV. The wheel of the future is a future-oriented technique. Future wheel activities are conducted to help participants analyze and explore the effects of a trend, event, circumstance, or issue. As such, this technique can be a useful tool for conducting structured brainstorming, determining needs, strategic planning, and building consensus. The future wheels are arranged as graphical representations with the future event in a circle in the center, first-order effects in the first circle outside the event, second-order effects in the second circle outside the event, and so on. Future Wheel activities can potentially be used to explore the effects of many different things (issues, trends, and events), so they can be used in virtually any context (organization, community meeting, school, etc.). Women's education can also be considered with the wheel of the future method to make women prominent in the world. Literature Review Technology cannot replace teacher-student engagement (RANDI WEINGARTEN, AFT President). Very few people had heard of massive open online courses when the term “MOOC” was coined in 2008 by Canadian education activist Dave Cormier (Steven D. Krause). Proponents of online education – from Stanford University President John Hennessey to Hoover Institution researcher Terry Moe – talk of it hitting education with the force of a “tsunami.” (Richard D. Kahlenberg) In much of the public commentary on technology, innovation, and the revolution in higher education, online education is touted for its promise to dramatically increase access (Susan Meisenhelder). Last fall, University of Maryland President William Kirwan announced that his system would experiment with MOOC technology to reduce costs (Mitchell Dunier). Some believe that MOOCs threaten the traditional university structure (Garg King and Maya Sen). Some believe that the use of this new learning tool will likely increasedue to the increasing costs for students in higher education (Steve Kolowich). The wheel can help individuals think about various issues to explain the consequences of the event or strategy in a continuous process of improvement (Giuditta). The Wheel of Futures can help combat future challenges with MOOCs (Glenn Jerome). The Wheel of Futures combined with the MOOC can be an exercise in strategic thinking (Synder, David Pearce). The Wheel of Futures is a method used to explore the implications of societal–ecological change (DN Bengston). FT encompasses many of the traditional goals of liberal education, enhancing those goals and inspiring them toward a broader and more forceful mandate when placed within a future-oriented framework (Elon University President Leo Lambert, Charge to the 2011 graduates, 20/06/2011) . Humans are becoming superhuman and the science of bioenhancement will change the future (Michel Bess, 2016). The future is not that far away and is close to getting closer (Henry Mason, David Mattin, Delia Dumitrescu, 2015) We can best intervene in future trajectories (Keri Facer, 2011). The future is rarely a simple extrapolation from the present. Many efforts have been made to anticipate, visualize and process the future since (John Urry, 2016)… Automation is not just the machine but is the entire set of relationships between humans, tools and fields of knowledge (Mariella, 2016 ). Humans are technological as well as cultural beings and automation will convert life as cyborgs in the next era of cyberspace (David Hakken, 2002). Ways of relating to the various converging crises and opportunities faced by humanity on local, regional and global scales is to have rapid solutions through automation and, through the lenses of transformative innovation, systems thinking, ecological formulations and transformative resilience , the culture will change completely. (Daniel Wahl, 2016). Automation will bring many changes, such as green technologies and climate respect, new democratic movements, cities in transition and biofuels. (Philip McMichael, 2012) Women's Education and the Wheel of the Future Education systems vary in administration, curriculum, and staffing, but all have an influence on the students they serve. As women have gained rights, formal education has become a symbol of progress and a step towards gender equality. For true gender equality to exist, a holistic approach must be taken. Discussion of female empowerment and women's education as solutions to eliminating violence against women and economic dependence on men can sometimes take over and result in the suppression of understanding of how context, history and other factors influence women (Khoja-Moolji, 2015). For example, when former Secretary of State, Hillary Clinton, referred to the tragedies of Malala Yousafzai in Pakistan and the kidnapping of the girls in Chibok, Nigeria, as comparable, using girls' education as the focus, history and context were ignored. What led to Malala's shooting boiled down solely to her upbringing as a girl. US interference, poverty, corruption and government instability have not been addressed. Education systems and schools play a central role in determining girls' interest in various subjects, including STEM subjects, which can contribute to the empowerment of women by providing equal opportunities for access and benefit. from quality STEM education. Women's empowerment and international development The micro- and macro-level factors that attract the attention of international development agencies (IDAs) vary. For example, reaching a quotaof representatives in political positions (macro level) but ignore how the pressures of domestic life (micro level) do not actually leave women in a position of free self-expression (Stromquist, 2015). IDAs tend to focus on numbers and information provided by national governments. This ignores the possibility that national governments are not the most reliable or trustworthy. Programs promoted by FAWE (Forum for African American Educationalists) called Tuseme clubs in Africa, which are non-formal education programs, are being explored as they have proven effective and successful but do not get enough government support to be replicated. Tuseme means "let's speak clearly" in Swahili and in practice the programs are adapted to each participating school, focusing on communication and life skills, keeping the community in mind. The program is set up as an extracurricular activity that focuses on themes through tools such as school newspapers, dance and theatre. In this example, education and empowerment are addressed outside of the classroom. As girls are given more opportunities to get an education, become literate and play an active role in society, their ambitions increase proportionately. They dream big and want to put their education to use and give back to the community. Institutional biases and lack of employment opportunities for women can lead to large-scale frustration and disappointment. In extreme cases, communities have seen increased suicide rates that match this frustration. Literacy lifts individuals out of poverty. The lack of basic reading and writing skills is a huge disadvantage. Literacy not only enriches an individual's life, but creates opportunities for people to develop skills that will help them provide for themselves and their families. Literacy improves broader community developmentThe positive ripple effect of girls' education can be seen in the broader social and economic benefits brought to their communities. Increasing the emphasis on women's education has a positive impact on every generation through increased expectations and increased self-esteem. Improving literacy facilitates employment in which both males and females can contribute, helping the economy and the wider community thrive. Literacy reduces child mortality rates Illiteracy directly affects an individual's health and well-being, so the importance of physical health education is vital. Those without education are more likely to be vulnerable to health problems, for example, more education reduces the risk of HIV infection. Actions to be taken Girls make up half of the human population. Leaving girls without education means leaving half the population behind. Men and women are like the two wheels of a cart. If a wagon wheel breaks, how can the wagon go forward? Similarly, if women remain uneducated and unskilled, how can we develop our society? How can our chariot of civilization and progress move forward? Education is the light of life. It cultivates us as people. It provides us with knowledge, skills and techniques to apply in our work and to make a difference in our communities. It gives us ideas for learning what is right and wrong and how to lead positive social change in our communities. It gives us a sense of responsibility. In the 20th century, standardized tests were institutionalized in almost all sectors, especially those related to education and employment. A standardized test is a