The Philosohy of education was developed in the twentieth century by John Dewey who emphasized wth the later Paulo Freire that education is a liberation tool and a means of construction of oppressed society. Palestinian women education can be described as liberal, progressive, radical and humanistic. It should advance the society and build identity, maintain societal order and enhance individual`s growth, esteem and social skills. It should also develop the mind and lead the cultivation of human`s intelligence and intellect.
It is important to mention that women adult learning in developpin counties such as Palestine had not been addresses enough and properly in literature. Excisting iterature lack reality and originality. Palestinian women education and ther staus on the society had been changing with new era demands and expansion. According to Maslow`s hierarchy of needs,
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Most Palestinian women take the role of childbearing, child rearing and family care. On the other hand, their literacy is high in the Mena Region and they take leading roles as community members, howeber the fall behing in formal education and employment skills and opport unities. It is important to mention that the Palestinian women education situation had not been addressed faily and fully in previous literature. The research focused in Plastinian young girls learning at school or young women in higher education. Importanly, previous research neglects the societal vast change and new era demands. On another note, women were always locked in certain social norms, where there is a lack of understanding for thir education in a broader social context with reference to gender roles and social norms(Haynes & Flannery, 2000). Also, there a lack of understanding for women`s diversity in the new trend of