...UNDERLYING GENDER MAINSTREAMING Gender The concept of gender needs to be understood clearly as a cross-cutting socio-cultural variable. It is an overarching variable in the sense that gender can also be applied to all other cross-cutting variables such as race, class, age, ethnic group, etc. Gender systems are established in different socio-cultural contexts which determine what is expected, allowed and valued in a woman/man and girl/boy in these specific contexts. Gender roles are learned through socialization processes; they are not fixed but are changeable. Gender systems are institutionalized through education systems, political and economic systems, legislation, and culture and traditions. In utilizing a gender approach the focus is not on individual women and men but on the system which determines gender roles / responsibilities, access to and control over resources, and decision-making potentials. It is also important to emphasize that the concept of gender is not interchangeable with women. Gender refers to both women and men, and the relations between them. Promotion of gender equality should concern and engage men as well as women. In recent years there has been a much stronger direct focus on men in research on gender perspectives. There are three main approaches taken in the increased focus on men. Firstly, the need to identify men as allies for gender equality and involve them more actively in this work. Secondly, the recognition that gender equality is not possible...
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...Gender helps to explain why the sufferings of women are much more commonplace than that of men (Paul farmer giving an example of Acephie and Chouchou). Throughout the world, women are confronted with sexism, an ideology that designates them as inferior to men. Farmer (1996) discusses the particular impact that poverty a form of structural violence has upon women who are driven to accept jobs which put them in a position of vulnerability in Haiti. He argues that life experiences must be embedded in ethnography if they are to be understood. But he also claims that “…local understandings, in turn, are to be embedded in the larger-scale historical system…” (Farmer 1996, 273). In this paper, the concept of structuralism through a gender lens is...
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...fulcrum for the achievement of higher economic, social, technological standards and development. Education continues to receive wide attention amongst most developed nations’ governments and policy due to the remarkable contributions that it brings to the nation. In Africa even though there seems to be a concerted effort by various governments to improve on education at all levels, there is gender inequality in access to education at all levels of the academic ladder. Gender inequality in access to education continues to receive considerable attention worldwide and many developing counties. Ghana is no exception and the situation affects national development and also limits opportunities for women especially in enjoying higher job prospects in the country. At the 1990 World Conference on Education for All in Jomtien, Thailand, particular emphasis was placed on female education not only as a fundamental right, but also as an important means for economic and social development (UNESCO, 2003). Undeniably, education has been viewed by many as central to the achievement of greater equality in society, including between men and women. This notwithstanding, the lack of education has been viewed as a major obstacle to women employment and development in society. Moreover, a report by the Education for All Global Monitoring which was undertaken in 2003/04 (UNESCO 2004) suggest that, in general sub-Saharan Africa has low enrolment rates and strong gender disparities and inequalities as out...
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...CHAPTER ONE INTRODUCTION Transforming gender relations in Ghana agenda will remain so for some time to come. In spite of decades of gender equity activism and public efforts which had been undertaken in the last three decades within the ambit of electoral policies, the transformation process was stalled with many challenges. In the gender equality intervention, especially following the Beijing declaration of 1995, the agenda has been pursued in some societies as if it is only women’s business. Initially, some gender equality activities were undertaken as if it was a battle between women and men. In certain instances some men thought that promotion of gender equality or women’s empowerment was an attempt to take their power from then and give to women such misconceptions have made gender equality measure for empowerment of women face some resistance from both males and some females who believe that governance of society and women must be under the control of men. A critical explanation of gender will, however, reveal that the gender strategy rather recognizes the relationship between males and females and for that matter the need to support each other to attain their maximum best in society, efforts have, therefore, been recently intensified at the international level to promote the involvement of males for attainment of gender equality. The question then is how do we harness the male support for the promotion of gender equality? It is within this context that this term...
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...Enhancing Quality and Equality of Education “Literacy is the road to human progress and the means through which every man; woman and child can realize his or her full potential.”……………Kofi Annan. Access to education and learning is crucial for development but ‘equitable’ access and learning is vital for sustainable development. The various dimensions of inequality (gender, socio economic, rural – urban), if not taken into account can result in skewed and lopsided growth that has the potential to do more harm than good to the larger fabric of society. Such development stands the risk of strengthening the current power structures and relegating the already marginalized, further down the abyss. These inequalities do not exist in isolation- one form reinforces the other. This means that there are common causes, functioning through multiple mechanisms, inflating the gross inequalities in the education sector. The major challenge before the Indian education system is to enhance the quality and bring equality in education system. Quality education which is essential to learning and human development is influenced by factors both inside and outside the classroom. In addition to enabling the transfer of knowledge and skills necessary to succeed in a profession and break the cycle of poverty, quality plays a crucial role in closing the gender gap in basic education. Quality Education includes:- * Learners who are healthy, well nourished and ready to participate and learn and supported...
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...Topic: Gender Equality and Women Empowerment in Pakistan Dated: 6-12-2013 SYNDICATE MEMBERS: 1. Dharmoon Bhawani (Leader) 2. Amna Rafique 3. Kamal Khan 4. Nergis Shazia Chaudhary TABLE OF CONTENTS 1. Title………………………………………………………………………………………1 2. Syndicate Members………………………………………………………………………2 3. Table of Contents………………………………………………………………………...3 4. Theme…………………………………………………………………………………….4 5. Preface……………………………………………………………………………………7 6. Thesis Statement…………………………………………………………………………8 7. Executive statement………………………………………………………………………9 8. Abbreviations………………………………………………………………………...….11 9. Introduction……………………………………………………………………………..12 10. Statement of Problems………………………………………………………………….13 11. Methodology……………………………………………………………………………14 12. Scope of Study………………………………………………………………………….14 13. Review of Literature…………………………………………………………………….15 SECTION 1: GENDER EQUALITY AND WOMEN EMPOWERMENT 1.1. Introduction …………………………………………………………………….17 1.2. Definition of Gender Equality and Women Empowerment…………………….17 1.3. Current state of Gender Equality and Women Empowerment in Pakistan……..18 1.4. Biswas’s Indicator of Women Empowerment ………………………………….19 1.5. Violence against Women………………………………………………………..19 1.6. Women Empowerment in Legislation and Judiciary…………………………...20 1.7. The Role of Rural Support Programme Network……………………………….21 1.8. Universal Standard Of Gender Equality And...
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...REPORT ON THE INTERNATIONAL FORUM ON WOMEN AND SUSTAINABLE DEVELOPMENT BEIJING, CHINA 9 – 11 NOVEMBER 2011 BACKGROUND International Forum on Women and Sustainable Development was organized by the All China Women’s Federation in Beijing, China. The All-China Women’s Federation (ACWF) was founded on April 3rd, 1949. It is a mass organization of Chinese women of all ethnic groups in all walks of life, striving for women’s advancement. Its mission is to represent and safeguard women’s rights and interests and to promote equality between women and men. ACWF is also a member of the National Working Committee on Women and Children under the State Council. It is in consultative status with the ECOSOC of the United Nations. INTRODUCTION Sustainable development, as a visionary development paradigm shift, represents a big step forward in the progress of human society. It demonstrates the resolve and efforts of people around the world to ensure sound development and the well-being of the current and future generations. Sustainable development can neither be achieved nor sustained without the participation of women who are an important driving force. The United Nations and member states have already initiated different kinds of activities to prepare for the Rio+20 Summit. Both sustainable development and empowerment of women are considered a priority of the United Nations in 2011. As such, it is of special significance to reflect women’s needs and concerns and heed women’s...
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...Educational Disadvantage Name: Institutional Advantage: Educational Disadvantage Equality in the Australian education system is something that is yet to be realized. The term equality is not in reference to gender but has been used in reference to socio-economic status of the students. Australia is first world nation. As such, one would be forgiven to assume that equality in the education system was long realized. It comes as a surprise that Australia has one of the largest disparities in academic performance. The disparity between the best performing students and the world performing lot is among the highest in the world (Australia, 2009). Research has established that in Australia, about 42% of all the students who enroll into institutions of higher learning are from well to do families (Australia, 2003). On the other hand, only about 15% of the students who enroll into institutions of higher learning (Australia, 2002). It is then clear that there is quite a high level of disparity in the Australian education system about socio-economic status. A fact that seeks to compound the gravity of the situation is that about 40% of all the indigenous students in Australia are unable to meet the mathematics and reading standards that have are expected of Australian students (Teese & Polesel, 2003). Such a situation necessitates the need for a discussion of this issue. If this situation is not addressed, it will culminate in a severe deterioration of the quality of the Australian...
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...|RESEARCH WINDOWS ON GENDER MAINSTREAMING | | | | | | | |Dr.M.Neeraja Venkat MBA,PGD-IRPM,Ph.D | |Worked as an Assistant professor, Dept.of Business Administration, | |Sri devi women’s Engineering college ,Hyderabad . | |Mobile: +254771888277, Email:tummalaneeraja@gmail.com. | | | | | |...
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...quality education. According to the outcome report of UNESCO‐IIEP in Paris, France entitled “Gender Equality in Education: Looking beyond Parity An IIEP Evidence‐Based Policy Forum Globally”, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change. Legal Basis: 1. Batas Pambansa Bilang 232 entitled “An Act Providing for the Establishment and Maintenance of an Integrated System of Education” - General Provision, Chapter 2, Section 3 Goal 2. “To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth” - (statement) “Promote and safeguard the welfare and interest of the students by defining their rights and obligations, according them privileges, and encouraging the establishment of sound relationships between them and the other members of the school community” - (statement) “The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the enjoyment of the benefits of education by all its citizens”...
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...19 Home Analytics Upload Papers S65 no pic Shailaja Gender and Development Essay Yelden Sarybay Uploaded by Yelden Sarybay top 2%416 Info Bookmark Download DOCX Report Work that may take a diversity of pathways, but for which there are rarely the kind of short-cuts envisaged by the proponents of empowerment- lite.” (Harcourt, 2009) Conclusion Effective of not, Kazakhstan‟s most marginalized are simply not affected by the discussion. “This is a debate about gender and power, about body politics and political bodies, about norms and hierarchies, about intimate and institutional violence, and about liberation and justice.” (Cornwall et al., 2002) Before the population as a whole risks an identity crisis, it makes sense to formulate a familial, non-intrusive policy on gender so that it may pursue development. “For instance, writing of events in Serb ia in the 1990s, Blagojevic (1999) notes that „[t]he political and economic changes endangered the male identity much more than the female‟. Consequently: New prophets appeared on the scene offering various socio -biological arguments in support of the claim that men are inherently superior. One such was Tosevski, who proclaims Serbian masculinity to be superior to the western variety and advocates open promiscuity for males....” (Alan et al. , 2000) Such absurd views can only be taken seriously by those who lack ideological grounding. The Serbian example also “ warns us that masculinity...
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...51 Rural Development and Co-operatives Division 1.0 Introduction 1.1 About 70% people of Bangladesh live in rural areas. Without the development of this segment of the population the overall development of the country is not possible. In a developing economy like Bangladesh, for formulating policies for eradication of poverty it is very important to ensure equality between man and woman. Rural Development and Co-operatives Division is working intensively to eliminate poverty and to foster inclusive growth. This Division is also working to empower women economically and socially through women’s education, increasing funds, providing micro-credits and providing employment to women in business. Thus, women’s participation in economic growth is increasing every year and this is a prerequisite for sustainable development 1.2 Co-operatives are worldwide popular tools for poverty alleviation. To improve the status of poor people living in the rural areas, the Government of Bangladesh had setup the Rural Development and Cooperatives Division (RDCD) under the Ministry of Local Government, Rural Development and Cooperatives. RDCD expands rural development through related applied research with multi-purpose actions with poverty alleviation at the core. RDCD also provides opportunities for self-employment of rural people and human resource development. Poverty alleviation is one of the top priorities for the government and women’s development is a n integral...
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...assigned to rule, the Vashayas were engaged in trade and commerce and the Shudras were assigned to do the other jobs. But apart from these four sects, there were other castes that were completely ostracized from the traditional Indian society and not given any place in the caste hierarchy and were considered untouchables because they were engaged in professions that were considered “impure”. They were at the bottom of these (upper caste) people. They were treated less than humans. And if you’re a Dalit woman, the cocktail of gender and caste raises an even bigger barrier to tear...
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...Issues in inequality in non-income dimensions Achin Chakraborty Institute of Development Studies Kolkata 1, Reformatory Street, 5th Floor Calcutta University Alipore Campus Kolkata 700 027 India achinchak@rediffmail.com Abstract There are two basic approaches to measuring inequality in non-income dimensions. One views inequality as variation of an outcome indicator across individuals and the other views inequality as essentially disparities across socioeconomic groups. While the latter view now dominates the inequality measurement in health, measurement of education inequalities has so far taken the first view. In this paper, we have argued the importance of reckoning inequality in socio-economic group terms and advocated use of an ‘education concentration index’ exactly in the same way as the health concentration index measures socio-economic inequalities in health. The index has been applied to the Indian data to reckon two kinds of inequalities in educational attainment (years of education) – one across economic classes and the other across socially identified groups such as the Scheduled Tribes, Scheduled Castes and others. We find a strong correlation between the two types of inequalities across the states of India. We also find, as one would expect, that the inequality index values are negatively correlated with the average years of education. However, in actual policy context, analysis of the outliers...
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...Topic Gender equality in Guyana – Measures taken over the last two decades to promote the interest of females. From ancient times, the empowerment of women was perceived as a taboo by numerous cultures. In those cultures the subject of women being entitled to live in dignity and total freedom was prohibited. As such, there were violence against women, economic and political discrimination and other forms of inequalities that were deemed acceptable. “Gender equality refers to a situation where both men and women have equal rights and opportunities at all times and where this concept is recognized and respected by all members of society” (Woman Powah, 2007)During the eighteenth century, a considerable amount of recognition was given to the ‘rights of women’, since, the empowerment of these individuals were seem as crucial for contributing to the health of productivity of whole families and communities which would consequently give rise to improved new generation. In Europe during the eighteenth century, gender equality gained political social and philosophical attention when Olympe de Gouges published the Declaration of the Rights of Woman and the Female Citizens, modeled on the Declaration of the Rights of Man and the Citizen. Guyana has recognized the importance of gender equality, and as such, in 1976 there was a presentation in parliament of a state paper on Equality for Women and in 1990 there was the Equal Rights Act. Since the establishment of the Equal Rights Act,...
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