...LDP616: GENDER ISSUES IN DEVELOPMENT Gender Mainstreaming The role of the state in mainstreaming gender issues and concerns in development Nyabochwa, Mary Mamo 1st February 2011 Lecture: Dr. Isaac Were. Table of Contents ACRONYMS/ABBREVIATIONS ........................................................................................................... 4 EXECUTIVE SUMMARY ........................................................................................................................ 5 1.0 INTRODUCTION................................................................................................................................. 6 1.1 Why gender issues .............................................................................................................................. 6 2.0 GENDER MAINSTREAMING .......................................................................................................... 8 2.1 Clarity on certain aspects of gender mainstreaming ......................................................................... 8 2.2 some key misconceptions................................................................................................................ 10 3.0 IMPLEMENTATION OF GENDER MAINSTREAMING ........................................................... 11 3.1 Definition of “gender mainstreaming” ............................................................................................. 11 3.2 Practical steps...
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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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...Gender Mainstreaming through Constitutional Provisions Gender biasness in all walks of social life is a raging phenomenon, and today the constitution is being increasingly recognised as the institution upon which rests the burden of bringing about a change through provisions encouraging gender mainstreaming leading to a greater concern for, and protection for women. The Indian Constitution is in many ways accustomed to address the issues of gender equality which were consciously dealt with by the framers of the constitution. The judiciary, executive and legislature all have the responsibility to empower women in consonance with article 15(3) which authorises state to make special provisions for women. It is the fundamental duty of each citizen to uphold the dignity of women in society and to do away with derogatory practices. Though our democracy provides equal rights to women as free citizens to participate in the decision making process, but the socio-economic and cultural situation makes such provisions ineffective and utopian, thus making it all the more imperative to interpret the constitution and the laws in a pro-woman and anti-subordinate way. In a patriarchal society where power is freedom, women due to their inferiority in democratic participation have marginalised freedom. Gender is not a difference, rather a hierarchy, to be dealt with as a matter of supremacy and subordination. Purposive interpretation, focusing on the reason, motive, end that a provision seeks...
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...CONCEPTS 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...
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...Literature Review BSHA/442 August 06, 2012 Dr. Elizabeth Thompson Literature Review Special needs individuals are not different from everyone they just need a little extra help along their way. This population has to have mediation because there are many who cannot speak for themselves. They need the help from a neutral person so that they can discuss complications that they may be dealing with without judgment. Advocacy is a necessity too because that individual needs a person to stand by their side and help them fight for what is right. In todays society people only care about themselves. This hinders those that have special needs because they also need people to think about how a person with special needs can do the same task. Just because an individual has a special does not mean that they cannot do what everyone else can. Advocacy would come in at this point because they are there to be on that individuals’ side and help them. The Special Education Advocacy is located in New England. They state on their web page "I implore you to see with a child's eyes, to hear with a child's ears, and to listen with a child's heart" (Special Education Advocacy, 2009). This is a very powerful statement and draws individuals in because they want that personal experience that they are offering. For the mediation services that they offer it is stated that they have “unbiased mediation for families experiencing...
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...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 of the 77 million children who were not enrolled in either primary or secondary worldwide in...
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...THE WID, WAD, GAD APPROACH ON GENDER DEVELOPMENT March 19, 2013 · by cn2collins · Bookmark the permalink. · Over the years development programs have been criticized for ignoring gender roles and the impact it has on women in the global south. However we see a shift to integrate women into development programs in hopes of eradicating poverty and low social economical status. The six main theoretical approaches are: “(1) the welfare approach; (2) women in development (WID); (3) women and development (WAD); (4) gender and development (GAD); (5) the effectiveness approach (EA); and (6) mainstream gender equality (MGE). Martinez tries to understand the various outcomes and effectiveness of all 6 development theories. Despite the effort to reinforce gender mainstreaming into society we still see a vast number of gender inequality especially in the developing world. Women make up the 70% of individuals living in poverty and in sub-Saharan Africa 57% of HIV infected individuals are women. This also includes the disproportionate ratio of women to men in the job market and at leadership position, low level of education among women, and low socio-economic status among women. The term “Women, Gender and Development” could be seen a discipline much like ever other area of knowledge. However, what sets it apart from various disciplines is that, its major contributors are individuals that raise issues and concerns, concerning women, gender and development. These are academics, feminist...
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...previous chapter (Chapter 1) gave the problem and background of this research. Chapter two will begin by reviewing available literature on studies done on the topic. This chapter will provide a substantially better insight into the dimensions and complexity of the problem and how others have contributed to the topic. A variety of sources will be used to review literature, including research reports, dissertations, government publications and theses; accessed through journals, textbooks and internet. The chapter will end by giving an overview of approaches that paves the way for a clearer understanding of the research problem and identifies the knowledge gap this study seeks to fill. Women in Development (WID), Women and Development (WAD) and Gender and Development (GAD) approach will be discussed in relation to women access to land in Zimbabwe. 2.2. Customary law and land question For many people, customary law is the most important law in their lives, controlling areas of their lives like their marriages, their property, and their right to inherit. Due to customary law in Zimbabwe like in many other African countries with patriarchal systems, women can only access land through marriage or other male relatives. According to Ghosh (2010) customary law refers to African traditions which have become an intrinsic part of the accepted and expected conduct in Zimbabwean black communities. This law defines roles which women should play in society as well as what kind of businesses or economic...
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...Empowering women KALPANA KANNABIRAN writes on a government policy which incorporates the major concerns and issues that the women's movement has been engaged with over 25 years.THE National Policy for the Empowerment of Women 2001, is an attempt to institutionalise the gains of women's movements across the country. Taking the Constitution as its point of departure, the National Policy outlines the historical context within which it is located, which interestingly, is the historical context of the women's movement as well: the international conferences from Mexico (1975) through Nairobi (1985) to Beijing (1995) and the follow up on Beijing; the women's movement and the widespread network of non-government organisations with a mass base; the landmark "Status of Women" documents in the country - Towards Equality and Shramshakti. The objectives and goals of the National Policy include the creation of an enabling environment for women through economic and social policies, active protection of rights, equal access to decision making and social sector needs, strengthening institutional support systems and legal machinery, and forging partnerships within civil society. In short, the active and committed elimination of all forms of discrimination against all women. These objectives, the Policy affirms will be realised through a review and formulation of positive measures in the judicial legal system, decision making, through the economic and social empowerment of women. A cursory reading...
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...| | | | | | Analyze the factors contributing to Gender Disparity in Education Name: Sonam Jamtsho SCM: 019421 Faculty of Education COURSEWORK COVER SHEET COURSE LECTURER’S COPY Name (According to NRIC/PassportSonam Jamtsho | NRIC/Passport NumberG037585 | SEGi Student ID019421 | Current SemesterJune | Name of Course LecturerDr Loh Wah Ching | Course Code | Course NameIntroduction to Education | Assignment Deadline10th July, 2012 | Date of Submission10th July, 2012 | I am submitting (please tick the appropriate box) Other (please specify)__________________ ____________________________________ CD Hardcopy document of ( ) pages | I confirm that this assignment is fully my own work. Student’s Signature: ___________________________________________ I have read and understood the University regulations on plagiarism and cheating as stated in the Student Handbook and declare that the assignment submitted does not breach those regulations. Collected by: ___________________________________________ Table of Content 1. Introduction…………………………………………………..(4) 2. Concept of Gender Disparity…………………………………(5-8) 3. Conclusion…………………………………………………….(9) 4. Reference………………………………………………………(10) Introduction As the world has recognized the importance of education...
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...Question 7: What are the strengths and weaknesses of the Gender And Development (GAD) approach for oppressed communities in the Caribbean? Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance within ones country. With a mouthful said, I can now turn my attention to the matter at hand. One could ask what is gender and development? The fact is, there is no true meaning for this, however theorist have pieced together that, the Gender and Development (GAD) approach is a way of determining how best to structure development projects and programs based on analysis of gender relationships, in other words it focuses on the socially constructed basis of difference between men and women, economic, political and cultural forces that determine how men and women participate in, benefit from, and control project resources and activities differently and it also places a great emphasis on the need to challenge existing gender roles and relations. This approach shifts the focus from women as a group to the socially determined relations between women and men. With the birth of this approach it is constantly being compared with the WID, they both have perspectives that are theoretically distinct; although in practice it is less clear, with a program possibly involving elements of both. It was developed in the 1980s as an alternative to the Women in Development (WID)...
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...Gender Disparity In Relation to Managerial Positions in the Organizations in Mombasa County: Case of County Government of Mombasa. Introduction This chapter introduces the study by looking at its background and stating the problem. It further gives the objectives of the study, research questions, and significance of the study, its scope, the assumptions and the conceptual framework. This research seeks to unravel the factors for gender disparity in managerial positions within Mombasa County. To increase understanding of factors affecting women this study focuses on diverse factors that affect the development of women in Mombasa County. Background of the Study Gender disparities in employment opportunities and economic investment patterns in Kenya have continued to widen across all sectors of the economy and at various levels of development intervention. This trend has led to increased unemployment, under-employment, poverty and powerlessness among many Kenyan women. Part of the reason for the persistent inequality is the slow process of mainstreaming gender into employment creation and poverty eradication policies, programmes and strategies in a coordinated, multi-sectorial and crosscutting way. The other reason relates to the existence of social, cultural and structural barriers to effective female participation in the labour force. These and other factors have jointly contributed to the low pay and productivity of women’s labour and to their continued under-representation...
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...lOMoARcPSD Summary - lecture notes Education: The Psychological Context (Macquarie University) EXAM: Part A: Kohlberg Piaget Humanism David Geary Part B: Humanism, Behaviourism, Constructivism Vygotsky Personal Perspectives & Intelligence Piaget & Problem solving Special needs students Gender o Male vs Female o Cognition & Behavioural differences Direct instruction & Discovery Learning Teaching Students with Additional Learning Needs Special Children Have special needs and require assistance at some stage in our schooling The notion of ‘fairness’ is not giving our students the same, but rather giving them what they need to learn and succeed. A look at the importance of resilience o Resilience is the ability to rebound, develop and thrive in the face of adversity, trauma, tragedy, hardship or even significant sources of stress. o How does resilience develop? Who are we talking about when we discuss children with special needs? o Those students with learning needs that are so diverse they need individual consideration and support. o A continuum of support in the classroom. Definition of Disability Social Model o socially created problem o not an attribute of an individual, but rather a complex collection of conditions o management of the problem requires social attention o collective responsibility of society at large o human rights issue of major concern o in the educational setting we ask...
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming .................
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming .................
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