Author: Betty Jo Dorsey
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 130

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Author: Betty Jo Dorsey
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 100

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Author: James Etim
Publisher: Springer
ISBN: 9463005587
Category : Education
Languages : en
Pages : 284

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Book Description
Africa has witnessed massive changes in the last fifty years – from independence through structural adjustment, rule by military juntas in several countries and to a period now where the focus is on how best to prioritize their needs based on resources, national goals and human potential. There is general agreement that human capital is important in economic growth and development. There is always the need to ensure that resources and human capital are used appropriately to advance development. Gender disparities, whether in treatment, access to resources, resource utilization and the law, may in themselves retard or slow down development. Resources and human potential in all societies include how best to ensure there is no gender disparity and to fully tap the resources inherent in women for personal, social and national development. Beginning with the women’s suffrage movement, there has been the push to encourage gender equality worldwide. The Fourth World Conference on Women in Beijing in 1995 embodies the commitment of the international community to implement policies that will enhance the political, social, economic, educational empowerment of women. This book highlights the issues affecting women in Eastern and Southern Africa – what role does custom and patriarchy play in gender disparities in education, access to health, problems in the workplace and family relationships? How have women writers in the last twenty years presented the issues of patriarchy, women’s rights, globalism and women’s holistic development? What are recent developments that have helped improve the situation for some women? These are some of the issues that are covered in this book. The thesis of this book is that there have been policies and strategies developed that have worked to empower women. However, vestiges of sexism, gender disparities in several fields still remain and traditions/customs and patriarchy have aided in still keeping women down.div“/div>

Author: H.B. Holmarsdottir
Publisher: Springer Science & Business Media
ISBN: 9462091374
Category : Education
Languages : en
Pages : 192

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Book Description
Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: • Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? • To what extent have national policies been adjusted to reflect the global discourses on gender equality? • Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? • What are the challenges of providing access to good quality education for girls in both countries? • Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? • To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities? Key words: Gender equality, education, Global vs. local concerns 3 selling points: • The volume highlights that although research has shown how global educational policies homogenize national educational policies and are therefore playing what can be termed a neo-colonial role in identifying pivotal themes and topics in education across the world such as gender equality, literacy and quality education in local contexts, they are often steeped in a Western logic which is not always culturally relevant or conducive. Making global recommendations for education across cultures and places is thus not always unproblematic. • The volume highlights that a push for girls’ schooling must navigate wisely in sensitive terrain where complex contextual aspects must be understood and taken into account. Girls’ attendance and retention in school are important first steps in the struggle for epistemic access, but must be followed by serious deliberations about what kind of school and what kind of knowledge in the schools is appropriate, and about equality and equity. • The volume attempts to understand how the global gender goals in education affect both local policies and local practice and in doing so it attempts to question the simple focus on access only.

Author: Nic Spaull
Publisher: Springer Nature
ISBN: 3030188116
Category : Education
Languages : en
Pages : 384

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Book Description
This volume brings together many of South Africa’s leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change. The book moves beyond a historical analysis and provides an inside view of the questions South African scholars are now grappling with: Are there different and preferential equilibria we have not yet thought of or explored, and if so what are they? In practical terms, how does one get to a more equitable distribution of teachers, resources and learning outcomes? While decidedly local, these questions resonate throughout the developing world. South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth. This is the largest 90-10 gap in the world, and one that is reflected in the schooling system. Two decades after apartheid it is still the case that the life chances of most South African children are determined not by their ability or the result of hard-work and determination, but instead by the colour of their skin, the province of their birth, and the wealth of their parents. Looking back on almost three decades of democracy in South Africa, it is this stubbornness of inequality and its patterns of persistence that demands explanation, justification and analysis. "This is a landmark book on basic education in South Africa, an essential volume for those interested in learning outcomes and their inequality in South Africa. The various chapters present conceptually and empirically sophisticated analyses of learning outcomes across divisions of race, class, and place. The book brings together the wealth of decades of research output from top quality researchers to explore what has improved, what has not, and why." Prof Lant Pritchett, Harvard University “There is much wisdom in this collection from many of the best education analysts in South Africa. No surprise that they conclude that without a large and sustained expansion in well-trained teachers, early childhood education, and adequate school resources, South Africa will continue to sacrifice its people’s future to maintaining the privileges of the few.” Prof Martin Carnoy, Stanford University "Altogether, one can derive from this very valuable volume, if not an exact blueprint for the future, then certainly at least a crucial and evidence-based itinerary for the next few steps.” Dr Luis Crouch, RTI

Author: OECD
Publisher: OECD Publishing
ISBN: 9264229949
Category :
Languages : en
Pages : 180

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Book Description
This fascinating compilation of the recent data on gender differences in education presents a wealth of data, analysed from a multitude of angles in a clear and lively way.

Author:
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 92

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Author: Tania Flood
Publisher: Southern African Research and Documentation Centre (Sardc)
ISBN:
Category : Social Science
Languages : en
Pages : 108

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Book Description
Beyond Inequalities is a series of publications which profile the status of women in Southern Africa, and the initiatives being made to mainstreamgender in development processes in the region. The series presents the situation of women and men in the Southern African Development Community(SADC) as a region, and in each member country; and reviews the roles and responsibilities, access to and control over resources, decision-making powers, needs and constraints of women vis-a-vis men. The series is forward looking, based on an assessment that inequalities are now generally acknowledged as an impediment to development and economic growth in most countries and regions of the world. The twelve country profiles document and analyse information along themes drawn from theCritical Areas of Concern identified in the Beijing Platform for Actionand derived from what the countries of the region consider to bepriorities. Each profile is in three parts: Situation Analysis, Policiesand Programmes, and the Way Forward, and each has references, bibliography, appendices, and illustrative tables, figures and boxes.

Author: Matebu Tadesse
Publisher: African Books Collective
ISBN: 9994455060
Category : Africa, East
Languages : en
Pages : 180

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Book Description
Mainstreaming a gender perspective is the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in any area and at all levels. It is a strategy for making the concerns and experiences of women as well as of men an integral part of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres, so that women and men benefit equally, and inequality is not perpetuated. The ultimate goal of mainstreaming is to achieve gender equality. This work explores the experiences of Kenya, Tanzania, and Ethiopia from Eastern Africa; and Malawi, Zambia, Zimbabwe, Botswana, and Swaziland from Southern Africa. All cases show the varied attempts to mainstream gender at national, institutional, and civil society levels, including grassroots experiences.

Author: Sheila Aikman
Publisher: Oxfam
ISBN: 9780855985295
Category : Social Science
Languages : en
Pages : 276

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Book Description
This book combines analysis of policy and empirically based studies on gender, education, and development.