SUBMITTED TO: DR. SHAHZADA QAISARSUBMITTED BY: HINA, IRAM, MAVRA,

TANIAPROGRAM: M.A EDUCATION L.M

2 N D SEMESTER

GENDER EDUCATION GLOBALLY

Firstly: Difference b/w Gender and Sex

Gender1:"Gender" refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women.Gender typing2: "masculine" and "feminine" are gender categories.

Sex1:"Sex" refers to the biological and physiological characteristics that define men and women.Sex typing2:"Male" and "female" are sex categories

What does gender equality mean for young men and women in poor communities across different countries?ANSWER:Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address contemporary issues of gender education and development.

Gender Equality Role We widely accepted societal

expectations about how males and females should behave.

Gender roles are cultural and personal. They determine how males and females should think, speak, dress, and interact within the context of society. Learning plays a role in this process of shaping gender roles.

 

Gender Stereotypes

Gender stereotypes are simplistic generalizations about the gender attributes, differences, and roles of individuals or groups. Stereotypes can be positive or negative. Traditionally, the female stereotypic

role is to marry and have children. The male stereotypic role is to be the

financial provider.  

Gender differences and similarities

The largest and most consistent gender differences are found: The brain Physical performance Intelligence Math and science skills Verbal skills Educational attainment Relationship skills Prosocial skills Aggression Emotion and its regulation

Conceptualizing gender equality

1. Global values and gender equality in education: needs, rights and capabilities.

2: Global gender goals and the construction of equality: conceptual dilemmas and policy practice

Defining Global Equality Agendas

Globalizing the school curriculum: gender, EFA and global citizenship education

Nationhood and the education of the female citizen in Pakistan.

Poverty reduction and gender parity in education: an alternative approach

Global gender goals and gender education

Tendency began in the 1990s and was considerably enhanced by the publication of the United Nations Millennium Development Goals (MDGs) in 2000. Such goals focused on the need to ensure development across the globe through a concerted reduction in poverty.

Global gender goals and gender education

Establishment of gender education and development as a new scholarly arena is the increased involvement of international organizations in gender education policy making.

Such goals focused on the need to ensure development across the globe through a concerted reduction in poverty.

They also established the legitimacy of talking about gender equality in relation to education.

EDUCATION FOR ALL (EFA)

In conjunction with the Dakar Declaration (2000), which pledged to achieve Education for All, the MDGs provided a skeleton framework and devised a set of yardsticks with which to establish the current status of gender educational equality in each nation and assess their progress.

Gender Disparity :Indicators

Never been to schoolPercentage of children aged 3-6 years above primary school entrance age who have never been to school.

Over-age primary school attendancePercentage of children in primary school who are two years or more older than the official age for grade.

Out-of-school childrenPercentage of children of primary school age who are not in school.

Primary completion ratePercentage of (i) children and young people aged 3-5 years above primary school graduation age and (ii) young people aged 15-24 years, who have completed primary school.

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