Equality of Education and Training for Girls (10-18 years). Collection Studies. Education Series No. 9.

Autor/in	Byrne, Eileen M.
Institution	Commission des Communautes Europeennes (Luxembourg).
Titel	Equality of Education and Training for Girls (10-18 years). Collection Studies. Education Series No. 9.
Quelle	(1978), (90 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-825-0975-3
Schlagwörter	Access to Education; Adolescents; Career Education; Children; Education Work Relationship; Educational Diagnosis; Educational Discrimination; Educational Opportunities; Equal Education; Females; Nondiscriminatory Education; Secondary Education; Sex Discrimination; Sex Fairness; Unemployment; Vocational Education; Womens Education; Youth Employment; Belgium; Denmark; France; Ireland; Italy; Luxembourg; Netherlands; United Kingdom; West Germany + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Arbeitslehre; Child; Kind; Kinder; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsangebot; Bildungschance; Weibliches Geschlecht; Sekundarbereich; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Arbeitslosigkeit; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Youth work; Jugendarbeit; Belgien; Dänemark; Frankreich; Irland; Italien; Niederlande; Großbritannien
Abstract	Based on an in-depth inquiry undertaken in 1977-78, this report identifies the extent, type, and character of inequalities in the education and training of girls in the second level of education, ages 10-18. Chapter 1, Introduction, gives background of this report sponsored by the nine European communities: Federal Republic of Germany, France, Italy, Netherlands, Belgium, Luxembourg, United Kingdom, Ireland, and Denmark. Some of the more influential principles and issues that form an essential part of an excercise in diagnosis and remedy are identified. Chapter 2, Analysis and Evidence, discusses barriers hindering the achievement of equal opportunity in education for both sexes, which are related to or part of the education system, including (1) structural and organizational, (2) curricular and extra-curricular, (3) psychological and developmental, and (4) social and environmental. These are discussed against the findings of the inquiry and analysis in the nine member states. Chapter 3 suggests some areas suitable for further study and some possible course of action to insure progress and development towards achievement of real equality in education and training. Two main dimensions for further action are, first, removal of barriers preventing equal education between the sexes and, second, furthering the promotion of equality through diagnosis, analysis, positive development programs, research-based inquiries, and retraining programs. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC