Gender-Sensitive Education for a Better World. Background Document.

Autor/in	Aksornkool, Namtip
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Gender-Sensitive Education for a Better World. Background Document.
Quelle	(1997), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Change Strategies; Conventional Instruction; Developing Nations; Educational Environment; Educational Needs; Elementary Secondary Education; Equal Education; Females; Foreign Countries; Gender Issues; Illiteracy; Nonformal Education; Position Papers; Sex Differences; Sex Fairness; Sex Stereotypes; Womens Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lösungsstrategie; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational need; Bildungsbedarf; Weibliches Geschlecht; Ausland; Geschlechterfrage; Analphabetismus; Non-formal education; Non formal education; Nichtformale Bildung; Positionspapier; Sex difference; Geschlechtsunterschied; Sexualaufklärung; 'Women''s education'; Frauenbildung
Abstract	Economic restructuring has severely affected the education of girls, particularly in the poorest and least developed countries where poverty is the major obstacle to education. Girls still constitute the majority of children not enrolled in school, and illiteracy among women remains one of the biggest challenges for the 21st century. Deep-rooted prejudices that women are subordinate to men permeate educational principles, curricula, methods, and materials. Although females account for more than half of technical and vocational enrollment, they keep choosing "female" fields. Sexist attitudes among teachers and a lack of women teachers and administrators are other obstacles to girls' enrollment and selection of school subjects. In most societies, awareness that females can excel in fields traditionally reserved for males has increased in recent years. Elimination of stereotypes in formal and nonformal education programs has been scattered and haphazard, however. The positive results of skills-based literacy programs for women in 14 countries in Asia and the Pacific demonstrate the potential benefits of gender-sensitive education for women. Enrollment alone does not guarantee girls' retention and achievement. Positive role models, gender-sensitive curricula, and a practical methodology for promoting women's status in society are critical to attracting females into professional/technical fields generally reserved for males. (Contains 56 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC