gender equality in education definitions and measurements.docVIP

下载本文档

19
0
约 18页
2016-03-05 发布于广东
举报
版权申诉

gender equality in education definitions and measurements.doc

1、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

gender equality in education definitions and measurements

GENDER EQUALITY IN EDUCATION: Definitions and Measurements Ramya Subrahmanian Introduction This paper was developed as a short concept note for stimulating discussion on the meaning and measurement of gender equality in education. The terms gender parity and gender equality are reflected in one of the six EFA goals elucidated in the Dakar Framework for Action [2000] as follows: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls full and equal access to and achievement in basic education of good quality Elimination of gender disparity in primary and secondary education is also picked up as a target identified as essential to fulfill Goal 3 of the Millennium Development Goals [Promote Gender Equality and empower women]. Bearing these new international commitments in mind, it is important to work towards clarity on what is meant by gender parity and gender equality with reference to education, explore the linkages between them, and identify the best mechanisms to measure progress towards these goals. This is necessary to ensure that a clear analytical and operational distinction is maintained between concepts of gender parity and equality - without which there is likely to be considerable slippage in the usage of these terms as well as the measurement of progress towards them as desired outcomes. This paper works on the basis of the argument that measuring gender equality in education is conceptually demanding, and will necessitate focus on a far wider range of indicators than may be suggested by focusing on education alone, or defined in a narrow sense. Furthermore, widening the scope of measuring progress towards gender equality will necessitate some amount of conceptual creativity or openness to explore the range of pathways that may exist in different contexts and explain progress [or the lack of it] towards gender equality in education. Conceptual creativity