1. SUBMITTED TO: DR. SHAHZADA QAISAR
SUBMITTED BY: HINA, IRAM, MAVRA,
TANIA
PROGRAM: M.A EDUCATIO N L.M
2ND SEMESTER
GENDER EDUCATION
GLOBALLY

2. Firstly: Difference b/w Gender and Sex
Gender
1:"Gender" refers to the
socially constructed roles,
behaviors, activities, and
attributes that a given
society considers
appropriate for men and
women.
Gender typing
2: "masculine" and
"feminine" are gender
categories.
Sex
1:"Sex" refers to the
biological and
physiological
characteristics that define
men and women.
Sex typing
2:"Male" and "female"
are sex categories

3. 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.

4. 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.

5. 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.

6. 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

7. 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

8. 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

9. 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.

10. 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.

11. 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.

12. Gender Disparity :Indicators
 Never been to school
Percentage of children aged 3-6 years above primary school
entrance age who have never been to school.
 Over-age primary school attendance
Percentage of children in primary school who are two years or
more older than the official age for grade.
 Out-of-school children
Percentage of children of primary school age who are not in
school.
 Primary completion rate
Percentage 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.

13. Thank u