Gender education globally

1. GENDER EDUCATION GLOBALLY
Firstly: Differenceb/w Gender and Sex
Gender
1:"Gender" refers to the socially constructed roles, behaviors, activities, and attributes that a
given society considers appropriatefor men and women.
Gender typing
2: "masculine" and "feminine" are gender categories.
Sex
1:"Sex" refers to the biological and physiologicalcharacteristics that define men and women.
Sex typing
2:"Male" and "female" are sexcategories
Poor communities:
Gender Education and Equality in a Global Context is an invaluable introduction to the range
of conceptual frameworks and innovativeresearch 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 mostconsistentgender differences are found:
The brain
Physicalperformance
Intelligence
Math and science skills
Verbal skills
Educational attainment
Relationship skills
Prosocialskills
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

2. 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 ensuredevelopment 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 ensuredevelopment across theglobe 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 currentstatus of gender educational equality in each nation and assess their
progress.
Gender Disparity :Indicators:
Never been to school
Percentage of children aged 3-6 years aboveprimary schoolentrance age who have
never been to school.
Over-ageprimary schoolattendance
Percentage of children in primary schoolwho are two years or more older than the
official age for grade.
Out-of-schoolchildren
Percentage of children of primary schoolage who are not in school.
Primary completion rate
Percentage of (i) children and young people aged 3-5 years aboveprimary school
graduation age and (ii) young people aged 15-24 years, who havecompleted primary school.