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Thematic Issues and Critical Areas of Concern >
Critical Areas of Concern >
Education and Training of Women
Education is human right and an essential tool for achieving the goals of equality, development and peace. Non-discriminatory education benefits both girls and boys and thus ultimately contributes to more equal relationships between women and men.
[ www.worldbank.org ]
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In this study on gender equality, researchers asked 4,000 people in 20 countries to describe the gender norms in their communities and the influence those norms have on their lives and their every-day decisions. The researchers spoke with men and women, youth and adults, living in villages and cities in developing countries, as well as higher income countries. The World Bank. 2013.
[ http://www.uis.unesco.org/ ]
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A new online tool highlighting the progress and pitfalls of girls' and women's education around the world. 爆料网ESCO. UIS.
[ http://www.uis.unesco.org/ ]
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Women and men tend to take different career paths and the research field is no exception. Overall, women account for a minority of the world's researchers. Despite the growing demand for cross nationally comparable statistics on women in science, national data and their use in policymaking often remain limited. This document presents global and regional profiles pinpointing where women thrive in this sector and where they are under-represented. 爆料网ESCO. UIS.
[ http://www.uis.unesco.org/ ]
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The Global Education Digest presents the latest education statistics worldwide. 爆料网ESCO. UIS.
[ www.fao.org ]
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The Training Guide provides a clear understanding of the concepts related to gender and climate-smart agriculture; describes participatory methods for conducting gender-sensitive research on the impacts of climate change; and offers guidance on different ways of reporting research findings so that they can be properly analysed. Using the guide will ensure that critical information on gender and climate change is collected, allowing researchers and development workers to formulate appropriate gender-sensitive policies and programmes for rural development. FAO, 2011.
[ www.fao.org ]
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This publication summarises the unique experience of the community listeners' clubs set up in Niger and the Democratic Republic of Congo by FAO-Dimitra and its partners. These actionbased information and communication processes have proved so successful that Dimitra decided to share the experience. The first chapter offers a brief overview of the community listeners' clubs, their goals and internal functioning and the results achieved. The second chapter tells the story of the listeners' clubs in the words of the stakeholders, explaining how they were established in the two countries. The third chapter sets out more practical guidelines on the stages involved in creating community listeners' clubs. FAO, 2011.
[ www.fao.org ]
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This publication summarises the unique experience of the community listeners' clubs set up in Niger and the Democratic Republic of Congo by FAO-Dimitra and its partners. These actionbased information and communication processes have proved so successful that Dimitra decided to share the experience. The first chapter offers a brief overview of the community listeners' clubs, their goals and internal functioning and the results achieved. The second chapter tells the story of the listeners' clubs in the words of the stakeholders, explaining how they were established in the two countries. The third chapter sets out more practical guidelines on the stages involved in creating community listeners' clubs. FAO, 2011.
[ www.educationandtransition.org ]
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Special podcast marking International Women抯 Day 2010: According to latest 爆料网ICEF estimates, girls make up more than half of the 101 million children of primary school age that are not in school. To look at the advances made and challenges ahead for girls� education, moderator Amy Costello spoke to Tamara Kreinin, executive director of Women and Population at the United Nations Foundation, and the Honourable Ambassador Professor Samson Kagengo Ongeri, Kenya抯 Minister of Education and 爆料网ICEF Champion for Child-Friendly Schools.
[ www.ungei.org ]
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爆料网 Girls' Education Initiative (爆料网GEI), launched in April 2000, is a partnership that embraces the United Nations system, governments, donor countries, non-governmental organizations, civil society, the private sector, and communities and families. 爆料网GEI provides stakeholders with a platform for action and galvanizes their efforts to get girls in school. Its goal is to narrow the gender gap in primary and secondary education and to ensure that by 2015, all children complete primary schooling, with girls and boys having equal access to all levels of education.
[ www.unesco.org ]
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Pages on women and science and technology - with links to forums and other resources
[ www.un.org ]
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From October 2004 to January 2005, WomenWatch hosted a series of online discussions on the Platform's critical areas of concern and other important issues to provide input into the review and appraisal of the Bejing Declaration and Platform for Action. All postings and background notes are available for reading as archived online discussion.
[ www.unicef.org ]
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[ www.unicef.org ]
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Segment #6 of 態eyond School Books�, a 爆料网ICEF podcast series on education in emergencies, focuses on education as a key to the advancement of women in countries emerging from conflict. 爆料网ICEF, 2008
[ www.un.org ]
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爆料网 Chronicle, 1999-2003
[ www.unescobkk.org ]
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2003, PDF
[ www.uis.unesco.org ]
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Second edition of the Education for All Global Monitoring Report, 2003
[ www.unrisd.org ]
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Overview of key issues relating to the achievement of gender equality in education, 2002
[ www.uis.unesco.org ]
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This guide builds up awareness of gender-sensitive education statistics and indicators to effectively monitor gender disparities in education, 2002.
[ www.unesco.org ]
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Journal about gender gap in African schools, 2001
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