Suchergebnisse

Global gains in girls' secondary education correspond with declines in early marriage and early childbearing, but this is not transferring to women's employment and leadership. Data from India offer a glimpse into what is holding girls back from the benefits of education.Anita Raj, Tata Chancellor, Professor of Society and Health, and Director of the Center on Gender Equity and Health at UC San Diego, shares results on parental aspirations for children in India. This study was supported by the National Institute of Child Health and Development and the Bill and Melinda Gates Foundation and conducted by UC San Diego, in partnership with India's National Institute of Research on Reproductive Health and Population Council India.A young wife in Junnar Taluka, Maharashtra, India. Photo credit: Charm2 projectTen years ago this week, the International Day of the Girl was established by the UN to prioritize adolescent girls' development, with the initial theme dedicated to ending girl child marriage. At that time, India had the largest number of girls marrying as minors in the world. Girl child marriage prevalence in the country has since been reduced by half — from 45 percent to 22 percent, based on 2005–2006 and 2019–2021 estimates. That's remarkable progress.Keeping girls in secondary school is viewed as a key driver of this reduction. Today, rates of secondary school attendance for Indian girls are high and most recent data indicates the gender gap is closing. In their 2022 Global Gender Gap report, the World Economic Forum ranked India first in terms of women's enrollment in tertiary (higher) education. Nonetheless, the same report showed a national decline in women's equality, largely because of low rates of labor force participation, wage equality, and leadership positioning.The gender gap is worst for adolescent girls and young women in rural areas. Recent data suggests that adolescent boys are five to six times more likely than girls to be employed. This differential is greater for married young people. Young married women also have less control over household earnings than their husbands. Similarly, these young women are less likely than their older peers to report freedom of movement — to go to the market, a health facility, or locations outside of the local community — and less likely than men their age to hold assets such as land or mobile phones, particularly in rural areas.New researchWhat is limiting adolescent girls' transition from secondary education to employment and on to leadership? Data is limited, but traditional gender norms, established early in a girl's development, are likely responsible for the unequal participation and positioning of women in the workplace. The UC San Diego Center on Gender Equity and Health conducted a recent study with couples in a rural district of India that offers some insight into parental expectations on these issues. As part of EMERGE — an open access gender empowerment measurement platform funded by the National Institute of Child Health and Development and the Bill and Melinda Gates Foundation — the study deployed newly-developed survey measures on parental aspirations for children. The research site reflected a rural, middle class, and largely agricultural population of parents, where education participation for girls and boys is normative but women's employment beyond agriculture is rare.What we foundA gender gap in education aspirations exists at the tertiary education level. While almost all parents aspired for their children to complete secondary education, regardless of the child's gender, parents were more likely to desire a higher education for boy children than girls (54 percent to 46 percent). This gender gap in educational aspirations was more likely to be reported by fathers than mothers.Parents gender the importance of good-paying jobs for their children's futures. Parents largely reported aspirations of college and a good-paying job for their children. However, when asked what is most important to support the happiness and success of a child, separately for girls and boys, parents focused more on good-paying jobs for boys compared to girls (36 percent to 19 percent).No gender gaps in parental aspirations to start families. We found that the majority of parents believed their child should have two children by age 25, regardless of gender. Given strong expectations, in this context, that children should be born in marriage, these aspirations point to a greater chance of young marriages with early childbearing and, consequently, little birth spacing. Interestingly, 18 percent of parents desired no grandchildren from their girl children by age 25, while 20 percent did so for their boy children.What does this mean for girl's leadership?Despite holding more gender equal ideologies and goals regarding the education of their children, parental aspirations for this generation of children are reinforcing traditional norms and gendered expectations. Retention of girls in secondary school may support delayed marriage and first birth, but is not helping girls transition from school to vocation to leadership in a climate of norms that still centralize marriage and family as the follow-up to education.In this context, success for adolescents transitioning to young adults is defined by marriage, and marriage remains an immediate precursor to family creation, mothers' increasing domestic responsibilities, and fathers' increasing pressures for income generation. Would these children choose these lives without the normative expectations and pressures from family and community to marry and procreate? Could there be more space for girls to lead and women to use their education for employment, and for boys to take more space as caregivers for their children, if these norms were reshaped to allow for these choices?To answer these questions, the EMERGE platform has placed more gender norms measures into multinational surveys — in partnership with Afrobarometer, the Violence Against Children Surveys, World Values Surveys, and others — to start assessing and tracking these gendered expectations. We want to determine if in fact transformative change at scale can improve gender empowerment for women and girls. Hopefully, the next decade of progress for the International Day of the Girl will reach beyond indicator advancements to achieve comprehensive, global change for women and girls' full participation and contribution.The value of education for girls' employment and leadership was originally published in CEGA on Medium, where people are continuing the conversation by highlighting and responding to this story.

PREVIOUS RESEARCH HAS CONCENTRATED ON DIFFERENCES IN GUBERNATORIAL POWER ACROSS STATES. RELATIVELY LITTLE RESEARCH ATTENTION HAS BEEN DEVOTED TO THE SOURCES OF GUBERNATORIAL INFLUENCE OVER STATE AGENCIES. BASED ON DATA COLLECTED FROM STATE ADMINISTRATORS IN 1978, THIS STUDY EXAMINES THE EFFECTS OF FOUR SETS OF FACTORS ON THE PERCEIVED INFLUENCE OF THE GOVERNOR OVER THE STATE ADMINISTRATIVE APPARATUS. THESE SETS ARE: FORMAL POWERS OF THE GOVERNOR, CHARACTERISTICS OF THE AGENCIES, CHARACTERISTICS OF THE POSITIONS HELD BY ADMINISTRATORS, AND PERSONAL CHARACTERISTICS OF THESE OFFICIALS. RESULTS SHOW THAT THESE FACTORS ACCOUNT FOR NEARLY ONE-FOURTH OF THE VARIANCE IN THE INFLUENCE OF THE GOVERNOR OVER STATE AGENCIES, AS REPORTED BY AGENCY HEADS.

At head of title: 91st Congress, 2d session. Committee print. ; Mode of access: Internet.

Education, like all the other sectors, was impacted significantly by the COVID-19 pandemic. In a report by UNESCO, in 2020 alone, learning for more than 1.7 billion children in over 188 countries was disrupted. This forced education institutions to seek for alternative means and strategies to salvage the situation. Crash programmes on course design and on how to move blended teaching were initiated. This research was therefore conducted to establish the adoption and effect of blended education in universities in Kenya. The study was hinged on the Technology Acceptance theory. Mixed method design which involved use of both quantitative and qualitative approaches of data collection was adopted. In quantitative, the study used a survey research design where 500 questionnaires were administered to students in three public universities and two private ones in Kenya. For qualitative data, interview schedules were served to 20 key informants who were university administrators, lecturers, education officers and parents. Selections of the sample sizes for the study were purposively done. The quantitative data collected was analyzed using SPSS while qualitative data was analyzed using content analysis. Findings revealed that higher learning institutions have adopted blended education albeit with a lot of challenges to students, lecturers and other key stakeholders. It recommended that Higher Education Institutions and governments should promote blended learning even after the COVID-19 pandemic as a way of leveraging on technological advancements. The information may also be used to enhance formulation of relevant policies or supplement the existing ones on matters education and technology.

PART I: Context 1. Engineering for Native nations: Origins and goals of the Pre-Engineering Education Collaboratives (PEECs)PART II: Culture matters 2. Recognizing history: Indigeneity matters 3. Moving beyond cultural sensitivity: Developing culturally responsive programs for and with Native engineers 4. Invoking cultural relevance at tribal colleges: Grandmother's way is important5. Discovering what works: STEM pedagogy and curriculum development for Native Americans6. Exploring indigenous science and engineering: Projects with indigenous rootsPART III: Providing support for Natives in Engineering7. Finding an Engineering identity: A Native American PEEC leader's experience8. Outreaching to K-12 and tribal schools in PEEC9. Establishing who leads: Hawaiian-serving community colleges or tribal colleges as leaders10. Discovering how and how well Native-Hawaiian community colleges work with a mainstream university in Hawai'i11. Assembling interconnected networks for advancement in engineering: Champions and community12. Increasing enrollment and graduation through teaching and learning strategies: Experiential learningPART IV: Transforming institutional politics13. Transforming through institutionalization and replicability of PEEC14. Obtaining permission to work on reservations: About IRB/RRB regulations15. Involving STEM teachers with tribal faculty in PEEC: Joining forces to serve undergraduatesPART V: Learning from experience16. Joining forces with unexpected PEEC-enhancing projects along the way: Unforeseen alliances in South Dakota 17. Promoting Native women: An underutilized resource 18. Succeeding with students: PEEC student stories19. Measuring outcomes20. Implementing through low-cost solutions21. Useful references22. Contributors23. Epilogue ; https://openprairie.sdstate.edu/cvlee_book/1000/thumbnail.jpg

Marketised and privatised early childhood education and care systems are associated with increasing social stratification and elite formation affecting provision. Evidence from several EU and OECD member states illustrates public policies and strategies aimed at mitigating these dynamics. Practical solutions to such risks appear founded in transparent values and principles, agreed in national debates involving a wide range of stakeholders. Such a foundation can be found in alternative conceptual frameworks developed by Moss (2014) and Tronto (2013) which reimagine more equitable early childhood systems. Emerging evidence suggests that certain childcare business governance structures reflecting clearly articulated values and principles may also mitigate childcare market risks. Achieving transformative system change nevertheless remains challenging within rapidly changing policy environments. (DIPF/Orig.) ; Die Vermarktlichung und Privatisierung der Frühpädagogik und frühkindlicher Betreuungssysteme stehen in Verbindung mit einer steigenden sozialen Stratifizierung und Elitebildung, welche die Bereitstellung und Versorgung beeinträchtigt. Belege aus verschiedenen EU- und OECD-Mitgliedsstaaten (Lloyd & Penn, 2014; Penn & Lloyd, 2014) zeigen Politiken und Strategien auf, welche solchen Dynamiken entgegenwirken sollen. Praktische Lösungen solcher Risiken scheinen in transparenten Werten und Prinzipien gegründet, welche in nationalen Debatten von einem breiten Spektrum an Interessenvertretern abgestimmt werden. Solch eine Grundlage lässt sich beispielsweise in den von Moss (2014) und Tronto (2013) entwickelten alternativen Rahmenkonzepten zur Neukonzipierung gerechterer frühkindlicher Systeme finden. Sich abzeichnende Belege deuten darauf hin, dass bestimmte geschäftliche Leitungsstrukturen der Kinderbetreuung, welche klar formulierte Werte und Prinzipien aufnehmen, gleichzeitig Marktrisiken im Sektor Kinderbetreuung minimieren können. Die Etablierung einer substantiellen Systemumgestaltung bleibt dennoch eine Herausforderung innerhalb sich rasch verändernder politischer Umgebungen. (DIPF/Orig.)

Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers' commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students' learning outcomes. The school studies come from different demographic regions in New South Wales, Australia's most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities

The United States is more ideologically, philosophically, culturally, linguistically, racially, and ethnically diverse than she has been in any given point in her history; however, many of her citizens are currently living in a state of fear. What stands out the most is how we allow this fear to take over our lives in multiple ways. We fear our neighbors; therefore, we do not engage them. We fear young people and the way they look; therefore, we do not have conversations with them. We fear the possibility of terrorists' attacks; therefore, we utilize eavesdropping and surveillance devices on our citizens. There are some of us who fear the lost of gun rights; therefore, we stockpile weapons. We fear anything that is different from who we are and what we believe. This nation has, at many points within our history, become more united because of our fear; however, as our borders, physical and virtual, become less protective and the opportunities to connect more via the digital world expand, we must educate our citizenry to not live in fear but in hope. To teach, learn, and lead democratically requires the individual to engage in problem posing and in critiquing taken-for-granted narratives of power and privilege. Critical change occurs with significant self-sacrifice, potential alienation/rejection, and costly consequences. Educators must do justice to the larger social, public, and institutional responsibility of our positions, and we must exercise courage in creating opportunities for change. Diversity, Equity, and Inclusive Education: A Voice from the Margins, provides the space and opportunity to move beyond a state of fear, into a state of "organic transformation," a place where fear creates the energy to speak those things that are not, as though they were

The social sciences have long been based upon contrasts drawn between the 'militaristic' societies of the past, and the 'capitalist' or 'industrial' societies of the present. But how valid are such contrasts, given that the current era is one stamped by the impact of war and by the intensive development of sophisticated weaponry? In setting out to address this and similar questions, this book investigates issues that have been substantially neglected by those working in sociology and social theory. Anthony Giddens offers a sociological analysis of the nature of the modern nation-state and it.