Suchergebnisse

Women in Tajikistan have borne the brunt of the impacts of the transition period. Women's workload has intensified because of the increasing need to contribute to the cash income of the family, to supplement family food needs with produce from a garden plot, to care for children and the sick while health and other social services have deteriorated, and all this with an unequal division of labor for household tasks between men and women. Even as income poverty rates start to fall, social indicators for women continue to deteriorate: e.g., more girls are failing to complete 9 years of education and health risks from poor nutrition and stress place pressure on maternal health. This country gender assessment (CGA) provides an overview of the gender dimensions of poverty and the factors that are contributing to differences in benefits from poverty reduction efforts in Tajikistan. In addition to supporting government efforts to promote gender equality and mainstream gender into national poverty reduction strategies, the CGA aims to ensure that Asian Development Bank (ADB) interventions respond to the conditions and priorities of women as well as men. It is also hoped that the report will be useful to the government, nongovernment organizations (NGOs), and individuals working in the field of gender and development.

Gender is an essential determinant of health and illness. Gender awareness in doctors contributes to equity and equality in health and aims towards better health for men and women. Nevertheless, gender has largely been ignored in medicine. First, it is stated that medicine was 'gender blind' by not considering gender whenever relevant. Secondly, medicine is said to be 'male biased' because the largest body of knowledge on health and illness is about men and their health. Thirdly, gender role ideology negatively influences treatment and health outcomes. Finally, gender inequality has been overlooked as a determinant of health and illness. The uptake of gender issues in medical education brings about specific challenges for several reasons. For instance, the political-ideological connotations of gender issues create resistance especially in traditionalists in medical schools. Secondly, it is necessary to clarify which gender issues must be integrated in which domains. Also, some are interdisciplinary issues and as such more difficult to integrate. Finally, schools need assistance with implementation. The integration of psychosocial issues along with biomedical ones in clinical cases, the dissemination of literature and education material, staff education, and efforts towards structural embedding of gender in curricula are determining factors for successful implementation. Gender equity is not a spontaneous process. Medical education provides specific opportunities that may contribute to transformation for medical schools educate future doctors for future patients in future settings. Consequently, future benefits legitimize the integration of gender as a qualitative investment in medical education.