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Policy goals need to state gender concerns specifically and visibly. Different performance indicators and sex-disaggregated data need to be considered to capture the gender dimensions. The stated goals need to take into consideration the different gender related barriers women and men face to benefit equally and equitably. [2] [3]
The government plays an important role in advancing gender equality in education. One of its roles is to create a good environment through laws and policies to promote women's education to achieve gender equality. Beyond the law, the government must also set up a clear framework.
Gender equality, also known as sexual equality or equality of the sexes, is the state of equal ease of access to resources and opportunities regardless of gender, including economic participation and decision-making, and the state of valuing different behaviors, aspirations, and needs equally, also regardless of gender. [1]
Quality curriculum should include gender equality as a result of teaching and learning in TEIs, as well as in schools. Educational systems that adopt gender equality aspects are able to: Revise its curriculum framework to explicitly state commitment to gender equality. Emphasize attitudes and values that promote gender equality.
Equity and inclusion in education refers to the principle or policy that provides equal access for all learners to curriculum and programming within an educational setting. Some school boards have policies that include the terms inclusion and diversity. [1] Equity is a term sometimes confused with equality. [2]
Universal access to education [1] is the ability of all people to have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background or physical and mental disabilities. [2]
GPI is also used to measure literacy equality, particularly by UNESCO. [2] Gender disparities, specifically in primary education, have a drastic effect on literacy rates. For example, a low primary GPI is an indication that women in a particular nation or region are restricted from acquiring basic literacy skills. [10]
Centering the problems of gender education in the STEM field around gender-based bias evaluations of children relating to anxiety and lack of representation of women. Author Drew H. Bailey mentions how regardless of worldwide striving and progress for gender equality across different societies, the lack of women in STEM programs is a ...