UNESCO and UNICEF Activities in the Field of Basic Education for Women and Girls. UNESCO-UNICEF Joint Committee on Education Meeting (3rd, Paris, France, May 6-7, 1992).

Institution	United Nations Children's Fund, New York, NY.; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	UNESCO and UNICEF Activities in the Field of Basic Education for Women and Girls. UNESCO-UNICEF Joint Committee on Education Meeting (3rd, Paris, France, May 6-7, 1992).
Quelle	(1992), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Attitude Change; Developing Nations; Economic Development; Educational Attitudes; Educational Change; Educational Policy; Elementary Secondary Education; Females; Foreign Countries; Policy Formation; Program Implementation; Public Policy; Sex Fairness; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Politics of education; Bildungspolitik; Weibliches Geschlecht; Ausland; Politische Betätigung; Öffentliche Ordnung; Sexualaufklärung; 'Women''s education'; Frauenbildung
Abstract	Basic education for girls and women has been part of UNESCO's and UNICEF's concerns since the early days of the two organizations. Both organizations not only consider access to basic education a fundamental human right, but also see girls' and women's education as vital in enhancing their roles as contributors to and beneficiaries of development. Most UNESCO and UNICEF programs in the field tend to be geared to one or more of the following issues: (1) improving girls' access to primary schooling; (2) relevance of curricula, availability of female teachers, and teacher attitudes in the classroom; (3) literacy training for women; (4) institution building in support of women; and (5) producing gender-sensitive data. Examples of projects in these areas are found in all parts of the developing world. In addition, the two organizations promote cooperation among countries and provide analysis, research, and advocacy connected with the educational problems faced by women and girls. The two organizations have seven priorities for future action; these priorities concern continuing to promote the education of women and girls while rooting out prejudicial materials and attitudes and working to change government policies to provide adequately for women's education. (This report includes an appendix that describes 52 projects supported by UNESCO or UNICEF that provide or promote the education of women and girls in developing nations.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC