Promoting Equal Access of Girls/Women to Technical and Vocational Education.

Autor/inn/en	Mishra, Arun; Khanna, Pinki; Shrivastava, Nalini
Institution	Pandit Sunderlal Sharma Central Inst. of Vocational Education, Bhopal (India).
Titel	Promoting Equal Access of Girls/Women to Technical and Vocational Education.
Quelle	(1999), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Culturally Relevant Education; Developing Nations; Educational Planning; Entrepreneurship; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Nontraditional Education; Nontraditional Occupations; Occupational Aspiration; Postsecondary Education; Poverty; Rural Education; Rural Schools; Rural Women; Sex Discrimination; Sex Fairness; Sex Role; Sex Stereotypes; Student Recruitment; Technical Education; Vocational Education; Womens Education; India + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Bildungsplanung; Unternehmungsgeist; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Ausland; Non-traditional education; Alternative Erziehung; Non-traditional occupations; Alternatives Berufsfeld; Berufsneigung; Berufsziel; Post-secondary education; Tertiäre Bildung; Armut; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Woman; Women; Frau; Frauen; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Geschlechterrolle; Technikunterricht; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Indien
Abstract	Despite United Nations' efforts, inequality of access for girls and women to technical and vocational education (TVE) persists in India. Challenges of the 21st century with regard to ensuring equal access of girls and women to TVE include: increasing the participation of girls (especially rural girls) in TVE; overcoming gender bias and stereotyping in TVE from educational planning, students, parents, society, and employers; facilitating wage and self-employment for girls; and adopting strategies that take account of cultural, geographical, and ecological variations and also problems relating to poverty and ignorance. Proposed strategies include the following: (1) decentralized and non-restrictive educational planning; (2) an expanded program of nonformal, low-technology vocational training for rural girls; (3) gender-sensitive planning; (4) gender-inclusive curriculum; (5) gender-exclusive educational and vocational guidance and counseling for girls and their parents; (6) upgrading of syllabuses and instructional materials; and (7) creation of gender-sensitive support structures for working women. The Pandit Sunderlal Sharma Central Institute of Vocational Education in Bhopal has initiated projects to promote equal access of girls to vocational education, including production of videotapes promoting gender equality and vocational programs; research activities related to career aspirations of girls through vocational education; and seminars on economic empowerment of women. (KC)
Anmerkungen	For full text: http://www.unevoc.de/congress/pdf/ref-ind-e.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC