Raising Gender Issues in Formal and Non-Formal Settings. Promoting the Empowerment of Women. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).

Institution	United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
Titel	Raising Gender Issues in Formal and Non-Formal Settings. Promoting the Empowerment of Women. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-82010-89-9
Schlagwörter	Tagungsbericht; Access to Education; Adult Basic Education; Adult Literacy; Advocacy; Community Education; Educational Opportunities; Equal Education; Foreign Countries; Informal Education; Integrated Curriculum; Literacy Education; Nonformal Education; Prior Learning; Sex Discrimination; Sex Fairness; Womens Education; Africa; Asia; Chile + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Sozialanwaltschaft; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsangebot; Bildungschance; Ausland; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Vorkenntnisse; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; 'Women''s education'; Frauenbildung; Afrika; Asien
Abstract	This booklet reviews the current situation of women's education in different formal and nonformal educational settings, in different regions and contexts. Section 1 looks at the continuing gender gap in educational participation. It discusses the following reasons for the imbalance in South Asia: (1) little attention is paid to implementing reforms; and (2) tensions between the allocation of a special status to gender issues and the integration of these issues into adult education. The following reasons are cited for Africa: (1) literacy programs are not linked to women's and girls' multiple roles outside the educational field; (2) insufficient attention is given to social and cultural barriers; (3) poor curricula; (4) inadequate textbooks; (5) ill-trained teachers; and (6) badly managed programs. Section 2 stresses the need for strong advocacy for the girls' and women's education movement. Section 3 focuses on adult education in nonformal settings and uses the Women's Institute in Chile as an example of an organization in which adult learning deals with women's issues in an interdependent and interdisciplinary way. Section 4 emphasizes that adult education should recognize the experiences of women at the local level, taking into account the forces of globalization that are creating more competitive relations among people, groups, nations, and regions. Section 5 discusses the importance of subjectivity in adult learning. (YLB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC