Girls' and Women's Education within Unesco and the World Bank, 1945-2000

Autor/in	Peppin Vaughan, Rosie
Titel	Girls' and Women's Education within Unesco and the World Bank, 1945-2000
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 4, S.405-423 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Human Capital; Females; Womens Education; Womens Studies; International Organizations; Institutional Role; Gender Issues; Civil Rights; Social Justice; Access to Education; Change Strategies; Strategic Planning; Social Change; International Studies; International Education + Suchen Sie Ihr Suchwort? Humankapital; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; International organisation; International organisations; International organization; Internationale Organisation; Geschlechterfrage; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Lösungsstrategie; Strategy; Planning; Strategie; Planung; Sozialer Wandel; Internationaler Studiengang; Internationale Erziehung
Abstract	By 2000, girls' and women's education was a priority for international development organisations. While studies have examined the impact of recent campaigns and programmes, there has been less exploration of ideas about girls' and women's education within development thought in the immediate post-colonial period, and the political mechanisms through which this came to be a global concern. Through a study of policy documents, this paper investigates how the education of girls and women came to be prioritised within the two principle UN agencies involved with education since 1945, the World Bank and Unesco. A shift in priorities is evident, from ensuring formal rights and improving the status of women, to expanding the productive capacities of women, fertility control and poverty reduction. While the ascendance of human capital theory provided a space for a new perception of the role of women's education in development, in other policy arenas women's education was central to exploring more substantive, rights-based notions of gender equality. Ultimately, the goal of improving girls' and women's education fitted into diverse development agendas, paving the way for it to become a global development priority. (Contains 2 tables and 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10