Much has been done to increase gender equality in education over the past 15 years. National governments and the international community have followed through on promises made in various international forums to increase investments in girls’ education. Overall female enrollment at the primary level in low-income countries has accordingly grown from 87 percent in 1990 to 94 percent in 2004, considerably shrinking the gender gap. This progress is the result of recognition of centrality of girls’ education in development and the overall progress made under the Education for All (EFA) agenda.
The results towards gender equality are mixed at the halfway point of completion of the Millennium Development Goals (MDGs), the new report by the World Bank and the Organization for Economic Cooperation and Development (OECD) says. Women’s health and education have improved substantially in most countries, but progress is lagging on improving their economic opportunities, and investments of some US$13 billion a year are needed to achieve the overall goal of gender equality and women’s empowerment.
This talk offers a new reading of postcolonial women's writings. The conventional model since the 1980s has been to emphasize issues of silence and invisibility, the desire for voice and narrative space, and self-representation as a form of empowerment and transformation. What is often eclipsed as a result is a valuable political ethic based on coalition and solidarity with oppressed and marginalized figures.
This chapter outlines the United Nations’ work toward promoting gender equality, including the Beijing Platform for Action. The report also describes the obstacles women still face today, with an emphasis on cultural impediments. A list of recommendations for future action coincides with a list of lessons learned.
The Difference reveals that progress and innovation may depend less on lone thinkers with enormous IQs than on diverse people working together and capitalizing on their individuality. Page shows how groups that display a range of perspectives outperform groups of like-minded experts.
Caryn McTighe Musil is the Senior Vice President at the Association of American Colleges and Universities and oversees the Office of Diversity, Equity, and Global Initiatives. Under her leadership, the office has been working to mobilize powerful and overlapping educational reform movements involving civic, diversity, global learning, women’s issues, and personal and social responsibility.
Dr. Musil is currently directing a multi-project national initiative, “Core Commitments: Educating Students for Personal and Social Responsibility,” that focuses on engaging students with core questions about their ethical responsibilities to self and others, and about their responsibilities as citizens in a diverse democracy. It is funded by the Templeton Foundation.
What do America Ferrera, Larry David, and Amy Brenneman have in common? They're all proud to call themselves feminists.Celebrate Women's History Month with them and other feminists by watching the special This Is What A Feminist Looks Like video.