The document summarizes a gender equality event held at the University of Buea in Cameroon. Over 350 participants including university students, staff, and civil society members attended to discuss ensuring gender equality and safe education. There were presentations on gender issues and violence against women from representatives of the Ministry of Women's Empowerment, University of Buea's Women and Gender Studies department, and the UN. Participants asked questions and made recommendations including establishing women's spaces on campus and promoting gender education at all levels. The event included a gender fair exhibition with various organizations. The overall aim was to promote gender equality, end violence against women, and create safe, inclusive education.
The document analyzes the impact of Nikumbuke Health by Motorbike's Stars Scholarship Program, which provides scholarships to cover school fees for 27 Maasai girls in Lunga Lunga, Kenya. Education access is limited in rural Kenya, especially for girls from the Maasai community. The scholarships aim to address this by promoting girls' education. However, the study finds the Maasai girls face discrimination at boarding school and cultural barriers that may prevent them from returning to their village. It recommends establishing after-school forums for the girls and considering building a local school.
The document discusses youth participation and its importance. It notes that youth participation is a fundamental human right. The UN has recognized the importance of youth participation for many years through agreements like the World Programme of Action for Youth. However, more work is still needed to strengthen youth participation and involvement in decision making at all levels of society.
This document discusses human rights education in a changing historical context. It notes increasing contradictions in the world between economic growth and environmental stress, as well as poverty reduction but also new vulnerabilities. While the world is more interconnected, there are also more divisions. It advocates for a humanistic approach to education that promotes sustainable human development, diversity, and core ethical values like dignity, justice, and responsibility. A humanistic education gives equal importance to education's multiple dimensions as a public good. It promotes an integrated approach to learning and achieving the UN's Sustainable Development Goal of inclusive, equitable, quality education for all through 2030.
Gender Inequalities in the Context of Basic Education A Literature Reviewijtsrd
Gender inequality in education has been a buzzword in our educational system in recent decades. This paper identifies the factor that creates gender inequality in education and in the world in general. Our study focuses on the identified factors that elevate the existence of gender inequality in education. Based on the literature, recent studies and reports shows that there are 5 factors that contribute to the existence of gender inequality in education and these include poverty, geographical remoteness, armed conflict, lack of school infrastructure, and quality of education. The researchers strongly believed that our young learners are our future innovators and heroes, thus, without quality education none of these would be achieved. The results suggest that our educational system needs to collaborate with the private sector and provide innovative measures to address these issues of gender inequality in education. Crispina Ana N. Pacalda | Maristila Y. Nailon | Junhrey A. Vibar | Janette B. Cobrado | Roanne Shyn L. Brian | Regina P. Galigao "Gender Inequalities in the Context of Basic Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33554.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33554/gender-inequalities-in-the-context-of-basic-education-a-literature-review/crispina-ana-n-pacalda
[Challenge:Future] Provision of Sanitary Towels to Girls Through Fun Sports a...Challenge:Future
The Mashujaa Team in Kenya aims to address girls missing school due to lack of access to sanitary pads. Their vision is for marginalized girls to have access to adequate sanitation for an empowered future. Their plan involves distributing pads and using sports to promote girls' education, demystify menstruation, and provide mentorship. They will partner with schools and organizations to advocate for girls' reproductive rights and hold the government accountable for implementing laws on sanitary pad distribution.
zz The World Programme of Action for Youth (WPAY) was adopted in 1995 to address challenges facing youth through the next millennium and guide the formulation of national youth policies.
zz The UN General Assembly has reaffirmed its commitment to youth participation at all levels through resolutions like 58/133 in 2003 and 64/134 in 2009 which proclaimed the International Year of Youth.
zz The document discusses how youth participation has progressed through volunteerism, community involvement, and national and international youth organizations and forums, but that continued efforts are needed to strengthen and improve youth participation, representation, and inclusion at all levels of decision-making.
The document summarizes key health issues affecting young people aged 15-24 globally. Over 1.8 million young people die each year mostly from preventable causes. Leading causes of death include road accidents, violence, HIV, and complications during pregnancy and childbirth. Many health issues experienced during youth like tobacco use, malnutrition, and mental health problems can have lifelong health consequences. Promoting healthy behaviors in adolescence through policies, programs, and services is critical to improving current and future public health.
The document analyzes the impact of Nikumbuke Health by Motorbike's Stars Scholarship Program, which provides scholarships to cover school fees for 27 Maasai girls in Lunga Lunga, Kenya. Education access is limited in rural Kenya, especially for girls from the Maasai community. The scholarships aim to address this by promoting girls' education. However, the study finds the Maasai girls face discrimination at boarding school and cultural barriers that may prevent them from returning to their village. It recommends establishing after-school forums for the girls and considering building a local school.
The document discusses youth participation and its importance. It notes that youth participation is a fundamental human right. The UN has recognized the importance of youth participation for many years through agreements like the World Programme of Action for Youth. However, more work is still needed to strengthen youth participation and involvement in decision making at all levels of society.
This document discusses human rights education in a changing historical context. It notes increasing contradictions in the world between economic growth and environmental stress, as well as poverty reduction but also new vulnerabilities. While the world is more interconnected, there are also more divisions. It advocates for a humanistic approach to education that promotes sustainable human development, diversity, and core ethical values like dignity, justice, and responsibility. A humanistic education gives equal importance to education's multiple dimensions as a public good. It promotes an integrated approach to learning and achieving the UN's Sustainable Development Goal of inclusive, equitable, quality education for all through 2030.
Gender Inequalities in the Context of Basic Education A Literature Reviewijtsrd
Gender inequality in education has been a buzzword in our educational system in recent decades. This paper identifies the factor that creates gender inequality in education and in the world in general. Our study focuses on the identified factors that elevate the existence of gender inequality in education. Based on the literature, recent studies and reports shows that there are 5 factors that contribute to the existence of gender inequality in education and these include poverty, geographical remoteness, armed conflict, lack of school infrastructure, and quality of education. The researchers strongly believed that our young learners are our future innovators and heroes, thus, without quality education none of these would be achieved. The results suggest that our educational system needs to collaborate with the private sector and provide innovative measures to address these issues of gender inequality in education. Crispina Ana N. Pacalda | Maristila Y. Nailon | Junhrey A. Vibar | Janette B. Cobrado | Roanne Shyn L. Brian | Regina P. Galigao "Gender Inequalities in the Context of Basic Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33554.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33554/gender-inequalities-in-the-context-of-basic-education-a-literature-review/crispina-ana-n-pacalda
[Challenge:Future] Provision of Sanitary Towels to Girls Through Fun Sports a...Challenge:Future
The Mashujaa Team in Kenya aims to address girls missing school due to lack of access to sanitary pads. Their vision is for marginalized girls to have access to adequate sanitation for an empowered future. Their plan involves distributing pads and using sports to promote girls' education, demystify menstruation, and provide mentorship. They will partner with schools and organizations to advocate for girls' reproductive rights and hold the government accountable for implementing laws on sanitary pad distribution.
zz The World Programme of Action for Youth (WPAY) was adopted in 1995 to address challenges facing youth through the next millennium and guide the formulation of national youth policies.
zz The UN General Assembly has reaffirmed its commitment to youth participation at all levels through resolutions like 58/133 in 2003 and 64/134 in 2009 which proclaimed the International Year of Youth.
zz The document discusses how youth participation has progressed through volunteerism, community involvement, and national and international youth organizations and forums, but that continued efforts are needed to strengthen and improve youth participation, representation, and inclusion at all levels of decision-making.
The document summarizes key health issues affecting young people aged 15-24 globally. Over 1.8 million young people die each year mostly from preventable causes. Leading causes of death include road accidents, violence, HIV, and complications during pregnancy and childbirth. Many health issues experienced during youth like tobacco use, malnutrition, and mental health problems can have lifelong health consequences. Promoting healthy behaviors in adolescence through policies, programs, and services is critical to improving current and future public health.
The paper attempts to look at the current higher education crisis in South Africa in terms of the recent #FeesMustFall Campaign, embarked upon by higher education university students over the last several months and still continues unabated, in a country that seems to have lost its way. Civil unrest, strikes and protests in almost all sectors of the economy now permeates the political landscape of South Africa. This is an indictment to the democratic order, post 1994. As such, the paper will concentrate on the problems and challenges that confront South African higher education. It argues that education is a public good and therefore, a direct responsibility of government, given the heroic struggles of the masses from apartheid oppression and Bantustan education. Naturally, the paper argues further that, heirs of the revolutionary struggle are entitled to their rage. Tertiary education cannot remain limited to the few privileged in South Africa and, only radical action brings solutions. In other words student movements like it did, to challenge apartheid education, must be used to achieve the Freedom Charter’s vision. The Freedom Charter of the South African liberation struggle says that “the doors of learning must be open to all.†(The Freedom Charter, 1956). On the other hand there is just no money to fund higher education because of the rampant corruption, faltering action plans and as such, it appears that the higher education dream has been deferred. The most recent #FeesMustFall campaign brings to reality that after 21 years of democracy South African politicians of the ruling party can no longer rely on their revolutionary credentials because, the time has come to deliver real change. The mass student revolt of recent times has been unprecedented in the history of democratic South Africa. Amongst a host of other issues, this narrative will show that the students have sent a powerful message to the ruling party that has taken South African people for granted. Protesting students therefore, require the nation’s unreserved support. The paper will therefore attempt to talk to a host of issues as concerns higher education in South Africa.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
The document discusses policies around Education for All (EFA) and the Fast Track Initiative (FTI) in relation to educating people with disabilities. It notes that while EFA and FTI were established to promote universal education, their current policies lack specificity around educating children with disabilities. The document calls for policy changes to EFA-FTI that would require greater focus on and compliance with inclusive education. Specifically, it recommends the policies mandate strategies for inclusive education and challenge countries' exclusionary educational policies.
The document outlines UNESCO's implementation of its Strategy on African Youth from 2009-2013. It describes 42 projects across 3 global objectives: 1) Strengthening knowledge building and research on youth issues through 13 projects in various African countries, 2) Fostering youth policy development through 26 projects, and 3) Promoting youth participation and inclusion through 42 projects. The projects engaged various partners and aimed to address issues like education, civic engagement, employment, and violence prevention for African youth.
The document discusses promoting women's economic empowerment through four focus topics: labor, digital, financial, and rural. It notes that 50% of women do not have an income of their own, women are overrepresented in part-time and low quality jobs, and only 40% of women have access to bank accounts. The document makes recommendations to address barriers women face in education, future of work, social services, and more to promote gender equality.
The Consistency and Controversy of Gender: Egalitarian Educational Norms and ...Alexander Wiseman
The document discusses a presentation comparing gender norms and practices in education systems of Muslim countries in the Gulf Cooperation Council (GCC) and post-Soviet countries in the Commonwealth of Independent States (CIS). Both regions have predominantly Muslim populations but differ in their approach to religion in education policy. The CIS countries inherited a secular, Soviet-style system that constitutionally guarantees equal rights and access to education, while the GCC countries have more religiously-influenced gender-separated systems. The presentation examines these differences in light of international agreements on gender parity in education.
1. Global Action Week 2009 will take place from April 20-26th and involve reading activities around the world to promote education for all.
2. The document provides information about getting involved in Cambodia, including downloading storybooks, attending an event on April 25th, and arranging local activities through GCE Cambodia.
3. Adult literacy is an important issue being addressed, as 26% of Cambodian adults are illiterate, and literacy can help reduce poverty and support sustainable development.
This document is a dissertation submitted by a candidate studying education in developing regions. It examines the quality of education provided in Livingstone, Zambia in relation to the United Nation's goal of universal primary education. The dissertation consists of an introduction providing context about Zambia and the education system. It then presents a literature review on topics like universal primary education and education quality. The methodology section outlines the research methods used, including interviews, focus groups and observations at seven schools in Livingstone. The results and analysis section examines factors like curriculum, resources, teacher background and teaching style. The conclusion evaluates the main findings and challenges the UN's focus on access over education quality.
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
Women's Education: Zonta Spain's Gender Observatory - May 10 2013 - Education...Zonta Madrid Km 0
Women's Education - An Overview and Challenges This presentation analyses the achievements in the area of education of girls and women in a global perspective. It includes some relevant Millenium Development Goals (2000-2015), what they are and how much has been accomplished, and what is left. Regions are compared. Reasons for progress given. Further it argues WHY we should assure girls/women get access to education and WHAT can be done to achieve the MDGs relative to education.
By Inés Chamarro, President of Zonta Madrid Km 0 and Chair of Zonta Spain's Gender Observatory.
This document discusses gender equality and social inclusion. It defines gender equality as equal access to resources and opportunities regardless of gender. Promoting gender equality is important for fulfilling potential, achieving development goals, and empowering women leads to economic growth. Progress has been made in increasing girls' education but inequalities remain. UNICEF prioritizes empowering adolescent girls in areas like ending child marriage and promoting health. The document also discusses laws and policies in India related to promoting gender equality and inclusion.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The document discusses children's use of the internet and proposes actions to strengthen protections. It recognizes that while the internet can be educational, it can also expose children to physical and social harms if misused. It proposes [1] creating an international legal framework similar to those governing trade and advertising to ensure child safety online, [2] improving public awareness and providing support for vulnerable children, and [3] running national awareness centers to educate children, parents, and teachers to guide children's safe internet use. The document urges actions to create a safer online environment for children.
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
UNESCO is committed to promoting quality education worldwide and ensuring everyone's right to education. It leads the global Education for All movement and works with countries to build effective national education systems from early childhood through adulthood. While access to education has expanded greatly in recent decades, millions of children and adults still lack basic literacy and schooling due to issues like poverty, conflict and gender disparities. UNESCO supports countries through activities like developing standards, monitoring progress, providing expertise, and coordinating international cooperation to overcome challenges to achieving education for all.
This document provides an explanatory statement on a draft report assessing progress made towards achieving universal primary education and gender equality in ACP countries in the context of the Millennium Development Goals. It discusses the importance of girls' education for achieving development goals and outlines barriers girls face in accessing education. While some progress has been made, most countries will not meet education and gender parity targets by established deadlines. National policy changes and greater priority and funding for education, especially girls' education, are needed to achieve sustainable development and human rights.
The document summarizes activities of the Amplifying Community Voices Programme in 2016. Key activities included:
1) Adopting an action plan and partnering with local projects to address issues like disability support, education, and the environment.
2) Training members on facilitating community engagement and planning future activities like career fairs, entrepreneurship workshops, and skills development.
3) Collaborating with a local project to address issues like crime prevention, cleanups, health campaigns, and career guidance. An memorandum of understanding was drafted.
4) Celebrating Freedom Day with a cleanup campaign and establishing subcommittees for events and communications. A motivational speaker addressed education and African literature.
FOWODE held a two-day workshop to train 30 women political aspirants from various districts in skills for effective campaigning for the 2016 Ugandan elections. The training covered topics like transformational leadership, women and political parties, gender in politics, the electoral commission roadmap, feminist leadership, running a successful campaign, and developing a winning manifesto. Experienced facilitators advised the women not to fear contesting leadership seats against men. The capacity building aimed to equip women leaders with knowledge and skills to successfully engage in the upcoming elections and increase women's representation in leadership positions.
The document discusses several events that were hosted by the Cross-Cultural Center during winter quarter 2016, including:
1) The Identity Exploration Series, which held workshops on Asian American, African American, and Chicanx/Latinx leadership.
2) The 33rd annual Dr. Martin Luther King Jr. Symposium, which focused on black resistance and featured several panelists discussing topics like Afro-Pessimism and black queer resistance.
3) A "Food Security Conversation and Community Dinner" that addressed food insecurity and its impacts on students of color through a presentation and group discussions.
The paper attempts to look at the current higher education crisis in South Africa in terms of the recent #FeesMustFall Campaign, embarked upon by higher education university students over the last several months and still continues unabated, in a country that seems to have lost its way. Civil unrest, strikes and protests in almost all sectors of the economy now permeates the political landscape of South Africa. This is an indictment to the democratic order, post 1994. As such, the paper will concentrate on the problems and challenges that confront South African higher education. It argues that education is a public good and therefore, a direct responsibility of government, given the heroic struggles of the masses from apartheid oppression and Bantustan education. Naturally, the paper argues further that, heirs of the revolutionary struggle are entitled to their rage. Tertiary education cannot remain limited to the few privileged in South Africa and, only radical action brings solutions. In other words student movements like it did, to challenge apartheid education, must be used to achieve the Freedom Charter’s vision. The Freedom Charter of the South African liberation struggle says that “the doors of learning must be open to all.†(The Freedom Charter, 1956). On the other hand there is just no money to fund higher education because of the rampant corruption, faltering action plans and as such, it appears that the higher education dream has been deferred. The most recent #FeesMustFall campaign brings to reality that after 21 years of democracy South African politicians of the ruling party can no longer rely on their revolutionary credentials because, the time has come to deliver real change. The mass student revolt of recent times has been unprecedented in the history of democratic South Africa. Amongst a host of other issues, this narrative will show that the students have sent a powerful message to the ruling party that has taken South African people for granted. Protesting students therefore, require the nation’s unreserved support. The paper will therefore attempt to talk to a host of issues as concerns higher education in South Africa.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
The document discusses policies around Education for All (EFA) and the Fast Track Initiative (FTI) in relation to educating people with disabilities. It notes that while EFA and FTI were established to promote universal education, their current policies lack specificity around educating children with disabilities. The document calls for policy changes to EFA-FTI that would require greater focus on and compliance with inclusive education. Specifically, it recommends the policies mandate strategies for inclusive education and challenge countries' exclusionary educational policies.
The document outlines UNESCO's implementation of its Strategy on African Youth from 2009-2013. It describes 42 projects across 3 global objectives: 1) Strengthening knowledge building and research on youth issues through 13 projects in various African countries, 2) Fostering youth policy development through 26 projects, and 3) Promoting youth participation and inclusion through 42 projects. The projects engaged various partners and aimed to address issues like education, civic engagement, employment, and violence prevention for African youth.
The document discusses promoting women's economic empowerment through four focus topics: labor, digital, financial, and rural. It notes that 50% of women do not have an income of their own, women are overrepresented in part-time and low quality jobs, and only 40% of women have access to bank accounts. The document makes recommendations to address barriers women face in education, future of work, social services, and more to promote gender equality.
The Consistency and Controversy of Gender: Egalitarian Educational Norms and ...Alexander Wiseman
The document discusses a presentation comparing gender norms and practices in education systems of Muslim countries in the Gulf Cooperation Council (GCC) and post-Soviet countries in the Commonwealth of Independent States (CIS). Both regions have predominantly Muslim populations but differ in their approach to religion in education policy. The CIS countries inherited a secular, Soviet-style system that constitutionally guarantees equal rights and access to education, while the GCC countries have more religiously-influenced gender-separated systems. The presentation examines these differences in light of international agreements on gender parity in education.
1. Global Action Week 2009 will take place from April 20-26th and involve reading activities around the world to promote education for all.
2. The document provides information about getting involved in Cambodia, including downloading storybooks, attending an event on April 25th, and arranging local activities through GCE Cambodia.
3. Adult literacy is an important issue being addressed, as 26% of Cambodian adults are illiterate, and literacy can help reduce poverty and support sustainable development.
This document is a dissertation submitted by a candidate studying education in developing regions. It examines the quality of education provided in Livingstone, Zambia in relation to the United Nation's goal of universal primary education. The dissertation consists of an introduction providing context about Zambia and the education system. It then presents a literature review on topics like universal primary education and education quality. The methodology section outlines the research methods used, including interviews, focus groups and observations at seven schools in Livingstone. The results and analysis section examines factors like curriculum, resources, teacher background and teaching style. The conclusion evaluates the main findings and challenges the UN's focus on access over education quality.
Education is a priority for international development goals but millions still lack basic literacy and education. While primary education enrollment has increased, quality remains low and secondary and vocational education rates are still inadequate. Non-formal education and skills training are needed to help vulnerable youth access employment opportunities. Improving education quality, expanding access to secondary, vocational and non-formal programs, and targeting marginalized groups will help ensure all youth can develop skills to participate in the economy.
The Association for Contemplative Mind in Higher Education (ACMHE) is a multidisciplinary nonprofit that advocates for integrating contemplative practices into higher education. It aims to cultivate personal and social awareness, support meaningful inquiry, and educate citizens who promote compassion. The ACMHE emerged from the Association for Contemplative Mind in response to the growing field of contemplative education. It brings together educators and scholars to develop a culture of contemplation and integrate all aspects of learning.
Women's Education: Zonta Spain's Gender Observatory - May 10 2013 - Education...Zonta Madrid Km 0
Women's Education - An Overview and Challenges This presentation analyses the achievements in the area of education of girls and women in a global perspective. It includes some relevant Millenium Development Goals (2000-2015), what they are and how much has been accomplished, and what is left. Regions are compared. Reasons for progress given. Further it argues WHY we should assure girls/women get access to education and WHAT can be done to achieve the MDGs relative to education.
By Inés Chamarro, President of Zonta Madrid Km 0 and Chair of Zonta Spain's Gender Observatory.
This document discusses gender equality and social inclusion. It defines gender equality as equal access to resources and opportunities regardless of gender. Promoting gender equality is important for fulfilling potential, achieving development goals, and empowering women leads to economic growth. Progress has been made in increasing girls' education but inequalities remain. UNICEF prioritizes empowering adolescent girls in areas like ending child marriage and promoting health. The document also discusses laws and policies in India related to promoting gender equality and inclusion.
This research project examines barriers to education engagement for young people in Brimbank, Victoria. The researcher conducted literature reviews, surveys, focus groups, interviews, and case studies. The research found that lack of appropriate education and support, family disconnection, mental health issues, poverty, and low academic achievement were significant recurring barriers. The community of Brimbank has high rates of poverty, unemployment, and residents without higher education qualifications compared to state averages. To overcome these barriers, the research suggests early intervention, long-term skill-building programs, and individualized case management supports for young people.
The document discusses children's use of the internet and proposes actions to strengthen protections. It recognizes that while the internet can be educational, it can also expose children to physical and social harms if misused. It proposes [1] creating an international legal framework similar to those governing trade and advertising to ensure child safety online, [2] improving public awareness and providing support for vulnerable children, and [3] running national awareness centers to educate children, parents, and teachers to guide children's safe internet use. The document urges actions to create a safer online environment for children.
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
UNESCO is committed to promoting quality education worldwide and ensuring everyone's right to education. It leads the global Education for All movement and works with countries to build effective national education systems from early childhood through adulthood. While access to education has expanded greatly in recent decades, millions of children and adults still lack basic literacy and schooling due to issues like poverty, conflict and gender disparities. UNESCO supports countries through activities like developing standards, monitoring progress, providing expertise, and coordinating international cooperation to overcome challenges to achieving education for all.
This document provides an explanatory statement on a draft report assessing progress made towards achieving universal primary education and gender equality in ACP countries in the context of the Millennium Development Goals. It discusses the importance of girls' education for achieving development goals and outlines barriers girls face in accessing education. While some progress has been made, most countries will not meet education and gender parity targets by established deadlines. National policy changes and greater priority and funding for education, especially girls' education, are needed to achieve sustainable development and human rights.
The document summarizes activities of the Amplifying Community Voices Programme in 2016. Key activities included:
1) Adopting an action plan and partnering with local projects to address issues like disability support, education, and the environment.
2) Training members on facilitating community engagement and planning future activities like career fairs, entrepreneurship workshops, and skills development.
3) Collaborating with a local project to address issues like crime prevention, cleanups, health campaigns, and career guidance. An memorandum of understanding was drafted.
4) Celebrating Freedom Day with a cleanup campaign and establishing subcommittees for events and communications. A motivational speaker addressed education and African literature.
FOWODE held a two-day workshop to train 30 women political aspirants from various districts in skills for effective campaigning for the 2016 Ugandan elections. The training covered topics like transformational leadership, women and political parties, gender in politics, the electoral commission roadmap, feminist leadership, running a successful campaign, and developing a winning manifesto. Experienced facilitators advised the women not to fear contesting leadership seats against men. The capacity building aimed to equip women leaders with knowledge and skills to successfully engage in the upcoming elections and increase women's representation in leadership positions.
The document discusses several events that were hosted by the Cross-Cultural Center during winter quarter 2016, including:
1) The Identity Exploration Series, which held workshops on Asian American, African American, and Chicanx/Latinx leadership.
2) The 33rd annual Dr. Martin Luther King Jr. Symposium, which focused on black resistance and featured several panelists discussing topics like Afro-Pessimism and black queer resistance.
3) A "Food Security Conversation and Community Dinner" that addressed food insecurity and its impacts on students of color through a presentation and group discussions.
The document discusses dialogue as a means of conflict prevention, management, and resolution through a case study of Beirut Arab University in Lebanon. It describes how the university incorporated dialogue into its curriculum by adding a mandatory human rights course, created extracurricular activities promoting discussion, and established a Human Rights Center. These efforts led to students becoming more open to diversity and helped prevent, manage, and resolve conflicts within the university community. The case study shows how educational institutions can play a role in building a more tolerant society through enhancing dialogue.
Gender equality and women empowerment on Sustainable Community Development in...AJHSSR Journal
ABSTRACT: Gender inequality is the most persistent and pervasive global problem of the 21st century militating against the attainment of sustainable development in patriarchal societies. Several forums have noted the centrality of gender equality and concerns of women’s empowerment to the achievement of sustainable development. Promotion of gender equality is thus an important part of any development strategy. Thus, the research focused on analysing how society perceives the concept of gender equality and women empowerment, factors that militate against the achievement of gender equality in the society and its role in sustainable development. In gathering information, the study employed in-depth interviews and focus group discussions. The findings of this paper indicate that gender equality improves people’s participation in community development programmes and leads to healthy families and increased food productivity. The paper concluded that women empowerment and gender equality are essential tools in the achievement of sustainable development in Zimbabwe.
This keynote speech discusses the history of feminist legal critique and the forgetfulness of its early origins. While Christine de Pizan is often credited as the first feminist writer, critiques of women's unequal treatment can be found as far back as medieval nuns and Renaissance women. Early writings sought to counter arguments for women's inferiority through intellectual debate. Modern feminism directed its critique at legal reform to improve women's social position. The feminist legal project is premised on exploring the relationship between legal norms and women's reality, with the goal of generating alternative legal norms to benefit women and effect social change. However, this focus on present legal issues has led to a forgetfulness of feminism's deeper historical roots.
1) Beirut Arab University established a Human Rights Center to promote dialogue and prevent/manage conflicts through various activities like workshops, competitions, and international collaborations.
2) The university also added a mandatory human rights course to encourage discussion of issues like tolerance, equality, and citizenship among students of all backgrounds.
3) Evaluations found these efforts created a more open environment and helped students recognize shared goals and values, despite their differences.
The Working Group on Girls focused on institutionalizing girls' rights at the UN. It worked with the CEDAW, DPI, SG's campaign against violence, and CSW. It strengthened relationships with these entities, held conferences, and created task forces. The group advocated for girls, held parallel events, and ensured girls' participation. It gained measures to protect girls in emergencies, ensure their rights to education and health, support HIV-affected girls, eliminate discrimination, prevent violence, and maintain gender funding. The WGG also held a dialog on early marriage and elected new officers.
[Challenge:Future] Provision of Sanitary Towels to Girls Through Fun Sports a...Challenge:Future
The Mashujaa Team in Kenya aims to address girls missing school or dropping out due to lack of access to sanitary pads during menstruation. Their vision is for marginalized girls to have access to adequate sanitation for an empowered future. Their project involves distributing sanitary pads, using sports to promote girls' education, and providing mentorship on life and career skills. They will partner with schools and organizations to implement recreational afternoon sessions combining sports and mentorship, distributing pads daily to participating girls.
The YWCA has provided safe spaces for women and girls for over 150 years. Their safe spaces model has 8 defining elements that are essential for creating environments where women and girls can openly share experiences, learn about their rights, and become empowered leaders. These elements include having an accessible and safe location, prioritizing leadership and participation, and providing accurate and reliable information. The YWCA's safe spaces model is a proven approach developed from their extensive experience empowering women and girls at the local level around the world.
Talking points for the high level youth policy dialogue on sustainable develo...Dr Lendy Spires
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16Days_UN System_2015_UN System in Cameroon with Wfac
1. « 16 DAYS OF ACTIVISM AGAINST GENDER-BASED VIOLENCE »
Theme: “From Peace in the Home to Peace in the World: Make Education Safe for All!”
INTERACTIVE GENDER ROUND TABLE DISCUSSION ON “ENSURING GENDER
EQUALITY, MAKING EDUCATION SAFE FOR ALL”
University of Buea
EVENT REPORT
Page of1 7
This event was made possible thanks to the generous
support from the People of Japan through the United
Nations System in Cameroon (UN Women Cameroon)
2. December 4, 2015 - Over 350 university students, including the Vice Chancellor of the University
of Buea, academicians, civil society participants, youth leaders, women’s rights activists, U.N
Cameroon staff and other great minds took actions this day to orange the campus of University of
Buea, saying No to Violence Against Women and Girls (VAWg) in and out of Campus, as well as
committing to ensure gender equality and education safe for all!
1. INTRODUCTION: Orange the world to end violence against women
This year, in line with the 16
days of action to end
violence against women and
girls around the world, the
United Nations system in
Cameroon through U.N
Women Cameroon and in
collaboration with the
Ministry of Women’s and the
Family (Minproff) and
National CSOs held series of
activities across the country.
It was in this light that on
December 4th, the UN
System and Women for a
Change, Cameroon (Wfac)
in partnership with the
University of Buea held a
Gender Fair/ Exhibition and
an Interactive Discussion on
the theme: “Ensuring Gender
Equality, Making Education
Safe for All”.
The purpose of this event was to;
• Dialogue, and build collaboration and alliances with student to fight against violence against
women and girls in Cameroon, especially in and out of school milieus.
• Increase student awareness and encourage them to stand as agents for gender justice and
empowerment of women and girls in the country.
• create space for networking, sharing learning and increase the visibility of U.N Programmes in
Cameroon especially around addressing gender based violence (GBV); likewise to enable
community-based and women’s rights organisations exhibit their work, while engaging the
student community in an attempt to exchange ideas and discuss issues that are relevant to the
development and empowerment of women and girls, and making education safe for all.
Page of2 7
3. 2. OPENING CEREMONY
2.1 - Word from the Coordinator of the United Nations Gender Thematic Group Julie Mballa
Julie Mballa informed all persons present
at the event, the U.N’s devoutness in
addressing Violence against women and
girls (VAWg).
“addressing VAWg is essential to the
U.N system mandate in Cameroon”, she
says, “This is coordinated by the U.N
Women and projects like Gender Cafe,
He4She amongst others are platforms for
us to continue that networking and
conversation we are starting today to
make Cameroon free from GBV”.
Furthermore she said, “The UN system
in Cameroon supports the state in developing and designing gender sensitive laws / policies at both
national and local levels. The U.N system also mobilises and partners with grassroots organisations
and National CSOs/NGOs to effect change in the country”.
In this regards, she adds: “We call upon you all to work under the banner color orange chosen to
symbolises the brighter future free from any forms of VAWg. We choose to orange the street of
Buea, and orange our minds by this interactive talk with the hope that through this, we shall all
share ideas and discuss on how to improve on the lives of women and girls in our communities and
make gender equality a live reality in Cameroon!”
2.2 - Word from the Vice Chancellor of the University of Buea (UB) Professor Nalova Lyonga
Opening the Interactive discussion at UB
Amphi theatre 250, was the powerful
remarks by the Vice Chancellor, Professor
Nalova Lyonga, on womanhood as a strong
pillar for any great society.
Professor Nalova Lygonga told all present a
folktale on the Bakweri ethnic group and
how most ancient African societies have
similar stories, one which recognises
womanhood and women’s potential.
“Something was happening in the african
continent that gave recognition to women
which we have forgotten all together”, she
says: “ From my own oral tradition, there is a
character in the folktale which is called the
“Mother of Knowledge” - a fierce warrior who rescued and freed an entire clan by organising the
people to defeat the so feared elephant that no one could call it by its name but referred to it as that
big thing. This elephant had killed people, deprived them from their freedom.
After its defeat, it came out that the woman (Mother of Knowledge) was the one that established the
founding of human beings. In order words that the woman is the base of human creations”.
Page of3 7
4. Prof. Nalova further called on all to embrace individual unique diversity. “We must recognise
diversity and differences” she says; “equality and equity are mutually included and cannot be
discussed in separate theme”. In order words, she adds: “the two sexes must have access to all the
things that are available to humanity. They must have equal equal opportunities”.
3. PANEL DISCUSSION on the theme: “Ensuring Gender Equality, Making Education Safe
for ALL!”
Each of the three panelists share their perspective around “ensuring gender equality, could make
education safe for all”. Furthermore, each panelist was expected to explained how their respective
agencies and or institution are working to ensuring that education is safe for all.
Panelist 1: Regional Delegate of the Ministry of Women’s Empowerment and the Family
(MINPROFF) Madam Moffat Judith explained how the South West Regional delegation of the
Ministry of Women’s Empowerment
and the Family is promoting
education and the empowerment of
women and girls through the
women’s centres and other creative
programs.
The delegate highlighted on the fact
that this year’s 16 days campaign
against VAWg comes at a very
crucial moment when world leaders
are all taking commitment to say no
to VAWg, through the recently
adopted post-2015 sustainable
development agenda.
In addition, she also talked about the
different forms of violence and how
often people always think that
VAWg is just physical violence
whereas there are many different
types such as sexual harassment,
Child, Early and Forced Marriages,
unplanned child bearing, breast
ironing, abandonment of pregnant women, voluntary transmission of HIV/AIDs, exploitation and
the sexualisation of women and girls bodies in showBiz, widow rights abuse and among a lot of
others.
Page of4 7
5. Panelist 2: Head of Department, Women and Gender Studies, (WGS) University of Buea Dr.
Abonge Christine talked about the links between gender equality and (safe) education, as well as
how the University of Buea, (through the department of WGS) promotes gender equality and safe
education
Dr. Abonge further explained
that;
The university of Buea is the first
institution of higher education to
host the department of women and
gender studies (WGS) and the
mission of the department, which
is also related to the overall
mission of the university is in part
to carry out research and the
training/development of human
capacity.
The University of Buea (UB)
being the first University in
Cameroon to house a department
of Women and Gender Studies is
committed to promoting gender
equality by assisting the country to train and provide the capacity and institutional framework for
the effective mainstreaming of gender in development policies, programmes and projects across all
sectors. As a university that is gender aware and promotes the politics of equality and inclusiveness
To address the problem of harassment on campus, the University has created an equal opportunity
units, including sexual harassment units within different establishments of the university where staff
and students can lodge complains related to sexual harassment in confidence. This goes a long way
to ensure a campus free of harassment and one that is safe for teaching and learning. This
notwithstanding, the sexual harassment units have one major challenge; the difficulty of victims,
especially female students to provide evidence of sexual harassment. Given the absence of evidence
and the difficulty proving harassment, the investigation, follow up and treatment of reported cases
of harassment are rendered futile
In conclusion, she pointed out some main concern, drawing the attention of the university authority
to; the inadequacy of facilities/services addressing the sex specific needs of students on campus.
There are insufficient toilet facilities on campus and this affects female students disproportionately
given their sex specific needs.
“We therefore call on the university authority to increase the availability of clean toilets to all
students on campus including female bathrooms to meet the sex specific needs of female students.
This will enhance and ensure a safe and more conducive learning environment for all particularly
for female students.”
Page of5 7
6. Panelist 3: U.N Gender Thematic Group, Coordinator, Julie Mballa introduced participants to the
different interventions of the UN system in Cameroon and how through the gender thematic group
(UN GTG) through the various UN system continues to support the state of Cameroon, as well as
other grassroots and community based organisations with tools to enabling them advance gender
sensitive programs and policies, including educational program and a gender-responsive budgeting.
She also made highlights around the newly adopted Sustainable Development Goals (SDGs), how
this is an interest for the UN especially around the empowerment of women and girls are a major
targets.
4. SOME OF THE QUESTIONS FROM PARTICIPANTS
• How has the laws, sanctions or court rulings on perpetrators of VAWg been measured? In order
words, What strategies have been put in place by MINPROFF to measure the impact of these
sanctions on perpetrators of VAWg?
• What has the UN system in Cameroon done concerning religious extremism that uses religion as
a tool to commit acts of violence against women and girls?
• Much talk on gender equality minimises women and girls with disability. How is the University
of Buea ensuring that the university is inclusive and safe for all?
• Most VAWg cases reported, especially among intimate partners’ relationships end up very bad.
What is the Ministry of Women’s Empowerment doing to ensure the safety and security of these
victims of VAWg?
• Campus police is all men and are very gender insensitive. What is the University doing to ensure
there are female campus police to check female students and or visitors?
• The society puts so much emphasis on women getting married. And so long as this is accepted,
women and girls will continue be enslaved and experience violence. How can this be deconstruct
and interrogated?
• What is the UN doing to bring gender cafe and or discussions at basic education level?
• There is an International day for Women. What about Cameroon having a National day?
5. KEY RECOMMENDATIONS AND ACTION POINTS. These are the few key actions and or
resolutions adopted from the gender discussion.
• Establish a women’s “corner” stocked with free sanitary pads, tampons and or women’s essential
needs/kits to make women and girls on campus feel more comfort.
• Explore annual and cultural Festivals to advance gender education and awareness raising
• Gender education from basic to tertiary education is paramount in reducing VAWg
• Education is fundamental and a human rights and must be encouraged and promoted by ALL.
• Engage young people, especially boys and men as alliance and champions for gender justice
• Let’s all be champion for gender justice and equality for all.
Page of6 7
7. 6. Gender Fair / Exhibition
The Gender Fair was attended by some 500 persons including several press members reporting live
on web, radios TV. Exhibitors at the Fair included, UN GTG, UNCMR4U, Reach Out
Cameroon, Nkong Hill Top, Women for a Change Cameroon (Wfac), Better Bread Cameroon,
Rural Women Development Centre, Cameroon Youth Baptist Convention, CHAMEG.
***GALLERY **
(For more - visit www.wfaccameroon.org or contact wfacbuea@ymail.com Follow us on Twitter
@Wfaccmr. Like us on Facebook Wfac Cameroon)
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