This document discusses gender education globally and defines key terms like gender, sex, gender roles, and gender stereotypes. It notes that gender refers to socially constructed roles while sex refers to biological characteristics. Gender roles and stereotypes shape how societies expect males and females to behave. The document also examines global gender goals in education, like those established by the UN's Millennium Development Goals and Education for All initiative, which aimed to reduce poverty and achieve universal primary education. A number of indicators are used to measure gender disparities in education attainment globally.

1. GENDER EDUCATION GLOBALLY
Firstly: Difference b/w Gender and Sex
Gender
1:"Gender" refers to the socially constructed roles,
behaviors, activities, and attributes that a given society
considers appropriate for men and women.
Gender typing
2: "masculine" and "feminine" are gender categories.
Sex
1:"Sex" refers to the biological and physiological
characteristics that define men and women.
Sex typing
2:"Male" and "female" are sex categories
Poor communities:
Gender Education and Equality in a Global Context is an
invaluable introduction to the range of conceptual
frameworks and innovative research methods that address
contemporary issues of gender education and development.
Gender Equality Role

2.  We widely accepted societal expectations about
how males and females should behave.
 Gender roles are cultural and personal. They determine
how males and females should think, speak, dress, and
interact within the context of society. Learning plays
a role in this process of shaping gender roles.
Gender Stereotypes
Gender stereotypes are simplistic generalizations
about the gender attributes, differences, and roles of
individuals or groups. Stereotypes can be positive or
negative.
 Traditionally, the female stereotypic role is to marry and
have children.
 The male stereotypic role is to be the financial provider.
Gender differences and similarities:
The largest and most consistent gender differences
are found:
 The brain
 Physical performance
 Intelligence
 Math and science skills

3.  Verbal skills
 Educational attainment
 Relationship skills
 Prosocial skills
 Aggression
 Emotion and its regulation
Conceptualizing gender equality:
1:Global values and gender equality in education: needs,
rights and capabilities.
2: Global gender goals and the construction of equality:
conceptual dilemmas and policy practice
Defining Global Equality Agendas
 Globalizing the school curriculum: gender, EFA and
global citizenship education
 Nationhood and the education of the female citizen in
Pakistan.
 Poverty reduction and gender parity in education: an
alternative approach
Global gender goals and gender education:

4.  Tendency began in the 1990s and was considerably
enhanced by the publication of the United Nations
Millennium Development Goals (MDGs) in 2000. Such
goals focused on the need to ensure development across
the globe through a concerted reduction in poverty.
Global gender goals and gender education:
 Establishment of gender education and development as
a new scholarly arena is the increased involvement of
international organizations in gender education policy
making.
 Such goals focused on the need to ensure development
across the globe through a concerted reduction in
poverty.
 They also established the legitimacy of talking about
gender equality in relation to education.
EDUCATION FOR ALL (EFA)
 In conjunction with the Dakar Declaration (2000),
which pledged to achieve Education for All, the MDGs
provided a skeleton framework and devised a set of
yardsticks with which to establish the current status of
gender educational equality in each nation and assess
their progress.

5. Gender Disparity :Indicators:
 Never been to school
Percentage of children aged 3-6 years above primary
school entrance age who have never been to school.
 Over-age primary school attendance
Percentage of children in primary school who are two
years or more older than the official age for grade.
 Out-of-school children
Percentage of children of primary school age who are
not in school.
 Primary completion rate
Percentage of (i) children and young people aged 3-5
years above primary school graduation age and (ii) young
people aged 15-24 years, who have completed primary
school.