Gender and development (GAD) is an approach that promotes equitable, sustainable and empowering development for both women and men. It aims to be participatory, respect human rights and actualize human potential. GAD started by improving women's status and assisting in total development, including proposing women-only development projects. It assesses how any planned legislation, policies or programs may impact women and men. Major GAD frameworks include analyzing gender roles and social relations to promote gender equality and redefine traditional gender expectations. The Philippines has adopted several national plans and laws to pursue full equality and development for both women and men through its Gender and Development plans and the Magna Carta of Women law.
Gender and Development focuses on social, economic, political and cultural forces that determine how differently men and women participate in, benefit from, and control the recourses and activities. Also focuses on the socially determined relations between men and women.
Gender and Development focuses on social, economic, political and cultural forces that determine how differently men and women participate in, benefit from, and control the recourses and activities. Also focuses on the socially determined relations between men and women.
Empowering women to participate fully in economic life across all sectors and throughout all levels of economic activity is essential to:
■ Build strong economies;
■ Establish more stable and just societies;
■ Achieve internationally- agreed goals for development, sustainability and human rights;
■ Improve quality of life for women, men, families and communities; and
■ Propel businesses’ operations and goals.
Yet, ensuring the inclusion of women’s talents, skills, experience and energies requires intentional actions and deliberate policies. The Women’s Empowerment Principles provide a set of considerations to help the private sector focus on key elements integral to promoting gender equality in the workplace, marketplace and community. Enhancing openness and inclusion throughout corporate policies and operations requires techniques, tools and practices that bring results.
The Women’s Empowerment Principles, forged through an international multi-stakeholder consultative process led by the United Nations Development Fund for Women (UNIFEM) and the United Nations Global Compact (UNGC), provide a “gender lens” through which business can survey and analyze current initiatives, benchmarks and reporting practices. Informed by real-life business practices, the Principles help Introduction companies tailor existing policies and practices —or establish needed new ones— to realize women’s empowerment. The Principles also reflect the interests of governments and civil society and will support interactions among stakeholders as achieving gender equality requires the participation of all actors.
As a leader in gender equality, UNIFEM brings three decades of experience to this partnership effort with the UN Global Compact, the world’s largest corporate citizenship initiative with more than 7,000 business participants and other stakeholders involved in more than 135 countries. In an increasingly globalized and interconnected world, utilizing all social and economic assets is crucial for success. Yet, despite progress, women continue to confront discrimination, marginalization and exclusion, even though equality between men and women stands as a universal international precept—a fundamental and inviolable human right.
Nearly all countries have affirmed this value through their recognition of the standards contained in international human rights treaties, which articulate for states a broad range of civil, political, economic, social and cultural rights. Distinctive documents highlight a spectrum of state responsibilities and human rights protections for women, indigenous peoples, children, workers and people with disabilities. Additionally, internationally agreed- on documents such as the Beijing Platform for Action adopted by all 189 countries at the Fourth World Conference on Women in 1995 and the Millennium Declaration adopted by 189 countries in 2000, contribute to the overarching human rights framework.
The role of gender in enhancing the development agendaJack Onyisi Abebe
Gender and development is important because it focuses on connections between gender and development initiatives and feminists’ perspectives, and deals with issues such as health and education, decision making and leadership, peace building, violence against women and economic empowerment. Development cannot be realized without the very significant component of gender. Countries the world over have proved that exclusion of women in development has rendered their development efforts futile.
Gender planing as an input to engender governance coloured 11-2-09VIBHUTI PATEL
“We need a vision of mankind not as patients whose interests have to be looked after, but as agents who can do effective things- both individually and jointly. We also have to go beyond the role of human beings specifically as ‘consumers’ or as ‘people with need’, and consider, more broadly, their general role as agents of change who can- given opportunity- think, assess, evaluate, resolve, inspire, agitate, and through these means, reshape the world.” Prof. Amartya Kumar Sen
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is Gender and
Development?
👉the development perspective and process
that is
✓participatory and empowering,
✓equitable,
✓sustainable,
✓free from violence,
✓respectful of human rights,
✓supportive of self-determination, and
actualization of human potential
(cf: Philippine Commission on Women).
4. 👉is an approach
calling for the
treatment of women's
issues in
development projects
by improving their
status and assisting
in total development.
👉is an approach that
suggests that there be
women-only development
projects.
👉assesses the
implications for
women and men of
any planned action,
including legislation,
policies, or
programs in all
areas and at all
levels.
Women and Development
6. Gender Role
👉focuses on the social
construction of identities
within the household, it
also reveals the
expectations from
‘maleness and femaleness’
in their relative access to
resources.
7.
8. Social Relations Analysis.
👉in an attempt to create
gender equality, (denoting
women having the same
opportunities as men,
including the ability to
participate in the public
sphere) GAD policies aim to
redefine traditional gender
role expectations.
11. 👉gender
stereotypes are
generalizations
about the roles of
each gender. Gender
roles are generally
neither positive nor
negative, they are
simply inaccurate
generalizations of
the male and female
attributes.
14. Philippine Plan for Gender and Development
(1995-2025)
👉a National Plan that addresses, provides, and pursues full
equality and development for men and women.
👉approved and adopted by former President Fidel V. Ramos
as Executive No. 273, on September 8, 1995.
👉it is the successor of the Philippine Development Plan for
Women, 1989-1992 adopted by Executive No. 348 of February
17, 1989.
15. 👉Republic Act No. 9710 (Magna Carta of Women) was
approved on August 14, 2009, which mandates non-
discriminatory and pro-gender equality and equity measures to
enable women’s participation in the formulation,
implementation, and evaluation of policies and plan for
national, regional and local development.
16. 👉Memorandum Circular No. 2011 – 01 dated October 21,
2011, was released addressing all Government Departments
including their attached agencies, offices, bureaus, State
Universalities and Colleges (SUCs), Government-Owned and
Controlled Corporations (GOCCs), and all other government
instrumentalities as their guidelines and procedures for the
establishment, strengthening and institutionalization of the
GAD Focal Point System (GFPS).
