Graduate students at the Stevenson Center for Community and Economic Development are conducting a project to help formerly incarcerated women in Bloomington-Normal regain independence and find stable income. Through a partnership with Labyrinth Outreach Services, 18 students are divided into two groups researching microbusiness options and local hiring practices to provide information to Labyrinth. The students hope to raise $5,000 for Labyrinth by the end of the semester. They will present their findings at a public forum on December 8th.
The document is a report on a survey conducted to examine issues of gender discrimination in the workplace. It begins by acknowledging those who helped with the project. The executive summary outlines the survey methodology, which included an online survey of 77 respondents from various sectors and job levels. The survey findings suggest attitudes are changing and respondents feel they are treated equally at work, though some differences by gender are reported. Detailed analysis and conclusions are presented in sections to follow.
Ayesha Khan's presentation on "Policies and Affirmative Action for Achieving Gender Equity," at the World Bank workshop Pakistan@100 Initiative at Lahore University of Management Sciences.
Open doors is a radio show that deals with education issues and involves students, parents, and teachers from school communities. Three members of IES Jacarandá school - Carmen, Inma, and Anastasio - discussed the school's projects around violence against women and a European program called "Everybody Can Do It" involving partners from eight countries. They talked about issues such as the origins of gender inequality, how gender roles influence attitudes and labels, the need for awareness to change perspectives, cultural differences in gender approaches between countries, the slow nature of social change, the role of education and role models, and how gender influences career choices.
This document discusses empowering women in India. It provides team details and introduces the goal of ensuring women's safety and empowerment. It then provides statistics on women's education and representation in government in other countries. For India, it outlines challenges such as higher mortality rates for young girls, high rates of violence against women, and low workforce participation. Existing solutions and their defects are discussed. Suggested solutions to empower women in India include compulsory education on women's rights, encouraging women's skills and employment, and providing self-defense training. The document concludes by calling for empowerment of women to harness their power.
YOUnity has a clear vision and mission to reach poor and needy people through holistic development projects, including ensuring that every child receives a basic education. It seeks to partner with youth through social and community development projects across schools, colleges, and universities in India. YOUnity implements these projects with accountability using innovative strategies.
Youth participation for community developmentAli Raza
This document discusses youth participation for community development. It outlines that youth participation actively involves young people in decision-making on issues that affect them, and is related to ideas of citizenship, personal development, and involvement in society. The United Nations Development Programme's youth strategy for Pakistan aims to economically empower youth, engage them in public life and political processes, and have them act as positive agents of change in their communities during times of conflict and disaster through volunteerism. The document also discusses the role of youth in areas like education, politics, the economy, and society. It provides examples of prominent Pakistani youth icons and concludes with discussing problems Pakistani youth face.
Community members and schools need to work together to make education in their community all that it can be. Check out profiles of three communities tackling various issues related to education through dialogue and action.
Graduate students at the Stevenson Center for Community and Economic Development are conducting a project to help formerly incarcerated women in Bloomington-Normal regain independence and find stable income. Through a partnership with Labyrinth Outreach Services, 18 students are divided into two groups researching microbusiness options and local hiring practices to provide information to Labyrinth. The students hope to raise $5,000 for Labyrinth by the end of the semester. They will present their findings at a public forum on December 8th.
The document is a report on a survey conducted to examine issues of gender discrimination in the workplace. It begins by acknowledging those who helped with the project. The executive summary outlines the survey methodology, which included an online survey of 77 respondents from various sectors and job levels. The survey findings suggest attitudes are changing and respondents feel they are treated equally at work, though some differences by gender are reported. Detailed analysis and conclusions are presented in sections to follow.
Ayesha Khan's presentation on "Policies and Affirmative Action for Achieving Gender Equity," at the World Bank workshop Pakistan@100 Initiative at Lahore University of Management Sciences.
Open doors is a radio show that deals with education issues and involves students, parents, and teachers from school communities. Three members of IES Jacarandá school - Carmen, Inma, and Anastasio - discussed the school's projects around violence against women and a European program called "Everybody Can Do It" involving partners from eight countries. They talked about issues such as the origins of gender inequality, how gender roles influence attitudes and labels, the need for awareness to change perspectives, cultural differences in gender approaches between countries, the slow nature of social change, the role of education and role models, and how gender influences career choices.
This document discusses empowering women in India. It provides team details and introduces the goal of ensuring women's safety and empowerment. It then provides statistics on women's education and representation in government in other countries. For India, it outlines challenges such as higher mortality rates for young girls, high rates of violence against women, and low workforce participation. Existing solutions and their defects are discussed. Suggested solutions to empower women in India include compulsory education on women's rights, encouraging women's skills and employment, and providing self-defense training. The document concludes by calling for empowerment of women to harness their power.
YOUnity has a clear vision and mission to reach poor and needy people through holistic development projects, including ensuring that every child receives a basic education. It seeks to partner with youth through social and community development projects across schools, colleges, and universities in India. YOUnity implements these projects with accountability using innovative strategies.
Youth participation for community developmentAli Raza
This document discusses youth participation for community development. It outlines that youth participation actively involves young people in decision-making on issues that affect them, and is related to ideas of citizenship, personal development, and involvement in society. The United Nations Development Programme's youth strategy for Pakistan aims to economically empower youth, engage them in public life and political processes, and have them act as positive agents of change in their communities during times of conflict and disaster through volunteerism. The document also discusses the role of youth in areas like education, politics, the economy, and society. It provides examples of prominent Pakistani youth icons and concludes with discussing problems Pakistani youth face.
Community members and schools need to work together to make education in their community all that it can be. Check out profiles of three communities tackling various issues related to education through dialogue and action.
The document discusses issues related to education in India. It notes that while literacy rates have increased, the definition of literacy is not very practical. It also discusses challenges like lack of proper infrastructure in schools, poor teacher training and incentives, and social barriers to education. Some recommendations provided include increasing funding for education, improving school infrastructure, strengthening teacher recruitment and training, and making education more relevant and skill-based.
The Social Development Center (SDC) held a workshop for mothers on early childhood development for the second year. Around 30 mothers, expectant mothers, and teachers attended the workshop led by Cheryn Kelley, a trainer from the educational NGO Action Care. Kelley presented a holistic approach to early childhood development focusing on activity-based learning. She discussed practical strategies like making reading exciting, teaching new words through flashcards, and positive discipline techniques. The mothers enjoyed learning these modern childrearing methods and said they planned to adopt them. The workshop aimed to help mothers develop their parenting skills to raise their children for success in today's society.
This document summarizes an assessment survey of the ACE Program. It highlights the program's achievements over the past year, including training, networking, seeing program results, program design and measurement, fundraising, learning, and advocacy. Challenges included limited funding, staffing, resources, and issues with measurement, evaluation, and language barriers. Priorities for the future include donor communications, organizational culture, leadership, fundraising, communications strategy, and leadership development programs. The document also discusses using social media and the internet for networking, curriculum development, and strategic communications, and provides examples of how women's organizations have leveraged these tools.
This document outlines details of a team proposing a solution for women's empowerment and safety in India. The team includes 5 members from various universities in India. Their proposed solution involves recruiting volunteers, providing education and skills training, improving safety measures, increasing employment opportunities, and raising awareness of women's rights through various initiatives and campaigns. Key aspects of the proposal include recruitment management, implementation strategies, costs, challenges, and references.
Dr. Rajesh Tandon, President, PRIA delivered a Key note address in the National Conference on Adult Education held from 24-25 September 2014 at Tashkent. He spoke on Youth and Inclusive Citizenship: Challenges and Opportunities
This document discusses child rights and education in India. It notes that while children have rights, they cannot claim their rights directly due to their age. It then discusses the various elements of society that influence child education, including teachers, parents, government, and corporate sectors. It provides examples of government programs that aim to improve access to education. However, it also outlines some challenges facing education in remote areas such as inadequate teacher qualifications and high absenteeism. Overall, the document advocates for improving primary education in India as a critical investment for the future.
The document summarizes a program called Siyakha Nentsha in KwaZulu-Natal, South Africa that aims to build capabilities among adolescents threatened by HIV/AIDS. It describes the socioeconomic challenges in the region like poverty, unemployment, early pregnancy and school leaving. Research found these factors associated with higher HIV risk behaviors. The program provides evidence-based, multi-session curriculum on HIV prevention, resource management, and future planning to empower participants. Preliminary feedback suggests it improves attitudes, knowledge, aspirations, and agency. The goal is to scale it up through the Department of Education.
This document outlines The Future(s) of Education project which aims to seed participatory groups around the world to discuss the future of education. It highlights that small groups using participatory action research have successfully addressed complex issues. The project seeks to connect these groups, bring diverse voices to the conversation, and facilitate putting ideas into action. The goals are to replicate successful models and broadcast results globally as the roles of technology and the classroom are changing but new models are limited by traditional paradigms. It calls for local people and experts to work together to further develop solutions at a grassroots level.
This document proposes establishing a separate ministry for women's welfare, safety, and empowerment at both the state and central government levels in India. It notes that women's issues in India like safety, literacy, workforce participation, and access to resources require improved coordination and funding. The proposed ministry would bring existing women's organizations together under one umbrella, establish an all-India women's patrol force and helpline network, and focus on empowering women through education, employment initiatives, and addressing social issues like gender-based violence. It argues this centralized ministry could more efficiently and effectively address women's issues compared to current uncoordinated approaches.
Project RISE is a 4-year demonstration project between Arizona State University and the Arizona Department of Juvenile Corrections that focuses on developing a model for successful reentry of youth with disabilities back into their communities. It provides comprehensive transition services and continued support to youth ages 8-18 with IEPs returning to Maricopa County from secure care. Through extensive community collaboration, individualized case management, and personalized transition plans, Project RISE aims to decrease recidivism and increase graduation, employment, and post-secondary education rates among participating youth.
This document provides information about an adult education course called EDAC 631 at the graduate level. It profiles three important figures in the history of adult education: Margaret Sanger, who advocated for women's health and founded Planned Parenthood; Sharan Merriam, an influential researcher in the field of adult education; and summaries programs like Goodwill Industries and the Maine College Transition Initiative that provide educational opportunities for adults. It also reflects on the future of adult education and how the course has impacted individual students' perspectives.
Impact of globalization on indian education 2 12-11KGoswami1
Globalization has positively and negatively impacted Indian education. Positively, literacy rates have grown, knowledge is more easily updated through technology, and opportunities have increased for women and girls. However, discipline problems have arisen as freedoms were adopted from Western culture, and some education institutions prioritize profits over learning. Overall, India's education system remains a work in progress as it modernizes to meet the needs of its large population.
This document discusses girl child education and the National Policy on Education (NPE) 2019 draft in India. It outlines key factors that contribute to low rates of girl education such as poverty and cultural attitudes. The importance of educating girls is described, including empowering girls and achieving gender equality. Several government schemes that promote girl education in India are summarized, including Beti Bachao Beti Padhao and state-level programs. The NPE 2019 draft vision for prioritizing girl education through partnerships, increasing women in leadership roles, ensuring school safety, and conducting gender sensitivity programs is highlighted. The conclusion emphasizes that educating girls plants seeds for immense societal benefits and is crucial for women's empowerment.
This document summarizes Bharti Foundation's efforts to promote family planning and population control in the village of Dhani Meenan, Jaipur, Rajasthan. It discusses how the Satya Bharti School is helping change social norms and empowering women. Through a community outreach program, students and teachers raised awareness about the benefits of smaller family sizes and population control. Community members participated and are now more open to adopting family planning practices. The school aims to continue these efforts in the next 3 months to further educate the village on sustainable development.
The Siyakha Nentsha program in KwaZulu-Natal, South Africa aims to improve the capabilities and well-being of adolescents at high risk for HIV, teenage pregnancy, school dropout, and more. The program was developed using formative research that identified structural factors associated with adolescent HIV risk behaviors such as poverty and lack of social connections. It provides knowledge and skills for pregnancy and HIV prevention, economic empowerment, and social support. Evaluations found that participants had increased discussion of sensitive topics, financial literacy, condom use confidence, and ability to open a bank account compared to non-participants. The program is being considered for scale-up in partnership with the Department of Education.
This document outlines the objectives and learning outcomes of a gender sensitization course curriculum. The objectives are to promote gender equality, create a mindset of gender equality among students, and aim for cooperation between genders. The learning outcomes are to respect other genders, accept gender differences positively, and update traditional gender stereotypes for the 21st century. It also discusses emerging issues around the need for gender sensitization, challenges to overcome, and possible correctives regarding gender equality.
This document presents a project on the Indian education system completed by 6 students under the guidance of Dr. Seema Kumari Ladsaria. It includes an acknowledgement thanking those who helped with the project. The document has sections on the abstract, introduction, quality, issues, adult and youth literacy rates, initiatives taken by the government, bibliography, and conclusion on the Indian education system.
1) The document describes a New Program Implementation and Communication Plan created by Marcia Feliz to address the strengths, needs, and issues facing a school and its surrounding community.
2) Marcia Feliz and her partner Danielle worked collaboratively to research data, prioritize community needs, and design a holistic program for students.
3) Their program, "Feed Your Intellect", aimed to promote healthy eating habits in response to lack of access to healthy foods and poor eating behaviors observed in the community.
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The document discusses issues related to education in India. It notes that while literacy rates have increased, the definition of literacy is not very practical. It also discusses challenges like lack of proper infrastructure in schools, poor teacher training and incentives, and social barriers to education. Some recommendations provided include increasing funding for education, improving school infrastructure, strengthening teacher recruitment and training, and making education more relevant and skill-based.
The Social Development Center (SDC) held a workshop for mothers on early childhood development for the second year. Around 30 mothers, expectant mothers, and teachers attended the workshop led by Cheryn Kelley, a trainer from the educational NGO Action Care. Kelley presented a holistic approach to early childhood development focusing on activity-based learning. She discussed practical strategies like making reading exciting, teaching new words through flashcards, and positive discipline techniques. The mothers enjoyed learning these modern childrearing methods and said they planned to adopt them. The workshop aimed to help mothers develop their parenting skills to raise their children for success in today's society.
This document summarizes an assessment survey of the ACE Program. It highlights the program's achievements over the past year, including training, networking, seeing program results, program design and measurement, fundraising, learning, and advocacy. Challenges included limited funding, staffing, resources, and issues with measurement, evaluation, and language barriers. Priorities for the future include donor communications, organizational culture, leadership, fundraising, communications strategy, and leadership development programs. The document also discusses using social media and the internet for networking, curriculum development, and strategic communications, and provides examples of how women's organizations have leveraged these tools.
This document outlines details of a team proposing a solution for women's empowerment and safety in India. The team includes 5 members from various universities in India. Their proposed solution involves recruiting volunteers, providing education and skills training, improving safety measures, increasing employment opportunities, and raising awareness of women's rights through various initiatives and campaigns. Key aspects of the proposal include recruitment management, implementation strategies, costs, challenges, and references.
Dr. Rajesh Tandon, President, PRIA delivered a Key note address in the National Conference on Adult Education held from 24-25 September 2014 at Tashkent. He spoke on Youth and Inclusive Citizenship: Challenges and Opportunities
This document discusses child rights and education in India. It notes that while children have rights, they cannot claim their rights directly due to their age. It then discusses the various elements of society that influence child education, including teachers, parents, government, and corporate sectors. It provides examples of government programs that aim to improve access to education. However, it also outlines some challenges facing education in remote areas such as inadequate teacher qualifications and high absenteeism. Overall, the document advocates for improving primary education in India as a critical investment for the future.
The document summarizes a program called Siyakha Nentsha in KwaZulu-Natal, South Africa that aims to build capabilities among adolescents threatened by HIV/AIDS. It describes the socioeconomic challenges in the region like poverty, unemployment, early pregnancy and school leaving. Research found these factors associated with higher HIV risk behaviors. The program provides evidence-based, multi-session curriculum on HIV prevention, resource management, and future planning to empower participants. Preliminary feedback suggests it improves attitudes, knowledge, aspirations, and agency. The goal is to scale it up through the Department of Education.
This document outlines The Future(s) of Education project which aims to seed participatory groups around the world to discuss the future of education. It highlights that small groups using participatory action research have successfully addressed complex issues. The project seeks to connect these groups, bring diverse voices to the conversation, and facilitate putting ideas into action. The goals are to replicate successful models and broadcast results globally as the roles of technology and the classroom are changing but new models are limited by traditional paradigms. It calls for local people and experts to work together to further develop solutions at a grassroots level.
This document proposes establishing a separate ministry for women's welfare, safety, and empowerment at both the state and central government levels in India. It notes that women's issues in India like safety, literacy, workforce participation, and access to resources require improved coordination and funding. The proposed ministry would bring existing women's organizations together under one umbrella, establish an all-India women's patrol force and helpline network, and focus on empowering women through education, employment initiatives, and addressing social issues like gender-based violence. It argues this centralized ministry could more efficiently and effectively address women's issues compared to current uncoordinated approaches.
Project RISE is a 4-year demonstration project between Arizona State University and the Arizona Department of Juvenile Corrections that focuses on developing a model for successful reentry of youth with disabilities back into their communities. It provides comprehensive transition services and continued support to youth ages 8-18 with IEPs returning to Maricopa County from secure care. Through extensive community collaboration, individualized case management, and personalized transition plans, Project RISE aims to decrease recidivism and increase graduation, employment, and post-secondary education rates among participating youth.
This document provides information about an adult education course called EDAC 631 at the graduate level. It profiles three important figures in the history of adult education: Margaret Sanger, who advocated for women's health and founded Planned Parenthood; Sharan Merriam, an influential researcher in the field of adult education; and summaries programs like Goodwill Industries and the Maine College Transition Initiative that provide educational opportunities for adults. It also reflects on the future of adult education and how the course has impacted individual students' perspectives.
Impact of globalization on indian education 2 12-11KGoswami1
Globalization has positively and negatively impacted Indian education. Positively, literacy rates have grown, knowledge is more easily updated through technology, and opportunities have increased for women and girls. However, discipline problems have arisen as freedoms were adopted from Western culture, and some education institutions prioritize profits over learning. Overall, India's education system remains a work in progress as it modernizes to meet the needs of its large population.
This document discusses girl child education and the National Policy on Education (NPE) 2019 draft in India. It outlines key factors that contribute to low rates of girl education such as poverty and cultural attitudes. The importance of educating girls is described, including empowering girls and achieving gender equality. Several government schemes that promote girl education in India are summarized, including Beti Bachao Beti Padhao and state-level programs. The NPE 2019 draft vision for prioritizing girl education through partnerships, increasing women in leadership roles, ensuring school safety, and conducting gender sensitivity programs is highlighted. The conclusion emphasizes that educating girls plants seeds for immense societal benefits and is crucial for women's empowerment.
This document summarizes Bharti Foundation's efforts to promote family planning and population control in the village of Dhani Meenan, Jaipur, Rajasthan. It discusses how the Satya Bharti School is helping change social norms and empowering women. Through a community outreach program, students and teachers raised awareness about the benefits of smaller family sizes and population control. Community members participated and are now more open to adopting family planning practices. The school aims to continue these efforts in the next 3 months to further educate the village on sustainable development.
The Siyakha Nentsha program in KwaZulu-Natal, South Africa aims to improve the capabilities and well-being of adolescents at high risk for HIV, teenage pregnancy, school dropout, and more. The program was developed using formative research that identified structural factors associated with adolescent HIV risk behaviors such as poverty and lack of social connections. It provides knowledge and skills for pregnancy and HIV prevention, economic empowerment, and social support. Evaluations found that participants had increased discussion of sensitive topics, financial literacy, condom use confidence, and ability to open a bank account compared to non-participants. The program is being considered for scale-up in partnership with the Department of Education.
This document outlines the objectives and learning outcomes of a gender sensitization course curriculum. The objectives are to promote gender equality, create a mindset of gender equality among students, and aim for cooperation between genders. The learning outcomes are to respect other genders, accept gender differences positively, and update traditional gender stereotypes for the 21st century. It also discusses emerging issues around the need for gender sensitization, challenges to overcome, and possible correctives regarding gender equality.
This document presents a project on the Indian education system completed by 6 students under the guidance of Dr. Seema Kumari Ladsaria. It includes an acknowledgement thanking those who helped with the project. The document has sections on the abstract, introduction, quality, issues, adult and youth literacy rates, initiatives taken by the government, bibliography, and conclusion on the Indian education system.
1) The document describes a New Program Implementation and Communication Plan created by Marcia Feliz to address the strengths, needs, and issues facing a school and its surrounding community.
2) Marcia Feliz and her partner Danielle worked collaboratively to research data, prioritize community needs, and design a holistic program for students.
3) Their program, "Feed Your Intellect", aimed to promote healthy eating habits in response to lack of access to healthy foods and poor eating behaviors observed in the community.
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2. Mission
• To generate a whole new mindset about
gender sensitization in our society
• To make Delhi / India a safe place for Woman
• To make empowerment available for Woman
in Delhi/India
3. Objective
• To address the existing status of woman in
society
• To spread awareness about gender
sensitization through the medium of
education and media
• To work with teachers and students of
different classes to prepare a module which
would consist of society related projects which
students in groups would take up & complete
and an evaluation system to encourage them.
4. Advantages of introducing this module
• It will bring out the best in all the students and
teachers.
• Bonding b/w teachers and students would be upscaled
• Students would start realizing their responsibility and
role as a citizen of Delhi/India
• This project would make a whole new level of
difference in the societies in which students take up
this project
• This project / methodology would be adopted by other
schools and slowly a new mindset would start settling
in the citizens of Delhi/India.
• Not only students would be thinking from a new view,
but also senior members of our society and parents
would live from a new view about gender sensitization
5. “Right Now” for Gender Sensitization
• There is very low awareness about the issue of
gender sensitization in education system.
• Less awareness about rights of Woman in society.
• Society still living in the misconception of Male
dominated society.
• Equality amongst gender - not available .
• Past agreements dominating the present and
affecting the future.
• Woman is related to not as an identity, but as an
object.
• Crime against woman increasing day by day
6. Predictable Future due to Inaction
• Increase in crime against woman
• Increased communication barrier between
citizens of Delhi
• More reservations amongst parents to let their
children be outside their homes
• Trust issues with the government and other law
making bodies
• Inefficient security system across the country
• Instability across the nation
• Increased number of protests, riots, damages.
• Internet crimes , suicidal situations would occur
more frequently.
7. Predictable Future due to Action caused
• All citizens of India/Delhi would be aware about their
sensitization towards gender
• All woman & men would be fully aware about their
rights
• Increased safety for woman if everyone was equally
aware
• Increased level of trust amongst citizens
• Equality amongst men and woman
• Woman treated respectfully as identity and a whole
new view would generate.
• Awareness & Literacy directly proportional to
Woman empowerment
8. Requirements of WEPRO
• Working with a team of 8-10 teachers from all my
schools dedicated to this project.
• Teachers assigned may take 2 assisting students with
them for helping in this project.
• Timelines and date of start and completion of project
to be set
• A project plan to be put in place.
• Specific measurable result to be recognized inorder to
evaluate whether the project was successful or not.
• A module to be drafted, edited, approved for Trials.
• Trials and testing of the module to be done before
official large scale launch.