This study has aimed to understand the learning environment at home and at school and its causes and consequences on girls’ and boys’ schooling in Nepal. Since students represent various backgrounds attempt has also been made to explore how male and female student's socio culture, economy, ability and physical locations interface with their learning environments.An improvement made so far in girls' enrolment rates is encouraging. But the EFA gender parity goal for 2005, which is primarily balancing numbers of girls and boys, was missed. Gender equality in education, which is supposed to be achieved by 2015 is also at risk. Not only access but more importantly, the completion of good quality education has a convincingly positive effect on girls and boys' lives. Completion of good quality education requires not only equal opportunity to attend school but also to ensure active participation in learning (equity in the learning process); equality in learning outcomes and equality in job opportunities and earnings. This implies that, in addition to addressing issues of gender based practices in the classroom or at the school level, there is also a need to look at gender balance in the provision of teachers, head teachers, and School Management Committee members who are involved and have say in teaching and managing the school. In this background the current study has also examined women's participation in teaching and governance and management, and students' learning achievements in core subjects.
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Publisher:
UNESCO
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(2008
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Type / Script:
Publication
in English
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Keywords:
GENDER EQUALITY, EQUAL OPPORTUNITY, GENDER DISCRIMINATION, GENDER MAINSTREAMING, DEVELOPMENT, EQUAL EDUCATION, CURRICULUM DEVELOPMENT, EDUCATIONAL DEVELOPMENT, EDUCATIONAL GUIDANCE, HUMAN DEVELOPMENT, SOCIAL WELFARE, EDUCATION
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Thematic Group:
UNESCO
:
Educational, Scientific and Cultural
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Thesaurus:
14.02.01
- Discrimination
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Reference Link:
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