1. Provide a description of gender equality as it exists in different cultures with (2) two examples. Also describe your own culture and relate this to the role of gender equally in one of the example you have described. Gender equality is described as a status in which men and women enjoy equal opportunities and rights in all sectors in a society, this includes decision making, economic participation, politics, and in different behaviors where men and women’s needs and aspirations are all valued
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job-hunting. Less attention is paid to female college students who are encountering gender discrimination in job-hunting. According to All-China Women’s Federation, 91.9 percent of female college students responded that they felt the existence of gender discrimination against women in job-hunting (Ye, 2012). Another survey by Guangzhou Women’s Federation revealed that 71.9 percent of female college students had encountered gender discrimination in job hunting (Feng, 2014). In addition, a report by China
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Gender Inequality in Bangladesh Gender inequality can be defined as the unequal and biased treatment between men and women and is a common phenomenon in developing countries. Women in Bangladesh face obstacles and disadvantages in almost all aspect of their lives, including access to health and education, economic opportunity, political participation and control of finances. Gender inequality is a development issue as excluding women from access to resources, public services, or productive activities
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Q1A. WHAT IS PLANNING AND BUDGETING IN SOCIAL DEVELOPMENT PROGRAMME AND WHAT ARE THEIR IMPORTANCE PLANNING AND BUDGETING IN SOCIAL DEVELOPMENT PROGRAMME INTRODUCTION Like budgeting, planning is crucial to, individuals and organizations. The popular saying is “he who fails to plan, plans to fail”. Without good planning, development which is assumed to be the ultimate goal of all social programmes becomes a mirage. The primary reason for planning is to take care of the future. Thus, planning is
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these 3 approaches to development: a) WID (Women In Development) b) WAD (Women and Development) c) GAD (Gender and Development) Objectives By the end of this presentation students should be able to: a. Define the 3 approaches WID, WAD, and GAD b. Understand the weakness and strengths of the approaches. c. Highlight one relevant approach to the Zimbabwean situation. Introduction There are three main approaches to the development of women namely WID, WAD
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history. Rapid growth ideology has impacted country in two critical ways. Firstly, it has lead to the exclusion of poor and the vulnerable communities from the development discourses and secondly, violating of human rights against those who question the current form of development emanating from crony capitalism. One of the noteworthy developments to counter the majoritarian hegemony in the current scenario is that of identity formation to safeguard their basic rights. Vulnerable communities on the basis
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Gender Identity August 5, 2013 Gender Identity Paper Gender identity and sexual differentiation form a complex, interrelated paradigm involving genetic inheritance, internal and external physiology, endocrinology, neurological structure, sexual orientation, and socio-environmental factors. Before the 1950’s gender assignment at birth was a matter of ‘predominant sex’; in other words, dependent on external genitalia, structure of gonads, and sex chromosomes (Cohen-Kettenis, 2005). In the wake
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addressed gender issues in development. How the Kenyan constitution of 2010 addresses gender issues in development. The new Kenyan constitution was promulgated in the year 2010 and was regarded as the new hope for the Kenyan citizens and other individuals living in Kenya. The new constitution is anchored on the rule of the law equality of all citizens and the sovereignty of the Kenyan people. The new Kenyan constitution 2010 has adequately covered various gender issues in development of the country
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higher economic, social, technological standards and development. Education continues to receive wide attention amongst most developed nations’ governments and policy due to the remarkable contributions that it brings to the nation. In Africa even though there seems to be a concerted effort by various governments to improve on education at all levels, there is gender inequality in access to education at all levels of the academic ladder. Gender inequality in access to education continues to receive
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consultant on gender issues in economic development including microfinance. She is currently global consultant for Oxfam Novib’s Women’s Empowerment, Mainstreaming and Networking (WEMAN) programme. Mayoux prepared this paper in collaboration with Maria Hartl, Technical Adviser for Gender and Social Equity in IFAD’s Technical Advisory Division. Annina Lubbock, Senior Technical Adviser for Gender and Poverty Targeting, Michael Hamp, Senior Technical Adviser for Rural Finance. Ambra Gallina, Gender and Poverty
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