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Gender and Development
Gender and Development
Gender and Development
GLOBALIZATION AND
EDUCATION
I. INTRODUCTION
Gender and Development (GAD) is a relatively new development paradigm.
It is not surprising therefore that few in the government have enough knowledge
much more consciousness of it.
On the other hand, globalization is most often used to describe the growing
integration of economics worldwide through increases in trade, investment flows,
and technology transfer.
Thus, Education for Globalization nurtures higher cognitive and
interpersonal skills required for problem finding, problem solving, articulating
arguments, and deploying verifiable facts or artifacts.
II. BODY
GENDER AND DEVELOPMENT
Basic Concepts of Gender and Development
SEX
Categorized as male or female
Fixed at birth
Does not change across time and
space
Equally valued
GENDER
Masculinity and Feminity
Learned through socialization
Varies over time and space
Unequally valued
Gender Sensitivity
is the act of being sensitive to the ways people think about gender
awareness and acceptance of the roles and duties of each, as expected from
them and from the people that they work with
tries to ensure that people rely less on assumptions about traditional and
outdated views on the roles of men and women
Gender Dynamics
this refers to how people of various gender combinations interact with each
other
The way in which men and women are treated or behave differently in society,
either with their own gender or with each other.
The changes in gender dynamics and roles in the society for an individual or
group can be change by their economic standing, age and other factors.
GENDER ROLES
A gender role is a set of societal norms dictating what types of behaviors are
generally considered acceptable, appropriate, or desirable for a person based on their
actual or perceived sex or sexuality.
Gender roles shape individual behavior not only by dictating how people of each gender
should behave, but also by giving rise to penalties for people who don't conform to the
norms.
Traditional Gender Roles
-Men were considered responsible for taking care of the family financially.
-They also had the responsibility for guiding the family.
-Men did not do household duties or childcare.
-They felt the need to be strong and refrained from showing too much emotion or
sharing too many personal feelings.
-Women were expected to be in charge of running the household.
-They also took care of the children, giving them the care and attention that was
required.
-Women were seen as more emotional than men, more likely and more encouraged to
open up about their feelings.
How Roles Are Learned
Gender roles are passed on through generations. From the age of three, children are
able to start becoming aware of the differences between girls and boys based on the
actions of the parents and the nature of their environment.
As the children grow a few years, they start learning what behavior is appropriate and
expected.
The behavior is reinforced when the parents praise or reward their children for their
actions. They can also be punished and challenged to change, if it's considered
inappropriate.
Children are also encouraged to serve different roles in their interactions with the
outside world. Boys are often encouraged to exert themselves in physical activity, and
girls are typically given more attention to how they look and present themselves.
Model A Total role segregation
Education
Profession
Housework
Decision
making
Child care
and
education
Gender Issues
Economic Marginalization - Process which forces women out into the
periphery of economic and social life
Political Subordination one sex is inferior to the other
RA 9710 Magna Carta for Women - translates into law the spirit and
letter of the United Nations Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW) and recognizes the rights and
freedoms of all women, particularly the marginalized.
GAD FRAMEWORK
The GAD approach seeks not only to integrate women in development, but
look for the potential in the development initiative to transform unequal
social and gender relations to empower women.
GOAL: is the equal partnership of women and men in determining and
directing their collective future that will ensure their sustainability and
empowerment.
WHAT IS GENDER AND DEVELOPMENT
RELEVANCE OF GAD
the content of the curriculum. Interventions in the education sector cannot solve the
problems of gender inequality in society, yet education can have a major impact on
the lives of girls and women, boys and men. Education can be crucial to changing
attitudes into accepting gender equality as a fundamental social value.
GLOBALIZATION AND EDUCATION
Globalization is most often used to describe the growing integration of economics
worldwide through increases in trade, investment flows, and technology transfer.
One could think that globalization is only a matter of industry and business, and
that education as a moral process is not part of this development. However, if we
understand education as a part of the information business, education systems can
be seen as the core of the globalization process.
An education for globalization should therefore nurture the higher-order cognitive
and interpersonal skills required for problem finding, problem-solving, articulating
arguments, and deploying verifiable facts or artifacts. These skills should be
required of children and youth who will as adults, fully engage the larger world and
master its greatest challenges, transforming it for the betterment of humanity
regardless of national origin or cultural upbringing.
Global education, as distinct from globalization, does what higher education has
traditionally aimed to do: extend students awareness of the world in which they live
by opening them to the diverse heritage of human thoughts and action, and
creativity. Global education places particular emphasis on the changes in
communication and relationships among people throughout the world highlighting
such issues as human conflict, economic systems, human rights and social justice,
human commonality and diversity, literatures and cultures, and the impact of the
technological revolution.
Educational change in vision, purposes, approaches, and curricular content is
another fundamental impact of globalization. Today, several countries, especially
the beneficiaries of the globalization process are beginning to re-orient their
education system, to meet not only national requirements and standards, but also
those of the global labor market.
For individuals and nations to succeed in the process of globalization, it is
imperative to learn English which is the dominant language of communication in
most countries. Because of this, countries have realized the importance of the
English language in globalization context and recognized the premium enjoyed by
the English language in cross-national transactions.
ASPECTS OF GLOBALIZATION (San Juan, et al 2007)
1. INDUSTRIAL GLOBALIZATION, TRANS-NATIONALIZATION
Refers to the rise and expansion of multinational and transnational
enterprises.
2. FINANCIAL GLOBALIZATION
Refers to the emergence of world-wide financial markets and better access to
external financing for
corporate, national and sub-national borrowers.
3. POLITICAL GLOBALIZATION
Refers to the spread of political sphere of interests to the regions and
countries outside the
neighbourhood of political actors and potential formation
of global citizen movement.
4. INFORMATIONAL GLOBALIZATION
Refers to the increase in information flows between geographically remote
locations.
5. CULTURAL GLOBALIZATION
Refers to the growth of cross-cultural contacts.
6. GLOBALISM
Refers to the universal, internationalist impulse that the world is connected.
CHARACTERISTICS OF GLOBALIZATION LINKED TO EDUCATION:
EDUCATIONAL TERMS
to private bodies.
ASEAN INTEGRATION
As set out in the ASEAN Declaration, the aims and purposes of ASEAN are:
1. To accelerate the economic growth, social progress, and cultural development
in the region through joint endeavors on the spirit of equality and partnership
in order to strengthen the foundation for a prosperous and peaceful
community of Southeast Asian Nations.
2. To promote regional peace and stability through abiding respect for justice
and the rule of law in the relationship among countries of the region and
adherence to the principles of the United Nations Charter.
3. To promote active collaboration and mutual assistance on matters of common
interest in the economic, social, cultural, technical, scientific and
administrative fields.
4. To provide assistance to each other in the form of training and research
facilities in the educational, professional, technical and administrative
spheres.
5. To collaborate more effectively for the greater utilization of their agriculture
and industries, the expansion of their trade, including the study of the
problems of international commodity trade, the improvement of their
transportation and communications facilities and the raising of the living
standards of their people.
6. To promote Southeast Asian studies.
7. To maintain close and beneficial cooperation with existing international and
regional organizations with similar aims and purposes, and explore all
avenues for even closer cooperation among themselves.
K-12 PROGRAM
The K-12 program covers Kindergarten and 12 years of basic education to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development,
employment and entrepreneurship.
1. Strengthening the Early Childhood Education
Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are given
the means to slowly adjust to formal education.
2. Making the Curriculum Relevant to Learners
Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.
3. Building Proficiency through Language (Mother Tongue-Based Multilingual
Education)
Students are able to learn best through their first language, their Mother
Tongue and 12 Mother Tongue languages have been introduced for S.Y. 20122013. Other local languages will be added in succeeding school years.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Subjects are taught from the simplest concepts to more complicated
concepts through Grade levels in spiral progression.
5. Gearing Up for the Future (Senior High School)
attempts to embrace learning outcomes with the knowledge, skills, attitudes and
values that
match the immediate social, economic and cultural environment of society.
LEARNING OUTCOMES:
In order for this approach to succeed, learning outcomes must be:
1) Clearly articulated in a way that is contextualized within the discipline;
2) Communicated broadly;
3) Used to inform and influence decisions about the curriculum;
4) Monitored regularly to ensure that they remain current and accurately reflect the
intent of the degree program.(Manogue and Brown, 2007; Harden, 2007a).
Assessing and evidencing learning outcomes are inherently complex tasks that
are best approached through a comprehensive process, involving multiple methods
and stakeholders (Green et al., 2009).
When implemented effectively, learning outcomes assessment can provide
evidence of student learning and progression, and prioritize recommendations for
continuous curriculum improvement (Cummings et al., 2008).
OBE aims to assess the competences of learners in their totality. It takes a holistic
approach in describing the competence of a learner in terms of knowledge,skills and
values, and assessing competence by using a variety of assessment approaches. In
fact, the smallest unit of assessment must cover the integrated knowledge, skills
and values that apply in practice in a specialized context (Department of
Education,1998:26). Assessment of knowledge, values and skills relates to assess
elements in the cognitive, affective and psychomotor learning domains. The
taxonomies of Bloom (cognitive domain), Krathwohl (affective do main) and Harrow
(psychomotor domain) remain invaluable frameworks for assessing acquired
knowledge,skills and values in terms of OBE (Van derHorst & McDonald, 1997:176178).
ADVANTAGES OF OUTCOMES BASED EDUCATION
Learners know exactly what is expected from them as unit standards make it
very clear what is required from them.
Well-defined assessment criteria makes it
learners how assessment will take place.
clear
to
Most learners are not ready to adapt to OBE because the gap between
a teacher- centred approach and a learner-centred approach does not happen
overnight.
Requires that all learning material be rewritten which requires a major
investment in time and resources.
The scope and greater variety and application of OBE assessment methods
are extremely time-consuming to implement.
All teachers/ administrators must be retrained to acquire the knowledge,
values and competencies to implement OBE.
The rapid changes in the modern work environment often require short-term
follow - up training, a situation in which training staff cannot wait for unit
standards to be generated or updated.
III. CONCLUSION
Everyone who believes in the vision of attaining a full satisfying life for all
has an obligation to help pursue GAD. We have the power, knowledge, skills and
resources as custodians of peoples trust and resources to make development
work for everybody. We are mandated by international treaties/commitments,
national laws and policies. Gender Equality is not a womans issue, it is a human
issue. It affects us all.
Most people believe that globalization is only a matter of industry and
business, and that education is no part of this development. However, if we
understand education as a part of the information business, education systems
can be seen as the core of the globalization process. Recent developments in the
education sector like widened education access for all, creation of new
educational network organizations (e.g., global virtual universities, virtual
schools, and multi-national educational consortiums) point to the implications of
the
global
information
society
in
the
education
system.
Today, the forces of globalization are affecting youth, families, and education
systems worldwide. All social systems are predicated on the need to impart
values, morals, skills, and competencies to the next generation. The lives and
experiences of the youth are linked to economic realities, social processes,
technological and media innovations, and cultural flows that traverse national
boundaries with ever greater momentum. These global transformations require
the youth to develop new skills that are far ahead of what most educational
systems can deliver. Education systems therefore, need both rethinking and
restructuring if schooling is to best prepare the youth to engage in
globalizations new challenges, opportunities & costs.