Displaying 1-4 of 4 key documents
Source: Organisation for Security and Cooperation in Europe | 2009
This publication discusses the importance of considering gender differences in the design, implementation and life-cycle of early warning systems, as part of a series of briefs aimed at practitioners. It introduces the terminology and concepts behind gender and early warning systems, illustrates how women are excluded from key elements of these systems, and briefly outlines steps towards integrating gender issues.
The publication acknowledges that although women are one of the major vulnerable groups affected by disasters, they are unrepresented in the coordination of early warning systems, while gender is still often ignored in efforts aimed at disaster preparedness. It also acknowledges that women do not just represent vulnerability, but provide opportunities for enhancing early warning systems through social ties and local knowledge.
Source: ASSAf | 2011
This booklet, published by the Academy of Science of South Africa (ASSAf), aims to inform policymakers about how Inquiry-Based Science Education (IBSE) — an educational tool that uses learners' experiences for practical teaching — can encourage girls to participate in science and mathematics. It addresses current misconceptions about girls' aptitude for science, and ineffective teaching methods at primary schools in Sub-Saharan Africa.
The report provides an overview of girls' education in Sub-Saharan Africa and describes IBSE, its features, and where it has been implemented. It suggests that integrating IBSE into the school curricula can help to increase girls' participation in science and mathematics. The Academy urges policymakers to endorse IBSE and offers guidance on how they can support pilot projects to implement it in primary schools.
Source: UNESCO | 2007
This training manual aims to help science educators, career advisers and school staff to encourage more girls to pursue science and technology (S&T) careers in Africa. Specific objectives include promoting a positive image of women in science, making educators aware of gender stereotypes related to science careers, improving girls' access to science education and ensuring that teachers have the tools they need.
The manual is divided into six main units, each targeting a different audience. For each unit, the manual describes the purpose, target groups, learning outcomes and course content, together with suggested workshop activities for each topic. The workshops enable educators to explore gender issues around science and technology in depth. This manual is available in English, French and Portuguese.
Source: UNESCO Office Jakarta and Regional Bureau for Science in Asia and the Pacific (2003) | July 2003
This training manual focuses on helping scientists, policymakers, government bodies and human resource departments improve their leadership capabilities in science, technology and gender (STG) issues. By building the capacity of government organisations to implement policies on gender equality, it aims to empower women, especially those who are marginalised.
The manual contains four modules that describe gender equality studies and training, address why and how this should be introduced, and outline key issues set to become more relevant in the future, such as globalisation and intellectual property. Each module includes a summary of key aims, activities and case studies from Asia-Pacific countries. The manual offers tips and guidelines in conducting training sessions, and encourages the modification of workshops to suit users' needs.