Littérature scientifique sur le sujet « International Foundation for Gender Education (IFGE) »
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Articles de revues sur le sujet "International Foundation for Gender Education (IFGE)"
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Bekebayeva, A. D., et T. T. Atayeva. « Strategies and results of gender education in the Republic of Kazakhstan ». Bulletin of the L.N. Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series 146, no 1 (2024) : 97–109. http://dx.doi.org/10.32523/2616-6887/2024-146-1-97-109.
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The article explores the issues of gender equality, which play a key role in the formation of a gender-equal society. The authors discuss the current challenges and opportunities for gender education in Kazakhstan, emphasizing the significance of gender equality as the foundation of the educational strategy and the need for further deepening and expansion of gender-oriented programs at all levels of the educational system. The article also focuses on international documents ratified by Kazakhstan, highlighting the country's commitment to international human rights and equality standards. It includes examples of national and international initiatives, such as UNESCO and UNDP programs aimed at advancing gender equality through education. The authors examine international practices and methodologies used to combat gender stereotypes and biases and consider the possibilities for adapting these practices within the Kazakhstani context. The goal of this research is to analyze international experience in the field of gender education and to study the issue of implementing gender approaches in the school and professional training system of the Republic of Kazakhstan. The authors believe that strategic planning and support at the level of state policy can significantly enhance the effect of implementing gender initiatives, contributing to the creation of a more just and equal society.
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Sim, Adriel K. S., Kim-Lim Tan, Joseph Kee-Ming Sia et Ivy S. H. Hii. « Students' choice of international branch campus in Malaysia : a gender comparative study ». International Journal of Educational Management 35, no 1 (1 septembre 2020) : 87–107. http://dx.doi.org/10.1108/ijem-01-2020-0027.
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PurposeIn the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country.Design/methodology/approachThe study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA).FindingsOur results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students.Originality/valueVery few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students.
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Seo, Jong-Teak, Bok-Nyong Park, Young-gi Kim, Jong-Wan Kim et Hee Lee. « A Factor Analysis Study Affecting High School Students' Global Citizenship ». Journal of Curriculum and Teaching 11, no 8 (15 novembre 2022) : 349. http://dx.doi.org/10.5430/jct.v11n8p349.
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The objective of this study is to develop a sense of global community among young people and to lay the foundation for growth with desirable qualities and capabilities as members of a global civil society. The interpersonal competency was selected to conduct the study. The subjects of this study were high school students in K city located in Gyeonggi-do and analyzed how the gender, academic performance, parents' educational background, conversation time with parents, and participation in international cooperation activities affect global citizenship. Study subjects were a total of 248 high school students. Survey was selected as the study method. Collected questionnaires were subjected to descriptive statistical analysis and correlation analysis using IBM SPSS (Statistical Package for the Social Science) 21 program, Student’s t-test, and one-way analysis of variance (ANOVA). As a result of the analysis, first, it was found that female students had more influence than male students according to gender in global competency, and conversation time with parents was also found to have a significant effect. Second, in terms of self-competence, it was found that students who had experience in international cooperation had more influence than students who did not have experience in international cooperation. Lastly, in interpersonal competency, according to gender, female students were found to have more influence than male students, and conversation time with parents was also found to have a significant effect. Based on the results of this study, it is hoped that in the future, young people will participate in activities that cooperate with the world beyond regional and national identities, thereby providing a framework for recognizing and implementing their attitudes toward responsibility at the global level.
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Trisya, Michelle, Francisca Tjhay, Surilena Hasan et Nelly Tina Widjaja. « Factors Influencing Quality of Life of Parents with Children Affected by Acute Lymphoblastic Leukemia : A Study at Childhood Cancer International Foundation, Jakarta ». Indonesian Journal of Cancer 17, no 4 (22 décembre 2023) : 299. http://dx.doi.org/10.33371/ijoc.v17i4.1005.
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Background: The diagnosis and management of chronic diseases, such as Acute Lymphoblastic Leukemia (ALL), are significant for the quality of life of parents. In addition, several factors contribute to the quality of life of parents whose children battle ALL, including characteristics, duration of childcare, mental health, and family functioning. Therefore, this study aims to identify factors influencing the quality of life of parents whose children have ALL at the Childhood Cancer International Foundation in Jakarta. Methods: This cross-sectional study recruited 109 parents at the Childhood Cancer International Foundation as respondents. The assessment tools used included a Characteristics questionnaire, Self-Rating Questionnaire-20, APGAR Questionnaire, and WHOQOL-BREF questionnaire. Additionally, collected data were subjected to univariate, bivariate, and multivariate analysis. Results: Among the 109 respondents with an average age of 38 years and mean childcare duration of 28 months, 66.1% were females, 100% believed in God, 73.4% had partners, 47.7% possessed higher education, 83.5% earned below the regional minimum wage, 66.1% experienced mental health problems, and 11.9% had family dysfunction. Bivariate analysis showed a significant relationship between gender, mental health, and quality of life (p<0.05). Multivariate analysis showed that marital status, education, economic status, and family functioning significantly correlated with quality of life. Conclusions: In conclusion, gender, marital status, education, economic status, mental health, and family functioning were found to exert a significant influence on the quality of life of parents raising children with ALL.
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T. Eissa, Abdullah. « Attitudes and Perceptions among Dublin International Foundation College Students towards Taking Conventional Medications and Herbal Medicines ». International Journal of Medical Students 3, no 3 (31 décembre 2015) : 123–26. http://dx.doi.org/10.5195/ijms.2015.132.
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Background: The use of both conventional medications and herbal medicines has increased recently. Consequently, the chance of misusing medications has also increased, leading to unwanted complications and economic burdens. This study examined the attitudes and perceptions of international students at Dublin International Foundation College (DIFC) towards conventional medication and herbal medicine. Methods: A cross-sectional quantitative method was used to collect information from international students at DIFC. A total of 85 questionnaires were distributed to the students, and 54 completed questionnaires were received from them. Chi-square test was used to examine the possible relationships between students’ background, gender and region of origin and their attitudes and perceptions toward using conventional medications and herbal medicines. Results: Participants from different regions of origin showed significant differences in the responses to questions about informing their healthcare providers about their drug allergies. While most students did not usually mix herbal medicines with either conventional medications or other types of herbs, students aged between 21 and 25 were more likely to combine different types of medications compared to students from other age groups. No significant differences were observed in relation to students' educational backgrounds and gender. Conclusion: This study demonstrated the need of educating students from different regions and backgrounds about the use of conventional medications and herbal medicines. Information regarding the proper use of medications and the dangers of drug interactions should be included in the curricula of formal education and disseminated to the public using culturally sensitive strategies.
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Yi, Soohyun, et Nathalie Duval-Couetil. « Interdisciplinary Entrepreneurship Education : Exploring 10-Year Trends in Student Enrollment, Interest and Motivation ». Entrepreneurship Education and Pedagogy 4, no 2 (5 janvier 2021) : 100–118. http://dx.doi.org/10.1177/2515127420979195.
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Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.
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Ahmed, Md Dilsad, Reza Heydari, Klaudia Rafael, Walter Ho et Mahdi Esfahani. « Quality Physical Education Perceptions Among PE Professionals : an Exploratory Factor Analysis ». International Sports Studies 45, no 2 (21 décembre 2023) : 88–102. http://dx.doi.org/10.30819/iss.45-2.07.
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Physical Education (PE) as a school subject provides numerous health benefits. Thus, the United Nations Educational, Scientific, and Cultural Organization has made PE a mandatory subject in schools globally. However, PE has not yet been advocated adequately, leading to international concern among stakeholders. In particular, a decline in the advocation of PE programs has been reported in Iran. Therefore, this study identified the potential statements that could best describe the quality aspects of PE among professionals in Iran. Furthermore, the perceptions of gender and professionals working in various jobs were measured regarding the quality dimensions of PE. Except for two items, professionals identified all the items to be potential for signifying QPE. Items in each subfactor were separately measured via exploratory factor analysis (EFA). The perceptions of gender and professionals who worked at different job positions were gauged using t-tests and analysis of variance (ANOVA). Furthermore, a 2 (gender: male XXABSTRACT female) × 3 (job positions: primary school vs. high school vs. university) Multivariate analysis of variance (MANOVA) was employed, which identified a significant interaction effect (Wilks' l = .92) among the professionals; however, η2 (= .038) had provided a medium effect. Significant differences between male and female professionals were identified in all the subfactors. However, professionals at different job positions did not show any significant differences. The study thus provided a sound foundation for determining items for gauging the dimensions of QPE among professionals in Iran. Nevertheless, significant sex differences for all QPE subfactors warrant future research to understand the underlying issues.
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Beniashvili, Ekaterine, et Jan Böhm. « Does Gender Matter ? Student Mobility in Georgia. A Case Study ». Journal of Education in Black Sea Region 6, no 1 (4 décembre 2020) : 17–26. http://dx.doi.org/10.31578/jebs.v6i1.216.
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While integration into the European Union is one of the priorities of Georgia, internationalization of higher educational institutions and international student mobility is of a particular importance. The present paper serves exactly this purpose and outlines the preliminary assumption that gender stereotypes, cultural aspects and family traditions have a negative impact on students’ equal access to student exchange programs in Georgia. Although female students are more involved into international student exchange programs, they are at the same time facing bigger obstacles to do so. The mentioned problem refers mainly to females who cannot decide the issue of their participation in exchange programs alone, without their family’s involvement. The study revealed that the participation of female students in exchange programs especially increases year by year, while only a slight increase of the number of male students is demonstrated. The mentioned finding is in absolute coincidence with the events in Europe, where female participation has exceeded male participation long ago. In the light of the fact that this issue has never been studied before, the present paper may somewhat complement the gap in literature or build a foundation for the research in this field, as it discusses the individual factors of refusal to participate in exchange programs by female students, as well as interruptive and hindering circumstances, which in most cases come from family.
Keywords: student mobility, higher education, gender, Georgia
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Evans, Stephanie Y. « African American Women Scholars and International Research : Dr. Anna Julia Cooper’s Legacy of Study Abroad ». Frontiers : The Interdisciplinary Journal of Study Abroad 18, no 1 (15 août 2009) : 77–100. http://dx.doi.org/10.36366/frontiers.v18i1.255.
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In this article, a little-known but detailed history of Black women’s tradition of study abroad is presented. Specifically, the story of Dr. Anna Julia Cooper is situated within the landscape of historic African American students who studied in Japan, Germany, Jamaica, England, Italy, Haiti, India, West Africa, and Thailand, in addition to France. The story of Cooper’s intellectual production is especially intriguing because, at a time when Black women were just beginning to pursue doctorates in the United States, Anna Cooper chose to earn her Ph.D. from the Sorbonne in Paris. In this article, it is demonstrated that her research agenda and institutional choice reflected a popular trend of Black academics to construct their scholarly identities with an international foundation. The intersection of race, gender, nationality, language, and culture are critical areas of inquiry from which to study higher education.
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Alanzi, Khalid A. « Female accounting students and their academic performance : evidence from Kuwait ». Journal of Islamic Accounting and Business Research 9, no 5 (8 octobre 2018) : 662–72. http://dx.doi.org/10.1108/jiabr-10-2016-0128.
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Purpose This study aims to compare the academic performance of female accounting students with their male counterparts and to assess the impact and association between gender and the academic performance of accounting students graduating from the College of Business Studies (CBS) in Kuwait. Design/methodology/approach The sample consisted of 141 accounting students, who graduated during 2015 from CBS. Independent samples test, correlation and linear least squares regression analyses tested the hypotheses. Findings The results indicate that there was a statistically significant association between gender and accounting students’ performance, which explained the superiority of the performance of the female students’ group over the performance of the male students’ group and explained the significant impact of gender on accounting students’ performance, with and without controls for other factors. Practical implications The findings have practical implications for how the administration of CBS and similar educational institutions should take action. The findings suggest that the administration of CBS should adopt policies that impose and encourage the acceptance of more female accounting students, as they perform well in accounting and their academic performance is better than their male counterparts. Originality/value The study makes significant contributions to the existing knowledge in the area of students’ performance by empirically supporting the theoretical expectation of the impact of gender on accounting students’ performance. It provides a foundation for future comparative studies, potentially leading to the harmonization of international accounting education. It also addresses some of the shortfalls in the existing regional accounting education literature resulting from the scarcity of prior studies, where little has been published.
Livres sur le sujet "International Foundation for Gender Education (IFGE)"
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Dealing With Your Feelings : A guide to coming out for persons with gender dysphoria. Decatur, GA, USA : American Educational Gender Information Service (AEGIS), 1991.
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Prokop, Rainer, et Rosa Reitsamer, dir. Higher Music Education and Employability in a Neoliberal World. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350266995.
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In recent years, a growing body of research has been reassessing the role of higher music education institutions in light of the challenges posed by the dominant neoliberal economic system and the growing sensitivity to the reproduction of social inequalities in access to higher education and the labour market. This open access book offers international and interdisciplinary insights into these processes and practices and by examining the learning cultures, curricula designs and emancipatory initiatives within higher music education institutions. Drawing together empirical case studies from Austria, France, Germany, Italy, the Netherlands, Portugal, Switzerland, the UK and the USA, the authors explore the multifaceted ways to transition from study to work and the world of uncertainty and job insecurity currently experienced by a younger generation of musicians. Contributions shed light on the reactions of higher music education institutions to the neoliberal restructuring of the educational field and take a fresh look at the master-apprentice model of teaching and learning. They look at the discourses surrounding employability and artistic standards that form the traditional foundation of conservatoire education but also create the environment for unequal power relations and sexual misconduct. The authors also examine how gender, class and race/ethnicity pervade the creation and performance of music, and highlight alternative pedagogical strategies that fight discrimination and violence to bring about equity and empowerment. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by University of Music and Performing Arts Vienna.
Chapitres de livres sur le sujet "International Foundation for Gender Education (IFGE)"
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Argren, Rigmor, Marco Evola, Thomas Giegerich et Ivana Krstić. « The Evolving Recognition of Gender in International and European Law ». Dans Gender-Competent Legal Education, 261–303. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_8.
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AbstractThis chapter explains the development of international and European law from a gender perspective and describes how the process from a gender-neutral to a gender-sensitive approach was developed.Since 1945 and the adoption of the UN Charter, the idea of achieving greater gender equality was merged into many international documents, including the first catalog of women’s rights—Convention on the Elimination of all Forms of Discrimination against Women. Many principal and subsidiary bodies were established, contributing to the elimination of gender discrimination and to awareness-raising on some critical issues which were an impediment to achieving gender equality. Twenty years ago, UN Security Council Resolution 1325 was adopted, due to a global effort to establish a platform as a foundation to national and international policies to ensure greater protection of women and girls, during and after, armed conflicts. International Humanitarian Law, enshrined in the Geneva Conventions, also has rules that specifically seek to protect women during armed conflicts. Also, International Criminal Law has been developed to recognize extreme forms of sexual violence as international crimes.On the European level, under the auspices of the Council of Europe, several international conventions were adopted to achieve gender equality. One of the main instruments, the European Convention on Human Rights, provides broad protection from discrimination based on gender, established in a comprehensive jurisprudence of the European Court of Human Rights. The EU has a set of primary and secondary sources on anti-discrimination, which provides comprehensive protection from gender discrimination and serves as an inspiring model to States candidates and other European countries.
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Acale Sánchez, María, Ivana Marković et Susanne Strand. « Gender Competent Criminal Law ». Dans Gender-Competent Legal Education, 429–65. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_13.
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AbstractThe following chapter deals with the general and special part of criminal law from a gender perspective. It analyses, in particular, the provisions from the Council of Europe Convention on preventing and combating violence against women and domestic violence, the Istanbul Convention, from 2011. The Istanbul Convention is the most comprehensive international legal instrument that outlines binding obligations to states to prevent and combat violence against women and girls. Furthermore, the Istanbul Convention contains several institutes and behaviours that have to be criminalised in the respective national jurisdictions, covering and combining dogmatics and criminal policy issues with a foundation substantially based on gender. The chapter also explores gender issues in a more general way, interpreting criminal law and its challenges towards gender equality. The special part raises questions regarding criminal law and its compatibility with the Istanbul Convention and national laws.
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Fomunyam, Kehdinga George. « Students’ Demographics in Postgraduate Engineering Education : The Case of International Students ». Dans Theorising Research, Innovation, and Internationalisation in African Higher Education, 3–25. UJ Press, 2023. http://dx.doi.org/10.36615/9781776447459-01.
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Engineering was informally viewed as skills that were passed down from engineers who were mostly European immigrants. As times changed and development occurred, these engineering skills were integrated into the curriculum to train engineers to meet the regional economic need in various countries of the world. As a result of various needs of people and of the international community, internationalization of higher education has gained interest recently. In an attempt to unravel this, there must be an understanding of their demographic characteristics, enrolment, and support. In this demographic study, postgraduate engineering international students were the study group and data from the National Science Foundation (2018) was used in this study. Data was collected from graduate students and post doctorates in science and engineering (GSS). This research is a demographic study of doctoral and postdoctoral non-tenure researchers in engineering education. Findings from the study revealed that there was more male enrolment than female in postgraduate programmes. It was also found that among all the race groups, the whites were also high in terms of enrolment in postgraduate engineering programmes. Findings revealed that the most profound primary source of support for full-time students is nonfederal support. This study recommends that gender consideration be intensified in engineering disciplines to ensure gender equality.
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Amaral, Lindsay. « “Each One Teach One” ». Dans It's Our Movement Now, 88–98. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069487.003.0007.
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This chapter presents a biographical sketch of Dr. Jeffalyn Johnson, a teacher, entrepreneur, and community organizer. It chronicles her life, education, and many careers where she advanced gender and racial equality by arguing for the importance of education and community support. With Johnson’s activism and policy work as a guiding foundation, this chapter argues that the fight for social equality is steeped in gender and racial representation in schools and the workplace. Johnson grounded her ideology in the mantra, “each one, teach one,” and as one of nineteen African Americans women on the National Commission on the Observance of International Women’s Year, she provided a unique expertise and thoughtfulness to furthering the rights of women of color in America.
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Fleming, Jennifer. « Why Are Finland Women Scholars Not Finnish-ing the Race Towards Science, Engineering, and Technology ». Dans Advances in Educational Marketing, Administration, and Leadership, 247–71. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch012.
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This chapter explores Finland's history, highlighting the country before and after the declaration of independence. It evaluates patterns and trends in social and cultural norms, education, employment, science, technology, and engineering to find evidence of gender inequality, marginalization, and oppression towards Finnish women scholars. Data is collected, analyzed, and reported from a diverse group of peer-reviewed and economic published perspectives, including the Programme for International Student Assessment (PISA), Organization for Economic-Cooperation and Development (OECD), International Labor Organization (ILOSTAT), Panorama Education, World Economic Forum, Global Wage Report, University of British Columbia, National Science Foundation, World Intellectual Property Organization(WIPO), National Centre for Education, European Commission, and Statista Finland databases.
Actes de conférences sur le sujet "International Foundation for Gender Education (IFGE)"
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Louw, Jaysveree, et Molaodi Tshelane. « TEACHER-GENDER : EXPERIENCES OF MALE TEACHERS IN THE FOUNDATION PHASE IN SOUTH AFRICAN SCHOOLS ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end031.
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"In South African primary schools, the Foundation Phase (Grade R, the year before formal schooling until Grade 3) is dominated by female teachers because few men enrol for a teaching qualification in this phase. There are various reasons why there is a reluctance by males to teach in this phase. These include parental nervousness around men who decide to seek employment in a traditionally female profession, scepticism in males’ abilities to teach young children as well as their female counterparts, the perception that men cannot handle the responsibility of taking care of young children and the perception that men who choose to teach young children are unnatural, homosexuals and deviants. The study was motivated by two factors: firstly, by the researcher’s interest in male teachers who teach young learners (because of the scarcity of male teachers in early education); and secondly, by the large number of students who enrolled for the B. Ed Foundation Phase degree at a South African university. The aim of the study was to explore the experiences of male teachers in the Foundation Phase. Data were collected through focus group and face-to-face interviews and were analysed thematically. The participants were nine male teachers who teach in the Foundation Phase. The researcher wanted to obtain narrative portraits and in-depth understanding of the participants’ experiences as males in a reality that is female-dominated. The results show that in many schools, male teachers experience gender prejudice and gender stereotyping from both male and female colleagues, and often from parents. For example, some of the male participants asserted that teachers make fun of them by saying that men cannot be ‘nannies’. However, some schools were happy to employ male teachers, regardless of the societal misconceptions about male teachers teaching young children. It is recommended that, amongst others male teachers in the Foundation Phase be encouraged and educated about strategies to cope with criticism in order to be resilient."
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Choi, SooAn, et YoungSoon Kim. « A LIFE-HISTORY CASE STUDY ON SELF-RELIANCE EXPERIENCE OF DIVORCED MIGRANT WOMEN ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end064.
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This study aims to examine the life history of migrant women who have experienced divorce in a socio-cultural context. Five people participated in the study, and they have been living in self-reliance support facilities since their divorce. They were selected from interviews on the life history of 80 married migrant women, which were funded by the Korea Research Foundation from 2017 to 2019. The method of research is a life-historical case study. The results of the study are as follow; first, their marriage was to escape gender hierarchy and poverty in their home country. Therefore, it was confirmed that marriage migration took place within the transnational trend of feminization of migration. Second, self-reliance support facilities provide strong social support for divorced migrant women. As a result, it works as an important space that allows them to escape from voluntary self-exclusion and explore new subjectivity. Suggestions of the implications are as follow; the social support from self-reliance support facilities after divorce is a driving factor that is the subjective and active effort of single-parent migrant women. Discussions should continue that those who are free from the spouses of the people can live as practical and public citizens of Korean society.
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El Massoudi, Nezha. « Global Citizenship Education (GCED) in The Digital Era : The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace ? » Dans 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.006.
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Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment
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Paquette, Gerid D., Deep N. Patel, Amanda Bessette et Beshoy W. Morkos. « Exploring the Use of Reverse Engineering as a Means to Introduce Engineering to Middle School Students ». Dans ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60358.
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Many K-12 students, and perhaps even some of their teachers, lack clear understanding of the significance or roles of an engineer [4, 13]. With the ever-growing integration of technology in our society, there is a need to establish a stronger foundation of STEM education, specifically ‘E’: engineering. Several research groups believe and have published data supporting the idea that minimal exposure of engineering at a young age may lead to the absence of motivation by students to consider engineering as a future career [14, 15]. In contrast, studies have also shown that exposing students to engineering concepts early in their academic careers could influence them to seriously consider engineering [28]. In this study, hands-on outreach events were held for students at local K-12 schools to expose and share knowledge about the importance of engineering, careers engineers enter into, and examples of problems engineers work to solve daily. Students were given the opportunity to reverse engineer various small home appliances to learn about the components and how those components collectively help complete a system function. These appliances were gender neutral, and included power drills, hair dryers, coffee makers and more. To engage their minds further, students were tasked with redesigning the product with proposed improvements to increase the product’s overall functionality and/or efficiency. The students were surveyed with a questionnaire to gauge their interest in engineering. This data was analyzed and it was found that though the students viewed engineering as fun and exciting, it did not correlate to their desire to pursue it as a career. Additionally, the known gender gap that exists in engineering today was reconfirmed with this study.
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Zlatanović, Dejana, Bojana Tošić et Jelena Nikolić. « Specifics of Corporate Social Responsibility in the Financial Sector ». Dans 27th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2022. http://dx.doi.org/10.46541/978-86-7233-406-7_214.
Texte intégralRésumé :
The relevance of corporate social responsibility (CSR) for sustainable development is indisputable, especially in the current circumstances of the global pandemic. The pandemic circumstances, as well as the resulting crisis, have caused a change in the way corporations and other organizations achieve their economic, social and environmental goals. Therefore, the role that organizations must play in society, as well as their commitment to broader societal goals, is changing. Corporate social responsibility is becoming an integral part of the corporate philosophy and provides a framework for establishing long-term relationships with key stakeholders which is one of the main prerequisites for the survival and development of organizations. This further implies the growing importance of sustainable development and corporate social responsibility (CSR), which indicates the need for organizations to adopt socially responsible strategies and to balance between profit and the common good in order to survive in the long term. Although the importance of CSR is recognized in various business sectors, socially responsible activities are particularly important for the financial sector, as it is one of the key factors of economic development. The financial sector should be one of the pillars of the CSR development, as well as to define guidelines for other organizations striving to improve socially responsible behavior, through the development of a strategy based on building reputation and commitment to beneficiaries as primary and indispensable parts of successful business. Consequently, CSR in the financial sector is a relevant research area, given the large number of different stakeholders affected by the activities of financial institutions, whether owners, employees or beneficiaries. Despite the large number of studies in the field of corporate social responsibility, a relatively small number of studies deal with the characteristics of corporate social responsibility in financial institutions. This indicates an appropriate research gap that we seek to overcome with this research. The subject of research in this paper is the specifics of corporate social responsibility in the financial sector and the implementation of appropriate socially responsible activities. The aim is to identify how employees in the financial sector perceive corporate social responsibility in general, and in the financial sector of the Republic of Serbia in particular. An empirical research was conducted in financial institutions in the Republic of Serbia, which included 113 employees in banks and insurance companies. We used an adapted questionnaire on corporate social responsibility, which enabled attitudes of employees about the implementation of appropriate socially responsible activities. The results of descriptive statistical analysis showed that employees perceive that financial institutions are generally socially responsible. Actually, the results indicate that banks and insurance companies in the Republic of Serbia recognize CSR as a strategic and legal determinant of business success and strive to raise awareness of its employees about its importance, including it in their policies and practices which is very important because it lays the foundation for building and developing corporate social responsibility. At the same time, the results showed that statistically significant differences in the perceptions of employees are identified regarding gender, level of education and organization's activity, i.e. between employees in banks and insurance companies.
Rapports d'organisations sur le sujet "International Foundation for Gender Education (IFGE)"
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Spindelman, Deborah. Investing in Foundational Skills First : A Case from South Korea. Research on Improving Systems of Education (RISE), janvier 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.
Texte intégralRésumé :
In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.