scholarly journals EVALUATING BASIC EDUCATION CURRICULUM FROM A GENDER PERSPECTIVE: ADDRESSING GENDER STEREOTYPES IN ELEMENTARY SCHOOL TEXTBOOKS

2016 ◽  
Vol 4 ◽  
pp. 553-557
Author(s):  
Eriada Çela

Addressing gender-equality issues in education can foster enormous change in children’s lives. However, most textbooks in Albanian schools include gender stereotypes, which perpetuate gender inequality and unequal roles for men and women, both in public and private spheres. This research aims to identify and evaluate trends of gender stereotypes in textbooks, as well as the need for gender mainstreaming in basic education curriculum. The methodology is based on a desk review of textbooks from a gender perspective. The curriculum evaluation follows the context, input, process, and product (CIPP) model of evaluation, which mainly aims to assess the extent to which a certain education reform has generated positive change in schools.

Author(s):  
Larissa Trindade ◽  
Elsio José Corá

The Ministry of Education (MEC) included financial education in the National Common Curricular Base (BNCC) as a contemporary theme that will integrate the Basic Education curriculum. Thus, based on minimum content, laid out in the BNCC, and a transversal proposal, the pilot and pedagogical projects of both public and private Brazilian schools, must include content that helps improve student abilities and competencies relative to personal finances and the use of money, whether in a personal sphere or within the family.


Author(s):  
Larissa Trindade

The Ministry of Education (MEC) included financial education in the National Common Curricular Base (BNCC) as a contemporary theme that will integrate the Basic Education curriculum. Thus, based on minimum content, laid out in the BNCC, and a transversal proposal, the pilot and pedagogical projects of both public and private Brazilian schools, must include content that helps improve student abilities and competencies relative to personal finances and the use of money, whether in a personal sphere or within the family.


Author(s):  
María-Pilar Paricio-Esteban ◽  
Sandra Femenía-Almerich ◽  
María Puchalt-López

An analysis of campaigns to prevent the consumption of addictive substances and to favor road safety in Spain from 2011 to 2020 is carried out from a gender perspective. The results reveal how women have been represented in such campaigns in recent years. A quantitative methodology is applied based on longitudinal and categorical content analyses. The corpus used in the investigation comprises 81 pieces from 24 campaigns run by public and private institutions at the national, autonomous community, or local level of the Valencian Community. The methodological design is constructed around 20 variables, with gender considered as a cross-sectional variable. The results indicate the low presence of women in such campaigns, which can hinder their identification and reduce awareness in relation to the problems addressed. A masculinization of most of the campaigns aimed at a younger audience (25-35 years) is also observed, regarding both legal and illegal substances, which may influence their adequacy among the population at risk. In both emotional and rational messages, there is a greater presence of men, reinforced through real images and sounds, with creative strategies and resources of both an informative and emotional nature. The number of campaigns exhibiting gender parity had decreased by 80% as of 2016, in contrast to the increase in the consumption of substances such as alcohol and psychotropic drugs by women. This therefore does not follow the recommendations of the National Drug Strategies in recent years regarding the need to incorporate a gender perspective into such campaigns. In addition, reinforcement of gender stereotypes and traditional female roles is observed. Resumen Se plantea un análisis desde una perspectiva de género de las campañas de prevención sobre el consumo de sustancias adictivas y seguridad vial en España desde 2011 a 2020, que permite conocer cómo se representa a la mujer en las campañas preventivas en los últimos años. Se ha aplicado una metodología cuantitativa realizando un análisis de contenido categorial y de corte longitudinal. El corpus de la investigación son 81 piezas de 24 campañas de instituciones públicas y privadas de ámbito nacional y autonómico o local de la Comunitat Valenciana. El diseño metodológico se ha articulado en torno a 20 variables donde el género se considera la variable transversal. Los resultados indican una baja presencia de la mujer en las campañas que puede dificultar su identificación y una mayor concienciación en relación con la problemática tratada. Se observa una masculinización de la mayoría de las campañas orientadas al público joven (25-35) y se remarca tanto en sustancias legales e ilegales, que podría estar relacionado con la adecuación de las campañas a la población de riesgo. Tanto en los mensajes emocionales como racionales hay mayor presencia del hombre, reforzada mediante el uso de imágenes y sonidos reales, con estrategias y recursos creativos de carácter informativo y emocional. Desciende en un 80% el número de campañas donde se muestra paridad de género a partir de 2016, lo que contrasta con el incremento del consumo en mujeres de sustancias como el alcohol y psicofármacos, no siguiendo las recomendaciones de las estrategias nacionales sobre drogas de los últimos años sobre la necesidad de incorporar la perspectiva de género en las campañas. Además, se observa el refuerzo de estereotipos de género y roles tradicionales femeninos.


Author(s):  
Larissa Trindade

The Ministry of Education (MEC) included financial education in the National Common Curricular Base (BNCC) as a contemporary theme that will integrate the Basic Education curriculum. Thus, based on minimum content, laid out in the BNCC, and a transversal proposal, the pilot and pedagogical projects of both public and private Brazilian schools, must include content that helps improve student abilities and competencies relative to personal finances and the use of money, whether in a personal sphere or within the family.


Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 63-71
Author(s):  
Arfandi Arfandi ◽  
Munif Shaleh

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.


2021 ◽  
Vol 13 (5) ◽  
pp. 2565 ◽  
Author(s):  
José Parra-Martínez ◽  
María-Elia Gutiérrez-Mozo ◽  
Ana Gilsanz-Díaz

As one of the Sustainable Development Goals of the United Nations’ 2030 Agenda, gender equality is a necessary foundation for a peaceful and sustainable world. The integration of the frameworks of analysis and action provided by gender perspective into the design, development and assessment of any program related to university education, research and management is essential to the fulfillment of both quality higher education and an effective transfer of knowledge and values to society. Starting from a standpoint of commitment to this progressive outlook, this essay focuses on the specific case of the University of Alicante, Spain, and on its Architecture studies. It seeks to underline the achievements of this institution in the fostering of a critical spirit and the empathy of its students by way of the implementation of gender perspective as a tool for the conception of complex, diverse and integrating projects, aligned to the objective of mutual care between people and the environment. This is crucial for the co-education of future generations of architects, who will play a central role in the definition of new practices and policies related to space and materials, which favor a more sustainable, inclusive and caring scenario for both humans and non-humans.


2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>


2008 ◽  
Vol 6 (5) ◽  
pp. 629-640 ◽  
Author(s):  
Jun Oba

For a very long time the Japanese government concentrated its higher education investment on a handful of national institutions, until the policy came to be called into question in the late 1980s in the face of globalisation and other factors. Higher education reform was significantly accelerated in the 1990s: the government has continuously deregulated the higher education system including the incorporation of national universities, and has brought more and more competition through diverse competitive funding schemes. Some policies – not only higher education policies but also science and technology ones – were explicitly designed to develop ‘world-class’ education and research centres, such as the 21st COE programme. This article suggests that although a funding policy based on competition, with a strict evaluation, seems to be a move in the right direction, a right balance of budget allocation between competitive funds and basic education-research funds should be sought. Furthermore, the programmes of the government have to be offered in a more consistent manner, and more concerted and integrated efforts will be required, to address the critical problem of building world-class universities.


Author(s):  
Dra. Dulce Cabrera Hernández ◽  
Mtro. Rodolfo Cruz Vadillo

En este artículo se expone un análisis sobre las representaciones que construyen docentes en torno al significante “reforma educativa” en el contexto de la educación básica, se presenta como ámbito de estudio la Escuela Primaria Colegio Cristóbal Colón en el estado de Veracruz, México, durante el ciclo escolar 2010-2011. Las preguntas centrales de esta investigación giran en torno a los significados construidos por las docentes respecto del término “reforma educativa” en la institución mencionada. En este abordaje se exponen los recursos procedentes de la teoría de las representaciones sociales, además de las dos categorías intermedias construidas en esta investigación: la primera se denomina reforma regional en perspectiva; la segunda, efecto de cambio y progreso. En este sentido la investigación permite conocer que las docentes significaron la interpelación de la RIEB 2009 como un llamado a la modificación de sus estrategias didácticas, identificando la reforma educativa como cambio curricular. AbstractThis article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change. Recibido: 28 de julio de 2015Aceptado: 06 de noviembre de 2015


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