How Bangladesh Is Increasing the Employability of Females With Technical Training Programs

2019 ◽  
pp. 158-182
Author(s):  
Paula E. Faulkner ◽  
Shahana Begum ◽  
Chastity Warren English
Keyword(s):  
Gender Equality ◽  
Training Programs ◽  
Economic Status ◽  
Skilled Workers ◽  
National Education ◽  
Success Stories ◽  
Policies And Procedures ◽  
National Education Policy ◽  
The Government ◽  
Policies And Programs

The authors of this chapter provide the background for Bangladeshi women's plight to achieve gender equality in the labor force. To be educated and trained as their male counterparts, many factors must be taken into consideration. While poverty and vulnerability continue to be faced by many Bangladeshi citizens, the government has initiated policies and programs to address the need for more trained skilled workers, including females. In recent years, the population growth has reduced, and health and education has improved. In the past, women were employed in typical trades such as sewing, typing, and hazardous and exploitative jobs. Today, government policies and procedures, such as the National Education Policy, have implemented training programs to address gender inequality to employ more women in various trades, with some owning their own businesses, such as the three success stories presented in this study of women whose economic status has benefited greatly from training programs.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals Kurikulum Berbasis Kompetensi (Konsep dan Implementasi)

2020 ◽  
Vol 1 (1) ◽  
pp. 25-34
Author(s):  
Anarisa Anarisa
Keyword(s):  
Free Trade Area ◽  
Global Development ◽  
Skilled Workers ◽  
Free Labor ◽  
National Education ◽  
Trade Area ◽  
Competency Based ◽  
The Government ◽  
Academic Year

Efforts to improve the quality of education by conducting curriculum development are a necessity, because there are a number of pillars as well as the direction of the implementation of education in schools. In accordance with global demands ahead of the enactment of AFTA (Asean Free Trade Area) and AFLA (Asean Free Labor Area) the demands of the education world are increasingly complex. The world of education is required to be able to produce skilled workers who are able to exist and survive in this global development. because to meet the demands of these developments, improvement and renewal of various components of education especially the educational curriculum becomes an urgent thing to do, because in reality the 1994 curriculum was no longer relevant to deliver students to be able to compete with the global development of society for the government through the Ministry of National Education in academic year 2004/2005 will provide a new curriculum called the Competency-Based Curriculum (CBC) with a variety of studies and planning that is expected to be able to produce quality HR and be able to answer the global challenges of society.   

scholarly journals Benefits and Constraints of the Agricultural Land Acquisition for Urbanization for Household Gender Equality in Affected Rural Communes: A Case Study in Huong Thuy Town, Thua Thien Hue Province, Vietnam

Land ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. 249 ◽  
Author(s):  
Nhung Pham Thi ◽  
Martin Kappas ◽  
Daniel Wyss
Keyword(s):  
Gender Equality ◽  
Agricultural Land ◽  
Economic Transition ◽  
Economic Status ◽  
Land Acquisition ◽  
Gender Inequalities ◽  
Household Decision ◽  
Unpaid Care ◽  
The Government ◽  
Group 1

The Vietnamese Government has implemented agricultural land acquisition for urbanization (ALAFU) since 2010 which has caused a high level of social-economic transition in the country. In this paper, we applied the gender and development approach to discover how ALAFU has influenced the household gender equality in affected areas in Thua Thien Hue province, Vietnam. The data for this paper was mainly collected from two household group surveys, four group discussions, and six key informant interviews. Group 1 covers 50 affected households whose agricultural land was acquired for urbanization, while Group 2 consists of 50 households whose agricultural land was not taken away. The findings reveal that ALAFU has led to reduced access to agricultural land for group 1, but has contributed to an increase of economic status for women in both groups by creating non-farming job opportunities with a good income. However, most of their new jobs are still informal, contain potential risks, and the unpaid care work burden is heavy. Moreover, although the rate of women participating in household decision making has increased, the quality of participation is limited. Their participation in social activities and vocational training courses has improved insignificantly. Therefore, if the Government continues to promote ALAFU, they should take structural gender inequalities into account to achieve their sustainable development goals.

Gender Policy And Role Of Women Farmers And Dehkans In Horticulture Sector: National Peculiarities Of Uzbekistan

2021 ◽  
Vol 03 (03) ◽  
pp. 89-104
Author(s):  
Nodira Mannapovna Azizova ◽  
◽  
Lobarkhon Kadirjanovna Azizova ◽  
Keyword(s):  
Rural Development ◽  
Gender Equality ◽  
Economic Status ◽  
Women Farmers ◽  
Gender Policy ◽  
Agriculture Sector ◽  
Gender Aspects ◽  
Role Of Women ◽  
The Government

This paper presents results of the process focused on achieving of the gender equality and development of the agriculture sector. Implementation of the both programs presents the parabola symmetry axes where the strenthening the capacity of the women farmers and dehkans and increasing of their family’s wellbeing are going hand in hand in Uzbekistan. The Government of Uzbekistan has been prioritized improvement of legislative and institutional base for further ensuring equality for women in all spheres of life including agriculture sector. This paper shed lights on important gender aspects of rural development and concludes that the potential of rural women’s economic status and involvement has not yet been reached.

Pandemic, policy, and pedagogy: analyzing the tripartite role of covid 19 pandemics, national education policy 2020, and pedagogical innovations vis-a-vis educational implications

2021 ◽  
Vol 4 (3) ◽  
pp. 111-116
Author(s):  
Deepa Idnani ◽  
- Aditi
Keyword(s):  
Education Policy ◽  
Educational System ◽  
Educational Institutions ◽  
National Education ◽  
National Education Policy ◽  
Educational Implications ◽  
The Government ◽  
Pedagogical Innovations ◽  
Pedagogical Changes

The paper draws interlinkages between three factors, i.e., COVID 19 pandemic, the release of National Education Policy (NEP), 2020 by the Government of India, and the need for pedagogical changes and innovations concerning their educational implications the Indian context. The paper argues that COVID 19 pandemic has been a major setback for the ailing academic infrastructure in India. The immediate outcome might cause the severity of the pandemic and the increasing cases of infections across the nation, and the closure of schools and other educational institutions. However, to overcome further educational losses and compromises, the schools and colleges alternatively moved to online modes haphazardly. Initially, this push from the government came as a shock to many teachers and learners, bearing in mind the circumstances and ground realities in India, wherein this sudden ‘top-down’ transition appeared more as an imposition. Ever since this transition happened, everyone has been trying to adapt to this new ‘normal. Despite the relentless working of stakeholders at various levels owing to these unprecedented times, the situation does not look inspiring. Though NEP 2020 was envisioned as a sigh of relief and a major game-changer in metamorphosing the educational system in India, it is inept in addressing the immediate challenges posed by the pandemic, and there is a long way to go in its effective implementation. Therefore, policymakers and researchers have to deal with the compounded challenges. The most critical one can assess and address the learning gaps induced due to the ongoing pandemic. This paper attempts to look into the dynamics of the major debates emerging as a result of the anxieties and upheavals posed by the COVID 19 pandemic; the response of various stakeholders such as administrators, policymakers, teachers, educators, learners etc. The pedagogical implications for the teachers and educators due to these uncertain circumstances derive insights and strategies that will help make the educational system more resilient, resource-rich, and prepared to tackle future crises.

scholarly journals Barriers to Successful Integration of ICT in Education in Baltistan Region

2017 ◽  
pp. 126-139
Author(s):  
Muhammad Iqbal
Keyword(s):  
Quantitative Methodology ◽  
Ict In Education ◽  
Ict Integration ◽  
National Education ◽  
Interview Method ◽  
Female Teachers ◽  
National Education Policy ◽  
Integration Of Ict ◽  
The Government ◽  
Gilgit Baltistan

Education is the backbone of any nation and nowadays ICT is becoming the backbone of the education system of any country. The government of Pakistan’s efforts of Integration ICT can be seen in Pakistan’s three policy documents; National Education Policy (2009), National Professional Standard for Teachers in Pakistan (NPSTP) and National ICT strategy. The integration of ICT in Education is inevitable for the survival of teachers in this information society. In the whole country, these policies are not producing the desired educational results and the performance remained unsatisfactory. This research paper was formulated with the intention to acquire the basic hurdle persist behind not acquiring the required anticipated result of ICT specifically in Gilgit Baltistan. In order to get into the severity of this matter different methodology of facts findings were adopted and for this specific matter, Questionnaire/interview method was practiced. As per the Quantitative methodology of questionnaires the finding shows a positive perception of age 30-39 towards the use of ICT, more than 90% of all ages believed in the importance of ICT integration in classrooms. Teachers voted for electricity and infrastructure problems and lack of technical support by authorities as main barriers while some female teachers were found with the thoughts that social/cultural/ethical values are barriers for them to integrate ICT in their courses. These finding will help to propose some strategies to improve successful ICTs integration in Gilgit Baltistan

scholarly journals NATIONAL EDUCATION POLICY- 2020: RETHINKING ASSESSMENT IN HIGHER EDUCATION

2021 ◽  
Vol 9 (46) ◽  
pp. 11256-11263
Author(s):  
Soumya Priyadarsani Panigrahi ◽  
Satyendra Gupta
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Assessment System ◽  
Quality Of Education ◽  
Higher Education System ◽  
National Education ◽  
National Education Policy ◽  
The Government ◽  
Teaching Learning

The Government of India published, after independence, nation’s third policy on education on July 30, 2020. This policy on education titled as “National Education Policy- 2020” (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part ‘Two’ of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education provided in the higher education system. Assessment plays a crucial role in improving the quality of education by giving feedback. Normally assessment is done as objectives of education are formulated. Any teaching-learning process is incomplete without a proper assessment mechanism. National Education Policy- 2020 is expecting and suggesting fundamental change in the traditional assessment system in higher education. This paper is an attempt to explore the important recommendations made by National Education Policy- 2020 on ‘Assessment’ in the area of higher education.

scholarly journals A Study on the Awareness on New Education Policy (2019) among the Secondary School Teachers in Madurai District

2020 ◽  
Vol 8 (3) ◽  
pp. 67-71
Author(s):  
M Maruthavanan
Keyword(s):  
Education Policy ◽  
Secondary School ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
School Teachers ◽  
National Education ◽  
National Education Policy ◽  
The Government ◽  
Type Of Institution ◽  
New Education

National Education Policy (2019) draft released from the Government of India, and they gave two months for teachers, teacher educators, principals, and policymakers to submit their perception. The researchers want to find awareness on National Education Policy (2019) among secondary school teachers in Madurai District. In his study, he finds that mainly the awareness level is below average. He finds the awareness according to the variable Gender, Location, Type of Institution, years of service, and type of family.

scholarly journals National Education Policy 2020: What is in it for a student, a parent, a teacher, or us, as a Higher Education Institution/University?

2020 ◽  
Vol 2 ◽  
pp. 70-79
Author(s):  
Mridul Madhav Panditrao ◽  
Minnu Mridul Panditrao
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Human Resource Development ◽  
Education Institution ◽  
Complete Control ◽  
National Education ◽  
National Education Policy ◽  
Education In India ◽  
The Government ◽  
The Impact

Ministry of Human Resource Development of Government of India has projected an elaborate and all-encompassing National Education Policy 2020 (NEP2020). Before independence, the education in India was under the complete control of the “Masters, the British Empire.” The education policies, like the one drawn by Macaulay, as would be obvious, were not for providing any quality education to the Indians, but to churn out the “Babus;” clerks and bureaucrats, to serve the masters, pure and simple. After independence, the society went through series of changes, policies were charted and certain reforms were brought in, but the impact was still not achieved. In 2015, the GOI adapted, “2030 Agenda for Sustainable Development (SD)” and since then the impetus has been initiated. The final culmination of a long drawn and all-inclusive process is NEP2020. NEP2020 has been a very elaborate planning document. The salient features of the issues, principles, aims, vision, challenges and solutions have been dealt with in this article. The main focus has been on the higher education and its implementation. Due importance also has been accorded to other issues such as vocational education, research and online and digital education to mention a few. Overall, it is a commendable and a very positive step forward on the part of the government. Only the time will judge, how much net effective output is actually garnered.

Sign in / Sign up

Export Citation Format

Share Document