The Student Loan Fund and the Education for All in Thailand

“Reaching the marginalized” was the goal of “Education for All” to meet equality in education. The Sustainable Development Goals (SDGs) also investigate the relationship between SDG 1 (No Poverty) and SDG 4 (Quality Education). It was stated that one year of education can contribute 10% of the rise in income. Emphasizing the inclusiveness to reach SDG 1 and SDG 4, SDG 10 (Reduced Inequality) needs to be achieved. Therefore, many countries attempt to promote access to education. In Thailand, the Student Loan Fund was established in 1996. There are currently over 5.3 million students who received funds during the period between 1996 and 2020. It is argued that this policy can serve as a mechanism to achieve greater access to education, leading to a better quality of life and more equity in society. However, issues need to be considered since the policy should address, more specifically, the needs of the marginalized.

VOLOGDA WOMEN’S MARIINSKY GYMNASIUM IN THE SECOND HALF OF THE XIX CENTURY: THE SPECIFICS OF FOUNDATION AND ACTIVITY

The article presents a brief history covering foundation and development of female gymnasiums in Russia in the XIX century and opening the main secondary educational institution for girls in Vologda Region. The relevance of the study is justified by the fact that this educational institution was one of the first of its kind in the Russian Empire. The purpose of the article is to study the specifics of the foundation process of Vologda Women’s Mariinsky Gymnasium in comparison with similar institutions in other governorates and to analyze its activities in the early years of its functioning. The scientific novelty of the study is to identify the chronological stages of the history of Vologda Gymnasium and the role of this educational institution in the further development of education in Vologda. Based on archival information, the article gives the analysis of female students’ composition by their birth status during the second half of the XIX century. These data demonstrate that until the 1870s the proclaimed principle of estates equality in education in the gymnasium was not observed. However, after 1872, the term of study was no longer 6, but 7 years. The 1st grade was divided into two departments, which gave the opportunity for even students with average knowledge to enter the gymnasium. This innovation ensured the estates equality of education in Vologda Women’s Mariinsky Gymnasium. The article analyzes as well the list of academic subjects taught and the Rules of admission to the educational institution prior to the educational reform of 1864 (according to the Memorandum Book as of 1862, 1863) and after it (according to the Memorandum Book as of 1873). Some of the disciplines changed their name to broader ones, which indicates a more extensive material covered by the discipline. For example, grammar and language arts were added to the Russian language, geometry – to mathematics. Vologda Women’s Gymnasium functioned 60 years and played an important role in the development of women’s education in the Vologda Region. Now Vologda Pedagogical College can be considered its original legal successor.

Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college

Gender equality in education and training can be achieved only if curricula at every level of the system become gender-sensitive. The present study examines the extent to which the milieu at one agricultural training college in Zimbabwe promotes the implementation of gender-sensitive training. The main investigative question posed was as follows: To what extent is the agricultural education and training curriculum used at the college gender-sensitive? By responding to this question, the study provided some response to the performance, challenges and prospects for gender mainstreaming in the college’s agricultural education curriculum. Data for this study were generated by document analysis of policy, curricular and instructional documents, interviews with 12 college lecturers, four college administrators and selected final year students, and by lesson observations. The study revealed that while government, and to a lesser extent college policies, articulate the need for gender equality, little attention is paid to these invocations in practice. Likewise, agricultural education and training curricula, training techniques, learning-support materials and out-of-class activities reflect minimal attention to issues of gender equality. The article concludes by discussing possible interventions that correspond to these findings.

Gender issue in modern education: Theory and practice

So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

THE NATIONAL ACTION PLAN FOR GENDER EQUALITY: WOMEN, SPORTS AND MILITARY INSTITUTIONS

In Greece, sport as a tool for the promotion of gender integration and social justice has been included in the upcoming National Action Plan for Gender Equality (NAPGE) for 2021-2025 by the General Secretariat for Demography and Family Policy and Gender Equality of the Ministry of Labor and Social Affairs. The social space of sport is also included in the currently in effect NAPGE, formulated for 2016-2020 by the General Secretariat for Gender Equality (GSGE) of the Ministry of the Interior. This article begins with a presentation of the upcoming-updated NAPGE 2021-2025 and subsequently examines NAPGE 2016-2020 which is currently in effect. The purpose of this study is to investigate whether the strategic goals of the NAPGE are being implemented in the Hellenic Military Higher Education Institutions and specifically in their academic curricula and programs, focusing on coed sport activities. A strategic goal of the NAPGE 2016-2020, as in the one to follow for 2021-2025, is to promote equality in education, culture, sport, and the media. To eliminate gender inequalities the NAPGE, presently in effect in Greek society, sets six strategic goals, and incorporates the gender dimension in all social, political, educational and sports bodies. Following European Commission guidelines, the NAPGE priority areas focus on promoting health; eliminating gender-based violence; supporting equality in education, training, culture, sport, and the media; promoting social integration and equality. As regards education, the main objectives include eliminating gender stereotypes and all forms of discrimination. Research shows that women's sport participation challenges gender stereotypes. Subsequently, women’s integration and gender equality in the military is discussed, using the curricula and sport programs at the five military schools/academies along with the interview data from our previous study with twelve active-duty female officers, former cadets at these five institutions. Our findings indicate that the gender dimension is taken into account: the NAPGE is being implemented, to a certain extent. Our results show that coed sport activities and team sports cultivate acceptance, cohesion, teamwork, and collaborations, leading to women’s integration and inclusion, in addition to a healthier and more productive military environment and culture. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

The Ambiguity of Men's Hegemony In American

Women in male domination and at the same time defends men with the dominance they have. This shows that there is an ambiguous attitude of a woman in responding to the discourse of male domination, injustice in the role of women and affirming women's resistance to male domination. From this, the main problem is the subject's response in dealing with the discourse of male domination through women's resistance strategies through participation in society. The concept or theory and research method used is hegemony. The results obtained are the idea of equality in education being used as a resistance strategy in the discourse of male domination and at the same time strengthening women's resistance to male domination. In addition, the strategy also developed the idea of women's strength based on educational equality, namely through access to higher education

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.