1. 4.Covid-19
1.1. "COVID-19 ON EDUCATION"
1.1.1. google
1.2. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
1.2.1. The impact of the crisis on education
1.2.1.1. PUBLIC FINANCING OF EDUCATION IN OECD COUNTRIES
1.2.1.2. INTERNATIONAL STUDENT MOBILITY
1.2.2. COVID-19 and educational institution
1.2.2.1. THE LOSS OF INSTRUCTIONAL TIME DELIVERED IN A SCHOOL SETTING
1.2.2.2. MEASURES TO CONTINUE STUDENTS’ LEARNING DURING SCHOOL CLOSURE
1.2.2.3. TEACHERS’ PREPAREDNESS TO SUPPORT DIGITAL LEARNING
1.2.2.4. WHEN AND HOW TO REOPEN SCHOOLS
1.2.2.5. CLASS SIZE, A CRITICAL PARAMETER FOR THE REOPENING OF SCHOOLS
1.2.2.6. VOCATIONAL EDUCATION DURING THE COVID-19 LOCKDOWN
2. 10.Gender equality work in preschools and early childhood education settings in the Nordic countries
2.1. "Gender equality early childhood"
2.1.1. google
2.2. https://www.nature.com/articles/s41599-020-0459-7
2.2.1. The mission that Nordic preschools have through national policy is to give all children a gender equal education. Girls and boys should be regarded as equal learners and they should be treated equally in education. Gender equality as an educational base means that girls and boys are considered equal intellectually and emotionally, and co-education is a well-established principle. According to policy documents girls and boys should not be separated in any terms of learning and development. In addition to this, schools must provide children with proper and equal care and a feeling of security, and this must also be done on gender-equal terms. A large body of research has in different ways highlighted (the lack of) gender equality in practice in the school system in the Nordic countries
2.2.2. Three different stages of gender equality work in preschools The result of this study is illustrated in the form of three houses in Fig. 1. The first house is called ‘the private stage’, the second house ‘the internal stage’, and the third house ‘the external stage’, and these will be presented in this section. The houses are metaphors for different stages of the local work done in a preschool or municipality concerning gender equality. The stages are hierarchal in that they see a more developed and complex way of working to promote gender in the external stage compared with work seen in the private stage. Theoretically, it can be seen that the preschools at the external stage level are more flexible in their way of considering gender roles and how they should be displayed by children
2.2.3. 7.Gender mainstemaind
3. 6.School-related gender-based violence (SRGBV)
3.1. SRGBV can be defined as acts or threats of sexual, physical, or psychological violence occurring in and around school, perpetrated as a result of gender norms and stereotypes, and enforced by unequal power dynamics. SRGBV affects millions of children, fami- lies, and communities and occurs in all countries across the world. Research on the extent and scope of SRGBV is limited, however some data indicate that children and teachers experience a high degree of physical, sexual, and emotional abuse within the school environment. Negative social norms that reinforce unequal power structures between men and women, and adults and children, have been identified as the most significant drivers and root causes of SRGBV. Both girls and boys, and teachers as well as students can be victims and perpetrators of SRGBV and it can have serious and long-term consequences (UNESCO & UN Women, 2016).
3.1.1. The Impact of SRGBV
3.2. "gender-based violence in schools"
3.2.1. google
4. 7.COVID-19 is additional layer to ‘gender equality in education’ challenge:UNESCO report
4.1. "Covid-19 and gender equality Print"
4.1.1. google
4.2. COVID-19 is additional layer to ‘gender equality in education’ challenge: UNESCO report
4.2.1. Increase in gender-based violence during the period families spent at home due to the COVID-19 pandemic, potential rise in teenage pregnancies or early marriages, possibility of a section of girls dropping out of schools or colleges, girls being at a disadvantage due to shift to online learning and increased responsibilities of household chores, are among the several implications pointed out by UNESCO in the report.Citando la Banca Mondiale che le ragazze tra i 12 ei 17 anni sono più a rischio rispetto ai ragazzi di non tornare a scuola nei paesi a reddito basso e medio-basso, il rapporto ha raccomandato ai paesi di riconoscere la necessità di mantenere i contatti con le ragazze durante la pandemia per sostenere il loro eventuale ritorno a scuola.
4.2.2. Quoting the World Bank that girls between 12 and 17 are more at risk than boys of not returning to school in low and lower-middle-income countries, the report recommended that the countries need to recognise the need to maintain contact with girls during the pandemic to support their eventual return to schools.
4.2.3. “Fourth, the shift to online distance learning could disadvantage girls. In low and middle income countries, women are 8 per cent less likely than men to have a mobile phone and 20 per cent less likely to use the internet on it. Finally, school closures have led to increased child care and chore responsibilities at home, which are likely to disadvantage girls more.”
5. 9.Gender Equality Index
5.1. "equality index"
5.1.1. google
5.2. European Union | Index | 2020 | Gender Equality Index | European Institute for Gender Equality
6. 1.Gender Equality (Definition)
6.1. Gender equality, also known as sexual equality or equality of the sexes, is the state of equal ease of access to resources and opportunities regardless of gender, including economic participation and decision-making; and the state of valuing different behaviors, aspirations and needs equally, regardless of gender.Gender equality is the goal, while gender neutrality and gender equity are practices and ways of thinking that help in achieving the goal. Gender parity, which is used to measure gender balance in a given situation, can aid in achieving gender equality but is not the goal in and of itsel
6.1.1. Gender Neutrality
6.1.1.1. Gender neutrality (adjective form: gender-neutral), also known as gender-neutralism or the gender neutrality movement, is the idea that policies, language, and other social institutions (social structures, gender roles, or gender identity) should avoid distinguishing roles according to people's sex or gender. This is in order to avoid discrimination arising from the impression that there are social roles for which one gender is more suited than another. The disparity in gender equality throughout history, has had a significant impact on many aspects of society, including marketing, toys, education and parenting techniques. In order to increase gender neutrality in recent years, there has been a societal emphasis on utilising inclusive language and advocating for equality.
6.1.2. Gender Equity
6.1.2.1. Image
6.2. "gender Equality"
6.2.1. google
7. 2.Education ( Wikipedia )
7.1. "education"
7.1.1. google
7.2. Education - Wikipedia
7.2.1. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. Education frequently takes place under the guidance of educators, however learners can also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
7.2.2. Formal education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship.
7.2.3. A right to education has been recognized by some governments and the United Nations.[a] In most regions, education is compulsory up to a certain age. There is a movement for education reform, and in particular for evidence-based education with global initiatives aimed at achieving the Sustainable Development Goal 4, which promotes quality education for all.
8. 3.Historic gender parity in children television.
8.1. https://seejane.org/wp-content/uploads/see-jane-2019-full-report.pdf
8.1.1. It is historic that female characters have achieved parity in children’s television programs, as measured by the percentage of leading characters, screen time, and speaking time. The Geena Davis Institute has been actively advocating for inclusion in the children’s television sector for well over a decade, and we played a significant role in bringing about inclusion in children’s content. This finding provides hope that the strides in children’s television can also be achieved in other media as well.
8.1.2. Women, people of color, LGBTQ+ individuals, and people with disabilities are still marginalized in film, and when they are portrayed, it is often in stereotypical ways –
8.1.3. as hypersexualized women, as violent men, as promiscuous LGBTQ+ characters, and
8.1.4. as people with disabilities who need to be rescued. Content creators could make the representations equitable overnight by making sure that the worlds they are re-creating in children’s films look like the real world in terms of whose stories are told, and by presenting marginalized characters in ways that allow them to be fully human.
8.2. "children's television reached gender equality"
8.2.1. google
9. 5.Gender Stereotype Analysis of The Textbooks for Young Learners
9.1. https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042815X0022X/1-s2.0-S187704281502340X/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjECQaCXVzLWVhc3QtMSJHMEUCIDtPxC73VQ%2BgAr52DLbQEiK1Lrp6qJQ72FgKT6PtKRXXAiEA2kNO1VN24RGXZz5oJ1XrhEiuFsXhxTYCTxQjJeYaeqgqtAMIfRADGgwwNTkwMDM1NDY4NjUiDDyV6Pv2ei9UyAsGlyqRAxNCRq3e4pmIecpkwy3nwNjloSZVQqNlmVtJR%2F%2FvIwCm15fUwZ%2B0pLRhmmKtN7iwrjuLcRolt9KtR9ZALZ0MoxkWsAY88Y9NsZAgj8sWAFNGx50Lm6aEQomiwU4bdzT28jrf2Pn8Lz95VYajAcWVKjRcn2O45GjQduaH%2F6tiv8yQ%2BgDTIcathEx1R6j9iFAH4GITS0ZMvOLHgXhg1n0Su1HiOnYaTVyRo6tBRBpa%2B4CvxEQxvSHdbZSxFA1qjoP3YDnclFra9cHiivGQ%2FQBiMSmAFmjzmKQGmQAOfdNzfqwII1TEme4ouDXnn5tWFrImgE%2FrxUvCu6AhmruFDO%2FVQ7a0HWcoPQFLk7h%2BjP%2FXiN51b3yIRjP7A0r9UYN%2B1xv%2BSVD1PSa74craD2nU5MnXvc2pRFupHFLlZtY%2Bp2g22qfQ9OYA41F%2Bd82iXLrpOc7Appb%2B2%2BoF%2Fw%2BRS0ywc8WmjEPCwLreAreytOXMfN2vGmR2O8GXOg3tcpRAeLpVXXXC0cgMcOC19YN8Tc1FLJSrUZyuMOT29vwFOusBSkRGUfK4%2BHiTOCHUHw7F1%2FBEFz2E1hW%2FvPgp4ExkbOhJ8mE6lzyvNwnnFcBpJgaVrmO9OrqvGZ7SYfGEcHDuYrlHxiISoY1PQ6PyfCVKLO4O5%2B9hR%2Bhz7CY04hp91NeF8%2FrSlEwnkyt0Mva%2Fw8DTOAsqXJlquog5C8UnWOC7M6KmNeJFJ6t98nFEd9LSVbfYOVceUUhN1b97RJaQW4f0hvWRf90B%2BRZVaY%2BwC9j7HUm7gQ1SfDNfjsifWjLw133%2FZhJUu%2Bfr60h1ITCaamRW9EAiyPHugRRTuBItAWGWUYs7j64hVkbkD5G1Xg%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20201031T201539Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY3ESAVWYB%2F20201031%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=7f7f32389cccdf22c120733e09b783c342fd572647626ed3f8600e937bb6e6bf&hash=7feecadec05c84c245755506b06f3123cb1ae51189154907505fae57de08a3b5&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S187704281502340X&tid=spdf-75efe603-068d-4a62-823f-81dde6a23490&sid=cae6f3ae5d8a0241186b73a-0fe9fd2618d7gxrqb&type=client
9.1.1. Textbooks all include a lot of gender stereotypes. Male characters are much more presented than females in all textbooks. What is more, in all textbooks males present more active and females present quiet, socially approved roles
9.2. "Gender Stereotype"
9.2.1. google
10. 8.GENDER AND EDUCATION IN EUROPE
10.1. "Gender Differences in Educational "
10.1.1. google
10.2. http://www.bollettinoadapt.it/old/files/document/7568GENDER_EDU_OUTCO.pdf
10.2.1. Opposing perspectives on gender and sex differences
10.2.2. Role of feminism
10.2.3. Gender in EU legislation
10.2.4. Gender and conceptions of equality in relation to education
10.2.5. Sex differences research
10.2.6. Cross-national studies of achievement
10.2.7. Social factors which influence girls’ and boys’ performance and behaviour
10.2.8. Gender themes in current educational practice
10.2.9. The curriculum (official and hidden)
10.2.10. School reading materials
10.2.11. Teacher attitudes
10.2.12. Teaching as a profession
10.2.13. Co-education and single-sex settings
10.2.14. The problem of boys