Gender Equity in Education

Pappu, Rekha

doi:10.1007/978-981-13-3309-5_35-1

Cited by 5 publications

(2 citation statements)

References 32 publications

(44 reference statements)

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“…Second, schoolgirls in South and Southeast Asia still face difficulties accessing and participating in education (Pappu, 2020 ). Hence, future research can pay more attention to the potential of ICT-abled learning brought to this group of girls.…”

Section: Discussionmentioning

confidence: 99%

A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity

Liang

Lim

Park

et al. 2022

Education Tech Research Dev

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The education pathways and opportunities of schoolgirls in Asia are facing different challenges. The empirical studies have implemented Information and Communication Technology-enabled learning to expand such pathways and opportunities and promote education inclusiveness and equity. Through the Gender Analysis Framework, this review paper focuses on exploring and discussing how ICT-enabled learning may expand schoolgirls’ education pathways and opportunities in Asia for inclusive and equitable education. This review covers 30 studies that adopted ICT-enabled learning, synthesizes, and presents four key ICT-enabled learning approaches: Emerging technologies-enabled learning, Digital game-based learning, Mobile-enabled learning, and Computer-assisted learning. Our result discusses about how different approaches in this review (in)directly impact on schoolgirls’ access to assets, their practice and participation in learning activities, belief and perception of their own and other stakeholders’, and how policies accommodate these approaches. The review further suggests several guidelines to develop an inclusive learning environment enabled by ICT to education pathways and opportunities of schoolgirls, thereby enhancing education inclusiveness and equity.

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Section: Discussionmentioning

confidence: 99%

A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity

Liang

Lim

Park

et al. 2022

Education Tech Research Dev

View full text Add to dashboard Cite

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“…The figures also give a false impression of who actually understands and values education. The fact that many girls still choose not to enroll in formal education raises serious concerns for everyone who believes in the transformational potential of education (Pappu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Gender Parity Approaches in Ugandas Education System: A Case of Public Secondary Schools in Bugiri District

Muweesi,

Mugenyi,

Kaweesi

et al. 2023

Educ. Res. Rev.

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The study examined the available approaches to improving gender parity in public secondary schools in Bugiri District. It specifically focused on the approaches put in place to improve gender parities in Public secondary schools, their effectiveness and challenges faced by stakeholder. The study was rooted in the interpretive paradigm and employed a qualitative methodology. Data were obtained from head teachers, teachers and students with the help of semi-structured interview guides that was triangulated with document checks and was analyzed thematically. Findings revealed that in schools where gender-related training was implemented, head teachers and teachers continued to partner with the communities in the provision of school facilities for girls (toilets and restrooms), learning materials, and also advising their children. According to findings, the ministry of education and sports typically advocates for programs that promote gender equality in schools. Further, for female students to feel comfortable and confident in their health while attending school, there are also organizations that produce reusable pads. People who are the victims of gender discrimination typically look for a forum to talk about their issues and need an unbiased listener. According to results, most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students. The gender roles that have been established are still so distinct that many women are referred to as being in charge of the household duties. Conclusively, religious leaders do a lot to participate in the implementation of gender-responsive programs in schools. Most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students.

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Learner Diversity and Educational Marginality in South Asia

Pappu¹

2020

Handbook of Education Systems in South Asia

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Gender Equity in Education

Cited by 5 publications

References 32 publications

A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity

A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity

Gender Parity Approaches in Ugandas Education System: A Case of Public Secondary Schools in Bugiri District

Learner Diversity and Educational Marginality in South Asia

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