The United Nations Educational, Scientific and Cultural Organisation (UNESCO), established at the end of the Second World War, proposed, as stated in its Constitution, to "forge peace in the minds of men." Therefore, it also states in the same document, that its mission is not to act in conflicts but in the causes that generate them. In this sense, since its creation, it is proposed to release humanity from three major threats: the war (the last had left about 50 million dead); Ignorance (by that time only half of the world's adults knew how to read and write) and poverty (it was estimated that three quarters of the world's population was poorly housed, poorly clothed and poorly fed) (Tatar, and Emmanuel, 2001). In this context of shortcomings,
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It presents an analysis of the data focused on differences in performance according to gender. The comparative analysis of policies and measures developed in UK in the field of gender equality in education is the main part of the report (Gosselin, 2007). It addresses the legal and political frameworks of gender equality in education, pointing out the main issues of concern in this area. Concrete examples are also provided to illustrate the extent to which UK has introduced specific policy measures to address gender inequalities. Modifications and reforms planned for the coming years have also been taken into account when they have been considered …show more content…
What are the features of gender inequalities in education?
2. What is the relation among poverty, education and gender?
3. What are the factors associated with gender inequalities in the education system?
4. What are the programmes for reducing gender inequality in the education system?
1.7 Research Structure
The structure that is followed in the research study is as follows:
Chapter 1: Introduction
This is the first chapter of the study in which the research aim, objectives, and questions are presented along with rationale and problem statement to understand the purpose of the study. Moreover, background of the topic is also provided.
Chapter 2: Literature Review
In this chapter, the research aim and objectives are discussed from the perspective of different scholars and researchers. The studies that have been published previously are used for discussing the research context.
Chapter 3: Research
It presents an analysis of the data focused on differences in performance according to gender. The comparative analysis of policies and measures developed in UK in the field of gender equality in education is the main part of the report (Gosselin, 2007). It addresses the legal and political frameworks of gender equality in education, pointing out the main issues of concern in this area. Concrete examples are also provided to illustrate the extent to which UK has introduced specific policy measures to address gender inequalities. Modifications and reforms planned for the coming years have also been taken into account when they have been considered …show more content…
What are the features of gender inequalities in education?
2. What is the relation among poverty, education and gender?
3. What are the factors associated with gender inequalities in the education system?
4. What are the programmes for reducing gender inequality in the education system?
1.7 Research Structure
The structure that is followed in the research study is as follows:
Chapter 1: Introduction
This is the first chapter of the study in which the research aim, objectives, and questions are presented along with rationale and problem statement to understand the purpose of the study. Moreover, background of the topic is also provided.
Chapter 2: Literature Review
In this chapter, the research aim and objectives are discussed from the perspective of different scholars and researchers. The studies that have been published previously are used for discussing the research context.
Chapter 3: Research