Education and Gender Equality

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Gender equality is a global priority for UNESCO and inextricably linked to its efforts to promote the right to education and support the achievement of the. Girls are still more likely than boys to never set foot in a classroom, despite the tremendous progress made over the past 20 years.

Traditionally, girls have been at a disadvantage to accessing education in most parts of the world, and this continues even today. From a global perspective, the gender gap in access to primary education participation actually favours boys. In the Cayman Islands, the Census reported a higher percentage of females aged attending school for both full-time and part-time study, and Males however were more likely to have a vocational or trade certificate or diploma.

By Natasha Ridge, Susan Kippels, Alejandra Cardini, and Joannes Paulus Yimbesalu

Among persons aged 20 years or older in Cayman, both Caymanian females While females held higher educational qualifications in Cayman, this did not translate into higher income when compared to males with the same education levels. The Census data indicated that females, on average, earned less than males at every education level.

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The discussions of gender dynamics in education in the English-speaking Caribbean have undergone significant shifts. In recent years, educational retention, completion and attainment by boys in the Caribbean appears to be slipping while girls have improved in these areas. Gender ideology or ideas about what it means to be a boy or man are one of the root causes of gender disparities in relation to the issue of education.

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Research in the United States has indicated that boys' academic performance relative to girls has been dropping for decades. Boys are more likely than girls to earn poor grades, be held back a grade, have a learning disability, form a negative attitude toward school, get suspended or expelled, or drop out of school.

Education as the Pathway towards Gender Equality

While females held higher educational qualifications in Cayman, this did not translate into higher income when compared to males with the same education levels. The Census data indicated that females, on average, earned less than males at every education level.

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The discussions of gender dynamics in education in the English-speaking Caribbean have undergone significant shifts. In recent years, educational retention, completion and attainment by boys in the Caribbean appears to be slipping while girls have improved in these areas.

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Gender ideology or ideas about what it means to be a boy or man are one of the root causes of gender disparities in relation to the issue of education. Research in the United States has indicated that boys' academic performance relative to girls has been dropping for decades.

conpauloroutpi.ml Boys are more likely than girls to earn poor grades, be held back a grade, have a learning disability, form a negative attitude toward school, get suspended or expelled, or drop out of school. Boys and men are just as capable as girls and women of succeeding in educational systems; however we have to examine and address at a macro level what it is that causes boys to retreat from the classroom and men to under participate in education systems.

Boys construct their identity by modeling behaviours that differentiate themselves from girls. Boys then seemingly retreat to physical dominance- in the positive form of sports or in the negative form of bullying and physical violence- to prove their gender identity within the school environment. Girls and women on the other hand see schooling and education as an investment or insurance for the future.

Gender equality in education

Education benefits girls in a variety of way such as increased wages, reduced teen pregnancy and infant mortality, better health, delays in having children, and it is often a way for women to ensure that their children are also educated and provided for in a healthy way. With regard to faculty employees, the results point to a clear predominance of males in positions of more power, influence and prestige and a higher concentration of women in lower decision positions.

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In UTAD, there is a horizontal segregation at the level of employees by department faculty. The males in the departments of Physics and Engineering are predominant and in the departments of Veterinary Science, Genetics and Biotechnology and Mathematics the predominance of females is significant. Regarding the leadership positions of the research centres, there is vertical segregation with predominance of males, which curiously escapes the study areas traditionally feminized, such as those of the social sciences and humanities.

Similarly, there is horizontal segregation at the level of non-teaching employees to the extent that men predominate in the career of computer services and women in and technical careers.