ERIC Number: ED416306
Record Type: RIE
Publication Date: 1996-Mar
Gender Approach to Adult Literacy and Basic Education.
Women's literacy rates have improved in nearly all countries for which data are available. However, discrimination in access to education starts in early childhood and tends to continue throughout women's lives. Reproductive, productive, and community roles are considered family responsibilities to be assumed by women. Because these activities usually take most of their daily time, women can seldom attend educational activities. Other obstacles are husbands' opposition, religious beliefs, poverty, and the patriarchal ideology. Government programs make no distinction between men and women and contain a gender approach--one that presents women performing traditional roles. Educational activities are organized in places and with timetables unsuitable for women's and girls' regular attendance. Women's nongovernmental organizations organize literacy activities that use a feminist approach and focus on women's conditions and situations, practical needs, and strategic interest. Women's attendance would definitely increase if facilities are created to ease their workload while they attend the courses. Introducing a gender approach means to include such topics as the following: gender relations; social individuals' plurality; autonomy; family, community, and society relationships; and participation in the development process. Implementation of educational activities should include organizing subgroups of the main group. Research is needed on what gender issues to introduce, how, and when. (Contains 13 references.) (YLB)
Descriptors: Access to Education, Adult Basic Education, Adult Literacy, Developing Nations, Economic Development, Economically Disadvantaged, Females, Foreign Countries, Gender Issues, Literacy Education, Poverty, Program Design, Program Development, Rural Areas, Sex Discrimination, Sex Fairness, Womens Education
Thirty-three selected papers from this conference are available on the "Literacy Online" Web site: http://www.literacyonline.org
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the World Conference on Literacy (Philadelphia, PA, March 1996). For other papers from this conference, see CE 075 168, 171, 180, 183, 187, and CS 012 996, CS 013 000, 002.