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Gender mainstreaming is a strategy for integrating the advancement of equality between women and men into every activity.

Gender mainstreaming.

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The government of Malawi has committed to addressing gender inequality and improving women's wellbeing. The government has implemented multiple strategic development plans to guide policy creation and implementation. The current ongoing strategic plan is the Malawi Growth and Development Strategy (MDGS) III, which is aimed at alleviating poverty and fostering sustainable economic growth. In January 2021 the government of Malawi introduced the Malawi 2063 Vision, a strategic development plan which aims for low-middle income status by 2030.i To meet the goals set out in Malawi 2063, human capital development, private sector development, economic infrastructure, and environmental stability have been highlighted as critical drivers to be addressed. While the MDGS III and the Malawi 2063 Vision both include a focus on gender equality, this is largely done through a human capital and voice and agency lens, with considerably less focus on how closing gender gaps in the productive economic sectors can boost economic growth and poverty reduction. In the MDGS, gender is placed under 'other development areas' and grouped together with issues relating to youth, disability, and social welfare, with outcomes to be monitored including those focused on access to basic services, women's roles in various levels of decision-making, and gender-responsive budgeting. In the Malawi 2063 Vision, gender is principally discussed under the human capital 'enabler' section.

Gender mainstreaming.

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The focus and approach of South Asia Second Regional Gender Action Plan (SAR RGAP) are based on an analysis of regional trends in key gender outcomes in South Asia, an assessment of SAR RGAP, and an extensive set of consultations, including country-level consultations conducted across the WBG. Implementation of SAR RGAP will take place in the context of the WBG's broader strategy for gender and the latest International Development Association (IDA) commitments. The World Bank Group Gender Strategy prioritizes four domains of gender equality: (a) improving human endowments, (b) more and better jobs for men and women, (c) women's access to productive assets, and (d) improving women's voice and agency and engaging men and boys (WBG 2015). An update of the Gender Strategy is currently under preparation, with completion expected in 2024. SAR RGAP aligns with this broader strategy but is also selective and therefore focuses on the most pressing gender gaps in the region. SAR RGAP also follows the December 2021 IDA replenishment, aligning with all eight of its policy commitments for gender: (i) investing in women's empowerment, (ii) scaling up productive economic inclusion, (iii) expanding childcare, (iv) supporting medium, and high-skilled employment opportunities for women, (v) closing the gap in digital technology, (vi) strengthening women's land rights, (vii) increasing support for prevention of and response to GBV, and (viii) implementing fiscal policy and budget systems to close gender gaps.

Gender mainstreaming.

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Gender equality is not just about fairness and equity; it is also about economic empowerment and economic growth. Estonia has made great strides towards gender equality. Girls today outperform boys in educational attainment, but they are less likely than boys to study mathematics or information and communication technology.

Estonia. --- Gender mainstreaming. --- Gender mainstreaming

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La publication est issue d’un congrès international organisé à Bordeaux en octobre 2022 sur le thème de l’éthique inclusive, envisagée comme nouvel horizon éducatif pour les enseignants et pour l’enseignement. Cette recherche esquisse les contours conceptuels d’une approche éthique de l’éducation dite inclusive, entre conceptions de l’homme dans son rapport au savoir et enjeux des idéaux démocratiques. Ce livre étudie également de singulières exceptions à la norme éducative, que les contextes ne manquent pas de charrier, qu’il s’agisse d’environnements sociaux, géographiques ou de nosographies de santé. La réflexion sur la dimension éventuellement ségrégative du travail de dénomination et de catégorisation de la différence amène progressivement les auteurs à l’épineuse question des réponses éducatives et pédagogiques adaptées à ces situations singulières. Au coeur du processus, des propositions de nouveaux outils, de nouvelles stratégies ou de nouvelles approches sont dépliées , non sans une mise en l’épreuve scientifique de leur pertinence dans la continuité dans le temps et les espaces culturels

Mainstreaming in education