Action Competence for Gender Equality as Sustainable Development: Analyzing Swedish Lower Secondary Level Textbooks in Biology, Civics, and Home and Consumer Studies

2021 ◽  
pp. 000-000
Author(s):  
Elin Biström ◽  
Ragnar Lundström
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Secondary Level ◽  
Consumer Studies ◽  
Action Competence

scholarly journals GENDER HARMONIZATION IN AL MU’ĀSHARAH

2020 ◽  
Vol 8 (3) ◽  
pp. 1112-1120
Author(s):  
Yulfira Riza ◽  
Titin Nurhayati Mamun ◽  
I Syarief Hidayat ◽  
Ikhwan
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Gender Relations ◽  
Sustainable Development Goals ◽  
Analytic Method ◽  
The People ◽  
Ancient Manuscripts ◽  
Development Goals ◽  
Women And Girls

Purpose: This study aims to describe gender harmonization in al Mu'āsharah's manuscript by Sheikh Abdul Laṭīf Syakūr. This concept is considered as Syakūr's understanding of gender equality, as one of the 17 goals in Sustainable Development Goals (SDGs), from an Islamic perspective. Methodology: The analysis of this manuscript uses a descriptive-analytic method to bring up the facts in the manuscript which are then analyzed according to the targets and indicators contained in SDGs 5 formulation on gender equality. Main Findings: This research presents the concept of gender relations in al Mu’āsharah leading to Islamic gender equality as an elaboration of rights and obligations between husband and wife. The existence of women in career and the sustainability of education is fairness according to Shakūr. Likewise, in sexual relations, Syakūr stressed the importance of women getting the same thing as men. Through this research, it is found that there is gender harmonization presented by Shakūr in al mu’āsharah with the concept of fastabiqulkhairat as a form of gender relations in an Islamic family towards real gender equality. Implications/Applications: This research provides an overview of the role of gender harmonization in SDG. Novelty/Originality of this study: Gender equality, which is the goal of the SDGs 5 to achieve gender equality and empower all women and girls, has relevance to ancient manuscripts of the archipelago. This study highlights that gender equality can be enjoyed by the people of the archipelago following the evolving culture and customs. Just like the actual gender equality goals of the SDGs, women should be honored and respected, to create a gender equality discourse.

scholarly journals Gender Equity, Women Education and National Development in Nigeria

2021 ◽  
Author(s):  
Paul Ezinna ◽  
Christopher Ugwuibe ◽  
Chikaodili Ugwoke
Keyword(s):  
Sustainable Development ◽  
Economic Development ◽  
Gender Equality ◽  
Gender Equity ◽  
National Development ◽  
Central Position ◽  
Access To Education ◽  
Equity In Education ◽  
Socio Economic Development ◽  
The Impact

<p>Gender equity in education generates a push force that accelerates progress across sectors and goals; thus sustainable development. Gender equality constitutes central position in both national and international programmes as an accelerator for achieving development. Women’s place in national development appears subordinated. Thus, this study examined gender equity in education in Nigeria and the impact on national development. Specifically, the study sought to determine the degree of women access to education, ascertain the impact of women education on socio-economic development and determine the factors that constitute barriers to women education in Nigeria. The study discovered that educated women serve as stabilizing factor in national development and recommended ‘soft competition technique’ as the approach that will grant women the needed equity in national development in Nigeria. </p>

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

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