Gender
3 child terms
 Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis; it reveals how women's subordination (or men's domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed for ever. Source: UNESCO UIS 2013, Global
| Organisation: | UNESCO Institute for Statistics (UIS) , UN |
| Source: | UIS glossary (Continuously updated (Accessed in January 2016) ) |
| Description: | The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication.[...][Some] entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. Website |
Child terms
 Gender analysisThe collection and analysis of sex-disaggregated information. Men and women both perform different roles. This leads to women and men having different experience, knowledge, talents and needs. Gender analysis explores these differences so policies, programmes and projects can identify and meet the different needs of men and women. Source: UNESCO UIS 2013, Global
| Organisation: | UNESCO Institute for Statistics (UIS), UN |
| Source: | UIS glossary (Continuously updated (Accessed in January 2016) ) |
| Description: | The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication.[...][Some] entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. Website |
Gender and development mainstreaming (GAD)Integration of GAD perspective into the analyses, formulation, monitoring and evaluation of TVET policies, programs and projects in the development agenda, with the ultimate goal to achieve gender equality. Source: TESDA 2010, Philippines
| Organisation: | Technical Education and Skills Development Authority (TESDA), Philippines |
| Source: | TVET glossaries of terms (2010) |
| Description: | The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines.
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii |
Gender equalityMeans that boys and girls would experience the same advantages and disadvantages in educational access, treatment and outcomes. In so far as it goes beyond questions of numerical balance, equality is more difficult to define and measure than parity. The achievement of full gender equality in education would imply: equality of opportunities; equality in the learning process; equality of outcomes; and equality of external results. Source: UNESCO UIS 2013, Global
| Organisation: | UNESCO Institute for Statistics (UIS), UN |
| Source: | UIS glossary (Continuously updated (Accessed in January 2016) ) |
| Description: | The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication.[...][Some] entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. Website |
right to access and participate in education, as well as to benefit from gender sensitive educational environments, processes and achievements, while obtaining meaningful education outcomes that link education benefits with social and economic life. Source: UNESCO Santiago, The third regional comparative and explanatory study (TERCE) 2012, Latin America
| Organisation: | UNESCO Santiago, Chile |
| Source: | Gender inequality in learning achievement in primary education (2016) |
| Description: | This report consists of three chapters. Chapter I describes gender disparities in Latin America based on several international and national assessments of learning achievement. Chapter II provides additional information about the TERCE assessment including several key advantages and one notable limitation of this data. The third chapter shares analysis and findings about study objectives.
This study has three specific objectives. First, it identifies the extent and characteristics of gender achievement gaps in the assessed countries […]. Second, […]it identifies trend changes in gender inequality over time. Third, it explores several factors that may explain the achievement gaps between male and female students. The purpose of these analyses is to provide an understanding of the nature of inequity in learning by gender in the Latin America and the Caribbean region.
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