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Ellen Carm Leikny Øgrim Oslo University College

Do ICTs Narrow or Widen the Gender Gap in Education? or ICTs: Tools to Achieve and Sustain Gender Equality?. Ellen Carm Leikny Øgrim Oslo University College. Content. Context: policy and legislation issues ICTs and education Formal education Non-formal education Education management

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Ellen Carm Leikny Øgrim Oslo University College

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  1. Do ICTs Narrow or Widen the Gender Gap in Education? orICTs: Tools to Achieve and Sustain Gender Equality? Ellen Carm Leikny Øgrim Oslo University College

  2. Content • Context: policy and legislation issues • ICTs and education • Formal education • Non-formal education • Education management • Information Networks, empowering women • Girls’ access to ICTs • Gender differences in the use of ICTs • Experiences – what works?

  3. Policy and legislation issues • Global trends and policies: • Digital divide • ICT in education • Education for All

  4. Definitions and Concepts radio, tape cassettes, television, video, satellite, fixed telephone, mobile telephone, fax, computers, CD-ROMs, and the Internet Teaching and learning tools Objects of learning The internet: e-mail, www, news

  5. ICTs and education • Primary and secondary education • Teacher training • Higher education • Education Management

  6. Illiteracy in selected countries

  7. Non-formal learning activities • Need based • Accessibility • Technology

  8. Information networks. Empowering Women. The lack of correlation of women’s Internet use with expected indicators supports the hypotheses that most women internet users in almost all developing countries are not representative of women in the country as a whole, but rather are presently part of a small educated elite.

  9. Preferred media for reaching women with information

  10. Girls’ access

  11. Gender differences in use of ICTs Are girls’ interests directed towards the social aspects of the technology, end boys’ towards the technology s such? Idea from Kvande Rasmussen

  12. Experiences – what works? • Female role models • Obligatory IT-education • Attention ! • Attitude campaigns • Extra time and space • Learning on girls’ premises

  13. Part of GEM context analysis Because gender issues are not often mainstreamed into project and planning processes, it is particularly important to look at how, if at all, gender issues were articulated in the first three phases of the project cycle. This is also true for ICT for social change considerations. • Was there discussion of gender issues in the project planning phase? • Were women or groups of women identified as a specific beneficiary groups? • What assumptions or research were made about how ICTs would facilitate positive social change for women?

  14. Attitudes • Experiences • Knowledege: • Policy and legislation issues • National Curriculum: • Implementation of ICTs as tools for achieving gender equality. • Cross-Sectoral • Co-operation, Potential Educational Change:

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