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• Document

  Ethical Trade in African Horticulture: Gender, Rights and Participation

  Institute of Development Studies UK, 2004

  Are codes of conduct enough to address the gendered needs of women working in African horticulture? This paper addresses the growing use of codes of conduct outlining the employment conditions expected of southern producers. It provides an in-depth assessment of gender and ethical trade in South Africa (fruit), Kenya (flowers) and Zambia (flowers and vegetables).
• Document

  Social Differentiation and Gender Stratification in the Present Phase of China

  Zhejiang University, 2004

  During the current social transition those with most power are men. Men make up about three-quarters of all those managing, state, society and private enterprises. In the middle levels of society, women and men make up fairly equal proportions of professional and technical people, but men outnumber women in higher level posts, and women predominate at the lower end.
• Document

  A Study of Gender Inequality in Rural Women's Development and their Free Time

  2004

  The relation between free time and gender inequality has been ignored by both studies of free time and by women's studies.
• Document

  Gender Violence in Schools: Ghana

  University of Sussex, UK, 2004

  What is meant by gender violence in schools? What is the situation in Ghana? This is one of five newsletters tackling the issue of gender violence in schools in Africa. They are based on a three-country study of the abuse of girls in Ghana, Malawi and Zimbabwe.
• Document

  In the Classroom: Empowering Girls - Idea Book

  Peace Corps, 2001

  This book looks at strategies to increase girls' access to and participation in good quality school education. Designed for use by Peace Corps volunteers it also supports others acting as role models, technical specialists, health workers, teachers or counsellors. The book starts by outlining why it is important to look at girls' education and identifies some of the key issues.
• Document

  Toolkit for Assessing and Promoting Equity in the Classroom

  2002

  This toolkit from the Equity in the Classroom Project is aimed at teachers, teacher trainers, school directors and others at the school level. The toolkit is designed to help conduct school-based research and teacher learning to identify factors that limit equitable participation and achievement in education and to provide strategies to improve curriculum and teaching. The tools include:
• Document

  Computer Tool: Girls' Education Designing for Success

  World Bank, 2005

  This is a tool to help policymakers, planners, educators, researchers, managers and other development specialists to create practical country-led and country-specific plans for educating girls.
• Document

  The ABC of Gender Responsive Education Policies - Guidelines for Developing Education for All Action Plans

  2003

  How can gender-sensitive education policies be assessed, designed, implemented and monitored? These guidelines designed to support the FAWE's national representatives, address a perceived gap in the technical tools needed in order to carry out gender mainstreaming in national education policies.
• Document

  Gender Equality in Basic Education

  2002

  This document provides policy-makers in UNESCO and its member states with guidelines for the development and reinforcement of their national plans and programs designed to achieve the objectives of the Dakar Framework for Action.
• Document

  Mainstreaming Gender Equality in Sector Wide Approaches (SWAps): Case Studies in Education

  Cambridge Education Consultants, 2000

  This study was aimed to produce practical guidelines on good practice in mainstreaming gender into the planning and implementation of education SWAps. SWAps are a move away from project-focused approaches in educational development and the 'islands of excellence' that these entail, towards the provision of technical assistance within a coherent sector policy.

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