The promotion of male educators in the early childhood care and education (ECCE) workforce has been pursued as a social policy in various countries around the world, yet this issue is virtually absent in ECCE literature and policy in South Africa. From certain child development, education and gender perspectives, more men in ECCE is seen as good for children, good for men, challenges gender stereotypes and enhances gender equity as well as the quality of ECCE. We know very little about male ECCE educators in South Africa. This study aims to shed light on their experiences and explore whether there is a need to promote gender inclusivity in ECCE in South Africa. Due to the virtual absence of this minority, a small sample of six male ECCE educators were purposively sampled in an in-depth, qualitative case study, using semi-structured interview schedule and face-to-face interviews. The study also explored the views of two key informants - academics working in early childhood and gender studies. Thematic content analysis of the data revealed some commonalities with previous studies. While some generalisations can be drawn the aim of the study was to gather contextualised accounts of these experiences and views on the broader social issues pertaining to the lack of men in the sector. The overall findings suggest that there is a need for existing and potential male educators to be encouraged, supported and made more visible. This requires network building by male educators themselves and support from the ECCE sector, Government and other stakeholders for programmes that promote attitude and institutional change.

1 ABSTRACT The aim of the thesis was to explore the approach of schools towards trans and nonbinary students in Czech Republic. The theoretical part presents an analysis and comparison of various approaches to this issue and places it in the context of the Czech educational system. The practical part of the thesis brings quantitative research devoted to the assessment of the whole situation in a comprehensive form from the perspective of trans and nonbinary students themselves, with an extension of qualitative insight. The survey conducted through electronic questionnaires focused on experiences in the field of: school procedure after coming out; solving specific situations; the school's approach to queer and gender themes; safety in the school environment. The research involved 105 people who provided 122 experiences from schools in primary, secondary and tertiary education. The results provided a detailed description of the current situation and its significant diversity, while also pointing to specific problematic aspects and differences in the degree of respect for the identities of students growing along with the level of education. The variability of research results and frequently mentioned disregarding attitudes and approaches correlate with the theoretical finding that there are no officially...

This dissertation makes use of theoretical frameworks drawn from development theory, ecofeminism, climate science, environmental and distributive justice, and human rights to provide gender analysis of climate policy, including climate finance.The problem addressed is that climate impacts are exacerbating food insecurity that is women's responsibility in the global South. First, I use literature in climate science to detail the impacts of climate change on agriculture in Africa and show how this exacerbates women's poverty that is driven already by persistent socioeconomic inequalities and gender bias. I conclude that women as food producers are especially vulnerable to climate impacts on food security. Next, I assess international climate policy through gender analysis of the United Nations Framework Convention on Climate Change (UNFCCC) against other United Nations (UN) gender policies, followed by gender assessment of Ghanaian climate policy. I conclude that both international and Ghanaian policy fail adequately to address gender and women's needs, despite making advances on gender-inclusion and gender-sensitivity since the turn of the century. I then present a case study in climate finance by evaluating the capacity of an Adaptation Fund Project (AFP) in northeast Ghana to meet women farmers' needs. I gather data from Project implementers and intended beneficiaries, i.e. women in village communities, using interviews and focus group discussions. I conclude that the Project is not successful in engaging women and identify reasons for this failure, including slow distribution of funds to implementers, petty corruption, and community gender biases. In the final chapter, I summarize my findings and make recommendations for policy interventions better to meet women's climate adaptation needs in order to maintain food security and avert the humanitarian crises in hunger that are already well underway in Africa.