No description available.

Since the advent of democratic dispensation in 1994, the local sphere of government has had a significant role to play in the achievement of the South African government's goal of facilitating the social and economic development of communities. This development manifests itself in improving the lives of women, who have for the most part been excluded from taking part in the economy, politics and business. While accomplishments have been made in improving the lives of women post 1994, with reference to the increased participation and representation of women in all three spheres of government, the situation of women has degenerated especially in the local sphere. Women are threatened with problems such as gender-based violence, poverty, HIV and AIDS, the lack of provision of basic services, illiteracy and unemployment. This situation has drawn attention to analyse the issues municipalities are tackling in implementing government polices in their communities, in this research the policy that will be utilised is the Gender Policy Framework for Local Government Framework established to improve the lives of men and women. Challenges associated with implementing a gender policy are aligned with local government authorities making an allowance for gender as an auxiliary issue and not as precedence and the lack of capacity; financial, human resource and institutional in all municipalities in South Africa to implement gender policies. The premise of this research is to construct a comparative investigation of the progress that the Buffalo City and the Amahlathi Local Municipalities have made in the implementation, monitoring and evaluation of the effectiveness of the Gender Policy Framework for Local Government Framework. / Dissertation (MPhil)--University of Pretoria, 2011. / School of Public Management and Administration (SPMA) / unrestricted

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-07-07T18:14:34Z No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-10T14:52:36Z (GMT) No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-10T14:52:37Z (GMT). No. of bitstreams: 2 Dissertação - Nathalia Borges Santos - 2017.pdf: 1806400 bytes, checksum: 1b03789d14e55f98cb2019578bc7caf5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-06-02 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The general objective of this research was to investigate the Educational Policies of Gender and reflect about the processes that can contribute to a genuine and emancipatory cultural formation. Its specific objectives were to understand how psychosocial processes developed by education can form human subjectivity in the contemporary context, analyzing the conceptual category of cultural formation from Adorno and Horkheimer; to discuss the emergence of the gender concept and carry out a historical contextualization of the feminist movement; to analyze the relationship between State, public policies and the demands of the feminist movement; to investigate the advances and setbacks in relation to the demands of women's social movements in the Gender Equality Prize , reflecting about the subjects above and how these policies are assimilated by schools through winning school projects, seeking to understand their contradictions whether in fact there are formative possibilities that lead to emancipation. In particular, the analysis of the Public Policies of Gender aimed to reflect on the formative potential of a critical and sensitive conscience to the questions related to the inequality between men and women. This paper aimed to investigate, through a documental bibliographical research, the gender policies in education, especially the Building Gender Equality Prize (in the 2010a, 2010b, 2012, 2013 and 2014 editions), seeking to verify in which and how the projects directed to the school derived from these policies contribute to a humanized education and the overcoming of the inequalities between the masculine and feminine genders in fact, the contribution for the emancipation of the individual. As a result of this analysis, the importance of Psychology as a science was emphasized through studies, researches and discussions in the debate of Educational Policies that promotes effectively the bases for a genuine cultural formation, in which the struggle for real equality between men and women express the real equality among all individuals, aiming for human emancipation. / A presente pesquisa teve como objetivo geral investigar as Políticas Educacionais de Gênero, refletindo acerca dos processos que podem contribuir para uma formação cultural genuína e emancipatória. Teve, ainda, como objetivos específicos: compreender como os processos psicossociais desenvolvidos a partir da educação formam a subjetividade humana no contexto contemporâneo, a partir da categoria conceitual de formação cultural(conforme a concebem Adorno e Horkheimer); discutir a emergência do conceito de gênero e realizar uma contextualização histórica do movimento feminista; analisar a relação entre Estado, políticas públicas e as reivindicações do movimento feminista; investigar, no Prêmio Construindo a Igualdade de Gênero , os avanços e recuos em relação às reivindicações e demandas dos movimentos sociais das mulheres, refletindo, sobretudo, como essas políticas são assimiladas pelas escolas por meio dos projetos escolares ganhadores, buscando apreender suas contradições e questionar se de fato há possibilidades formativas que levem à emancipação. Em especial, a análise das Políticas Públicas de Gênero visa refletir sobre o potencial formativo de uma consciência crítica e sensível às questões relativas à desigualdade entre homens e mulheres. Isto posto, pretendeu-se investigar, por meio de uma pesquisa bibliográfica documental, as políticas de gênero na educação, especialmente o Prêmio Construindo a Igualdade de Gênero (nas edições de 2010a, 2010b, 2012, 2013 e 2014), buscando verificar em que medida os projetos voltados para a escola, oriundos dessas políticas, contribuem para uma educação humanizante e para a superação das desigualdades entre os gêneros masculino e feminino e se elas atuam, de fato, como meio para emancipação do indivíduo. Como resultado dessa análise, evidenciou-se a importância de reivindicar a participação da Psicologia, por meio de estudos, pesquisas e discussões no debate sobre Políticas Educacionais, que efetivamente promova as bases para uma formação cultural genuína, na qual a luta por igualdade real entre homens e mulheres expresse a luta por igualdade real entre todos os indivíduos, ou seja, que busque, sobretudo, a emancipação humana.

For the past decade, EU’s gender equality policies have undergone some changes that have affected the way in which the problem with gender equality is now represented. This case study analysis explores what the problem with gender inequalities is represented to be in EU’s Strategy for Equality between Women and Men, 2010-2015, and whether there are any presuppositions or assumptions underlying EU’s representation of the problem. The method used for analysis is Carol Lee Bacchi’s approach: What’s the Problem (represented to be)?, which is a post-structuralist approach that pays much attention to language and discourse. EU’s gender equality policy is then compared with Sylvia Walby’s theory on the patriarchy, that explains gender inequalities as being systematically produced through a system of social structures. The main conclusion is that EU’s gender policies are tailored to fit the political priorities of the union, which are to achieve the objectives of the EU 2020 Strategy.  The problems are mainly being represented from an economic perspective, and furthermore the EU dismisses the notion that gender inequalities are a result of our social structures, and rather explains the problem of gender inequality as being the problem of women.