The overall aim of this master’s thesis is to increase our understanding about the framing of gender in EU’s development policies. To reflect to this aim, the thesis examines how gender is framed in EU’s development cooperation with Ethiopia in the governance sector. The EU is collectively the biggest donor for international aid in the world, while claiming to be “a global front-runner” in promoting gender equality as a key political objective of its external action. However, previous research has criticized the EU’s gender policies, explaining that gender is not mainstreamed in all the policies and that gender equality is often motivated on instrumentalist arguments. The previous research is however somewhat outdated, lacking the consideration of effects of the SDG’s and the improved gender equality policies by the EU. Previous studies are furthermore mostly concerned with country comparisons and therefore selecting one field of study and one country could shed light to matters that may have been left unnoticed in previous research. Therefore, based on previous research and theories focusing on gender equality and development, WID and GAD, this study analyses how the EU is framing gender. This study is designed as an in-depth case study which uses a frame analysis and interviews as a method to study the research question. The main findings of this study are that both references to WID and GAD framing of gender are actively used in EU’s development policies. Even though these approaches are contradictory in many ways they seem to be overlapping in several cases, presenting women as a vulnerable group that needs to be empowered. Arguments for WID approach include instrumentalist arguments, women seen ass add-ons’ to the development structures, women seen as a vulnerable and homogenized group and the effects of the girl effect. Arguments supporting GAD approach include women’s rights framing, patriarchal system framing, women’s empowerment framing and the social justice framing.

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Orientador: Nilson Rogério da Silva / Banca: José Carlos Miguel / Banca: Antonio Francisco Marques / Resumo: Os movimentos de Educação para Todos e a luta por igualdades de oportunidades, equidade e universalidade vêm contribuindo para a crescente procura pela inclusão de pessoas com deficiência na escola regular. Este processo tem se repetido em todas as modalidades de ensino, inclusive na Educação de Jovens e Adultos. Estes jovens e adultos com deficiência buscam uma inserção não só na escola comum, mas também no mercado de trabalho formal. Diante deste cenário, o presente estudo teve como objetivos caracterizar o perfil do aluno da Educação de Jovens e Adultos em um município do interior paulista, entre os anos de 2011 e 2013 e descrever as práticas pedagógicas desenvolvidas com os alunos com deficiência matriculados na Educação de Jovens e Adultos do município do interior de São Paulo. O estudo adotou uma abordagem qualitativa e para a coleta de dados foram utilizados; 1) um roteiro de caracterização dos alunos, preenchido a partir dos dados coletados no sistema de cadastro de alunos; 2) um roteiro de caracterização dos professores, preenchido pelos participantes da pesquisa que foram professores da Educação de Jovens e Adultos Primeiro Segmento que possuíam alunos jovens e adultos com deficiência matriculados em suas turmas; 3) entrevista semi-estruturada realizada com os mesmos professores participantes do estudo. Os dados coletados foram organizados, analisados e apresentados em tabelas. As entrevistas foram transcritas na íntegra e os dados examinados por meio de análise temática. Os resultados apontam que a procura pela Educação de Jovens e Adultos foi predominantemente por mulheres e idosos. O número de alunos com deficiência vem aumentando e ao se analisar apenas esta parcela de alunos, no entanto, observa-se que ocorre o oposto, sendo que a procura maior ocorre por ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Education for All movements and the struggle for equality of opportunity, equity and universality are contributing to the growing demand for the inclusion of people with disabilities in regular schools. This process has been repeated in all types of education, including the Youth and Adult Education. These young people and adults with disabilities seeking an insert not only in regular schools, but also in the formal labor market. Against this background, the present study aimed to characterize the profile Youth and Adult Education of the student in a city in the interior, between the years 2011 and 2013 and describe the pedagogical practices developed with students with disabilities enrolled in Education Youth and Adults in the interior of São Paulo. The study adopted a qualitative approach and data collection were used; 1) a roadmap to characterize the students, filled from the data collected in the student registration system; 2) a roadmap to characterize the teachers, completed by research participants who were teachers of the Youth and Adult Education First segment that had young students and adults with disabilities in their classes; 3) semi-structured interviews with the same teachers participating in the study. The data collected were organized, analyzed and presented in tables. The interviews were transcribed and the data examined by means of thematic analysis. The results show that the search for Youth and Adult Education was predominantly of women and the elderly. The number of students with disabilities is increasing and when analyzing only this portion of students, however, it is observed that the opposite occurs, with the greatest demand is for males and young people. It was also found that the majority of students with disabilities presents Intellectual Disabilities. Faced with the challenges presented to ... (Complete abstract click electronic access below) / Mestre

Alla kommuner i Sverige måste ha en gällande översiktsplan, men hur den utformas är till stor del upp till kommunerna själva. Uppsatsen syftar att studera hur genus, jämställdhetsintegrering och intersektionalitet tar sig uttryck i landsbygdskommunerna Flens, Lessebos, Valdemarsviks och Östra Göinges översiktsplaner. Samt att undersöka hur verksamma planerare förhåller sig till begreppen. Genom innehållsanalys och diskursanalys analyseras plandokumenten och redovisas tillsammans med intervjuer som genomförts med tjänstepersoner som varit delaktiga i arbetet med samma översiktsplan. Av resultatet framgick det att social hållbarhet är en viktig del för att nå en hållbar utveckling i kommunen. Resultatet visar att det utrymme som genus och jämställdhetsintegrering ges i planen har att göra med intresse och kunskap hos planeraren att lyfta dessa frågor. Intersektionalitet är ett perspektiv som inte får något utrymme i planerna, men i framtiden kommer att behöva beaktas. / Municipalities in Sweden must have a comprehensive plan, but how these are constructed are up to themselves. The aim of this paper is to study how gender, gender mainstreaming and intersectionality is expressed in the rural municipalities comprehensive plans of Flen, Lessebo, Valdemarsvik and Östra Göinge. The aim is also to understand how professional planners relate to the concepts. The comprehensive plans were analysed with content- and discourse analysis and presented together with interviews with professional planners working in the rural municipalities.  It became clear that social sustainability is an important part of achieving sustainable development in the municipalities. The results show that the space given to gender and gender mainstreaming in the comprehensive plans has to do with the interest and knowledge of the planner to integrate these. Intersectionality is a perspective that is not given space in the plans, but will need to be considered in the future.

Bibliography: pages 252-280. / Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.

Thesis (M.A. (Media Studies)) -- University of Limpopo, 2020 / The 21st century has been characterised by a growth in community radio (CR) programming for development and gender awareness sensitisation campaigns. Many radio programmes and documentaries feature issues that deal with gender and diversity issues. However, most are excessively packaged with content that depicts stereotypes and lack sensitivity. This study explores how CR covers and presents gender in the production and construction of programmes and news. It also offers basic strategies on how to produce gender sensitive programming. Furthermore, the study assessed the knowledge and attitudes of CR volunteers on gender mainstreaming as a concept. A mixed methods research paradigm combining both qualitative and quantitative methods was applied in this study. The review of literature involved an extensive analysis of gender reporting in the media and CR. Data was collected using questionnaires, focus group interviews, personal interviews and archival material. A transformation model was utilised for data interpretation and analysis. Study findings show that CRs do not adequately cover gender issues, portray gender in stereotypical norms, and the majority of volunteers have a negative attitude towards gender mainstreaming. The study endorsed formal gender training and the diversification of views as a primary solution to addressing gender disparity in the media. Keywords: Gender, gender mainstreaming, Community radio, programming

The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa. The study aims to provide national, provincial and district support teams with information that could guide them on how best to utilise educational psychology services within the context of limited resources. It also aims to guide the educational psychology profession in how best to provide support within the South African public inclusive schooling system. The research was conducted using a conceptual framework based on three matrices designed by Wedell (2005) to address some of the ‘rigidities that hamper inclusion’ (Wedell, 2005, p. 4). My deduction was that these matrices do not adequately capture the stage of development of inclusive education in the South African context, and that additional matrices are needed which show the key variables that are impacting on the ability of the educational psychologist to support learners with barriers to learning in the South African public education context. In this study, I followed an interpretivist paradigm, and adopted an instrumental case study design. The intention was to gain insight at a very practical level, namely the school, into how the challenges related to inclusion are being, and could be, addressed. Data was collected in one Gauteng public school through semi-structured face-to-face interviews with the school principal, a private educational psychologist providing services to the school community, a parent and national Department of Basic Education officials, and focus groups with teachers and district officials. Three main themes emerged following thematic content analysis of the data: Participants’ understanding and experiences of inclusion and inclusive education at school level, perceptions of the role of the educational psychologist in supporting inclusion in schools, and the future role of educational psychologists in supporting inclusion in schools. The findings indicate that inclusion remains more of an aspiration than a reality, and show the important role the educational psychologist can play in helping to build collaborative approaches to planning and implementation of policy. Amongst other things, educational psychologists should find a way, collectively, of engaging with district offices to structure planning and implementation that includes the profession. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

This comparative study explores parental involvement during the process of mainstreaming Early Childhood Education (ECE) in Dhaka, Bangladesh. Using an ethnographic approach with emphasis on a subtle realist ontology it compares two ECE centers operationalisations of parental involvement and staff's experiences of this aspect of their work. Findings showed that the centers had to navigate cultural underpinnings of parental mistrust and knowledge deficiency in their operationalisation of parental involvement. The centers navigated the cultural conditions by allowing parents CCTV access, or by providing parental education and workshops via scaffolding techniques of experts to gain an audience amongst parents. The center's proactive or reactive approach during the initial stages of parental involvement resulted in various implications for the continuous collaboration between staff and parents at the center. The study contextualises parental involvement within the broader Bangladeshi society, suggesting that the ECE centers becomes an external societal actor interfering in home life, creating a collision between cultural understandings of the home (poribar/bari) and the ECE center, which presented hindrances to parental involvement. The study additionally discusses implications of the Covid-19 epidemic and suggestions for the future of ECE mainstreaming in Bangladesh.