000 02218nam a22002297a 4500
999 _c8681
_d8681
005 20250625151700.0
008 240509s2024 -nz|| |||| 00| 0 eng d
040 _aAFVC
245 _aGlobal education monitoring report :
_bgender report - technology on her terms
_cUNESCO
260 _bUNESCO,
_c2024
300 _aelectronic document (62 pages) ; PDF file
520 _aA companion to the 2023 GEM Report, Technology in education: A tool on whose terms?, this gender edition asks in what circumstances technology is helping with gender equality in education. While in some instances technology can provide a lifeline for girls otherwise altogether excluded from education, there remain gender divides in access to technology and acquisition of digital skills. Technology can also facilitate access to specific valuable content, such as comprehensive sexuality education, access to which is often constrained. But in calling for technology to be ‘on her terms’, the report challenges countries to consider when technology puts the concept of a safe learning environment at risk, and whether the design of some technology is entrenching negative social norms and gender stereotypes into children’s everyday lives. The extent to which girls are encouraged and empowered to build on their mathematics skills in the early years to take them through to science, technology, engineering and mathematics (STEM) studies and ultimately careers is suggested as the key to ensuring that technological design will work for everyone in the future. The report posits that education has a critical role to play in determining whether the future direction that the digital transformation may take us in will be gender-balanced or not. (From the website). Record #8681
650 _aEDUCATION
_9218
650 _aGENDER EQUALITY
_96853
650 _aTECHNOLOGY
_9599
650 _aWOMEN
_9645
651 _aInternational
_93624
710 _aUNESCO
_912185
856 _uhttps://unesdoc.unesco.org/ark:/48223/pf0000389406/PDF/389406eng.pdf.multi
_zDownload report, PDF
856 _uhttps://www.unesco.org/gem-report/en/2024genderreport
_zAccess the website
942 _2ddc
_cREPORT
_hnews127