* 本报告来自网络，如有侵权请联系删除
2019年全球教育监测性别报告
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数据简介
2019年性别报告基于一个监测框架，该框架除了关注教育参与，成就和学习成就方面的性别均等外，还研究广泛的社会和经济背景（性别规范和制度）和关键教育系统特征（法律和政策，教与学实践） ，学习环境和资源）。该框架探讨了教育与选定的社会和经济成果之间的关系，并通过对性别，教育，移民和流离失所之间的交汇处进行了讨论。报告概述了为解决女童教育的优先领域而采取的一系列方法，然后分析了在20个国家中女童费用差距巨大的教育部门计划中，在何种程度上设想采用和扩大这种方法。
详情描述
2019年全球教育监测性别报告 Foreword Access to a sustainable and quality education is one of the greatest challenges facing the world today and tomorrow. By working to ensure that every child can go to school and also that we can all continue to learn throughout our lives， our goal must be to give everyone the necessary skills to contribute to the development of their societies. Education is at the heart of the goals that the international community set itself to achieve by 2030. This is why UNESCO is prioritising gender equality in and through education. The stakes are twofold： The education of girls and women is， first， a fundamental human right and it is also an essential lever for sustainable development and peace. For a long time， this issue has been seen through a single prism， that of， achieving parity in schools， which was considered the criteria to measure the success or failure of efforts to integrate girls and young women into education systems. From this point of view， the last twenty years have witnessed a remarkable evolution. But reality remains more complex： Disparities persist between countries， of course， but the fact today is that， even though some may enjoy greater access to education in parts of the world， gender inequality persists in education. Girls and young women continue to be discriminated against， especially with regard to the opportunities they are offered upon leaving school. 【更多详情，请下载：2019年全球教育监测性别报告】
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*本报告来自网络，如有侵权请联系删除
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