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Cultural
Diversity and Education (2004)
Discrimination
in Educational Funding (2004)
Education
and Career Training of Women in Prison (2001)
Ethics
and Education (2001)
Educational
Opportunities for Teenage mothers (2001)
Continuing
Education (1998)
Higher
Education (1998)
Right
to Education (1998)
Continual
Training for Graduate Women (1995)
Career
Development (1995)
Literacy
and Women (1992)
Education
for All and Literacy (1992)
Balanced
Education For All (1989)
Women
and Leadership (1986)
Higher
Education Statistics(1986)
Agricultural
Training(1986)
Computer
Literacy (1983)
Science
and Math Education (1980)
Life-long
Learning (1980)
Need
for Literacy Materials 1974)
Leadership
Training (1974)
Lack
of Education and Employment Opportunities (1971)
Role
of Mass Media in Literacy (1971)
Illiteracy
(1969)
Equal
Opportunities for Women Teachers in Mixed Schools 1969)
Support
for International Year of Education 1968)
Vocational
Training (1968)
Further
Training for Women (1966)
Adult
Education (1965)
Quality
of Education (1965)
Women
and Re-entry to the Labour Force (1962)
Girls
and Careers (1962)
Discrimination
in Education (1962)
Mature
Students(1961)
Lodging for Women Students (1961)
International
Relations (1956)
Cultural
Diversity and Education
The 28th
Conference resolves to support the UNESCO Universal Declaration of Cultural
Diversity and the Declaration on a Culture of Peace by asking NFAs to:
1.promote educational programmes for women who are migrants, refugees,
or from indigenous and minority groups;
2. advocate that governments adopt educational policies for primary and
secondary students which will give them the opportunity to learn, appreciate
and celebrate the richness of Cultural Diversity;
3. ensure that
school curricula include programmes that are designed to respect differences,
promote understanding and counter racism within school communities and
multi-cultural societies; and,
4. publicize
good practices on the IFUW and NFA websites. (2004
No. 4)
Plan of Action
1. NFAs should investigate whether education curricula include programmes
that promote cultural diversity and whether these programmes are being
implemented.
2. NFAs should provide, at branch and state level, social and cultural
programmes, inclusive of migrant and refugee women, and ethnic minorities,
where all women and children may celebrate their cultural diversity.
3. NFAs should become familiar with the text of the UNESCO Universal Declaration
on Cultural Diversity and the Declaration on a Culture of Peace.
Age
Discrimination in Educational Funding
The 28th IFUW Conference
resolves to:
1. reaffirm Resolution 1995/N°6 (part 2) urging NFAs to encourage
their respective authorities to remove references to age limits as a criterion
for eligibility for scholarships, fellowships, grants and employment;
and,
2. request the IFUW Board, in its representations to relevant international
bodies, to encourage them to remove age limits as a criterion for eligibility
for scholarships, fellowships, grants and bursaries provided by international
funders. (2004 No. 5)
Education
and Career Training of Women in Prison
The 27th
Conference of IFUW resolves that national federations and associations
(NFAs):
1. inquire into the opportunities available in their respective countries
for women in prison to begin or continue their education and career training,
including education in civil rights;
2. inquire particularly into the comparative opportunities and facilities
available to male prisoners and identify any practices which discriminate
against women prisoners;
3. lobby their respective governments to formulate policies and implement
and monitor programmes to facilitate such educational opportunities; work
with other NGOs to offer extra-curricular programmes for women prisoners
provided that these do not relieve their governments of their duties to
women under equal opportunity principles. (2001
No. 1)
Ethics
and Education
The 27th Conference resolves that
national associations and federations (NFAs):
1) address
problems arising from rapid changes in society and call on their government
to implement their commitment to the principles of the United Nations
Universal Declaration of Human Rights throughout the educational system
and to ensure that education for citizenship is included in teacher training,
educational administration and the curriculum;
2) undertake studies into the way civic and ethical issues are addressed
in their society and in their education systems so that children from
an early age respect differences in gender, nationality and religious
belief; and
3)monitor and advocate the raising of awareness in all people so that
responsibility and respect for others are essential values for harmony
in social life.
Educational
Opportunities for Teenage mothers
The 27th Conference of IFUW resolves that national federations and associations
(NFAs):
1) inquire into the opportunities available in their respective countries
to enable teenage girls to continue their education and career training
during pregnancy and child-rearing.
2) lobby their respective governments to formulate policies and implement
and monitor programmes to facilitate such educational opportunities, including
the provision of accommodation for child-care;
3) work with other Non-Governmental Organizations (NGOs) to provide such
facilities as a short-term measure outside the public sector; and
4) join with other NGOs to persuade their governments to fulfil their
obligation under the United Nations Convention on the Rights of the Child.
Continuing
Education
to urge all NFAs to educate and involve their members in social issues,
particularly child abuse, child labour, sexual and economic exploitation
of girls and women, and the dangers of HIV/AIDS. (1998
No. 3)
Higher
Education
that NFAs:
1. take account of the complexity and interrelationships of the psycho-social,
educational and sociological factors which in society and in higher education
determine the orientation of girls towards certain fields of study; and
2. encourage governments to strengthen, in the field of higher education,
the knowledge, abilities and skills which will prepare girls for an employment
market making ever increasing demands in terms of adaptability, mastery
of new technologies and leadership capacities;
3. undertake research on the choices women students make when entering
higher education and the reasons for and the appropriateness of those
choices.(1998 No. 2)
The
Right to Education
1. to reaffirm the Resolution of the 24th Conference that NFAs work towards
the implementation of, and urge their respective governments to affirm
and implement the right of all people to education as asserted in the
Universal Declaration of Human Rights (UN - 1948) and the International
Covenant on Economic, Social and Cultural Rights (UN - 1966);
2. to recommend to NFAs that they continue their efforts to overcome social,
economic and political barriers to higher education and facilitate access
to education for all people;
3. to recommend to NFAs that they campaign to ensure that women are not
further disadvantaged by changes to higher education systems which are
driven by economic considerations, rather than by values appropriate to
education and research. (1998 No. 1)
Continual
Training for Women Graduates
To urge NFAs to lobby their respective authorities: 1) to encourage and
facilitate the participation of women graduates in all forms of professional
and vocational training in their companies and in universities;
2) to abolish the age limit for eligibility for scholarships, fellowships,
grants and employment;
in order to
a) avoid an irreparable break with academic and professional work;
b) support the return into professional life and reach top levels;
c) keep up competitiveness. (1995 No. 6)
Career
Development
that NFAs lobby their governments to ensure access and give encouragement
to a greater number of women to scientific and technological education
in order that they may achieve the same career development as men. (1995
No. 4)
Literacy
and Women
to urge its individual members to swing into action and to stimulate personally,
or provide the funds for at least one (functionally) illiterate woman
to attend an appropriate literacy programme. (1992
No. 3)
Education
for All and Literacy
that NFAs of IFUW work towards the implementation of and urge their respective
governments to affirm and implement: 1. the right of all people to education
as asserted in the Universal Declaration of Human Rights (UN -1948) and
the International Covenant on Economic, Social and Cultural Rights (UN
-1966);
2. the World Declaration on Education for All, and to work to achieve
the goals set down in the framework for Action to meet Basic Learning
Needs as adopted at Jomtien, Thailand, by the World Conference for Education
for All - Meeting Basic Learning Needs 1990; and
3. to provide funding for functional literacy programmes (1992
No. 1)
Balanced
Education for All
that IFUW affirm its commitment to balanced education for people of all
ages and at all levels, and express concern at the growing emphasis on
technological and vocational training at the expense of education in the
arts, sciences and humanities, including modern languages. (1989
No. 10) (NB see 1968 No. 4)
Women
and Leadership
that IFUW and NFAs should promote development and leadership of women
through specific action in the areas of education, designing, development,
marketing and use of appropriate technology. (1986
No. 10)
Higher
Education Statistics
to recommend to NFAs to invite their respective governments:
1) to establish in higher education, on a regular basis, by degree and
by sex, statistics on staff, on the composition of specific bodies in
charge of recruitment and promotion, of those applying and where possible
those who are eligible to apply for a position or promotion;
2) to establish, in the concerned organisations, an evaluation of professional
posts of men and women in higher education. (1986
No. 5)
Agricultural
Training
to recommend to NFAs to invite their respective governments to act on
the international level through the intermediary of their delegations,
in order:
that agricultural training be set up at all levels, wherever it does not
already exist, from which women and girls destined to work on the land
are the first to benefit;
that this teaching form leaders or trainers whose role would be to spread
diversified elementary agricultural education including access to tools
and technology for women and girls;
that the developed countries help to establish agricultural schools and
grants in order to increase all training opportunities in this field;
that local information media be mobilised within the framework of this
action. (1986 No. 4)
Computer
Literacy
to re-affirm Vancouver resolution 16 (See B.18) in its entirety and to
encourage computer literacy among IFUW members and to promote computer
education within affiliates' school systems. (1983
No. 8)
Science
and Math Education
to recommend that NFAs promote education, equally to both sexes, in
a. the history of science at elementary and secondary school levels;
b. mathematics, the natural sciences and the computer sciences;
c. ecology and the environmental sciences;
d. nutrition;
e. health care;
f. techniques and skills which can prevent displacement in employment
by technological advances;
g. ethical values as related to science and technology. (1980
No. 16)
Life-long
Learning
to recommend to NFAs that they encourage university women to be active
at international, national, local and individual levels
a. in education for economic independence, for literacy and for retraining,
b. in developing opportunities for life long learning, c. in promoting
among the young a concern for human values. (1980
No. 12)
Need
for Literacy Materials
to recommend to NFAs, where they see a need in their own country, to explore
means of increasing the production of books and other communications media
suitable for use with adult illiterates, immigrants and other special
groups; such materials should be in simple language and with an adult
content. (1974 No. 3)
Leadership
Training
to recommend to NFAs to organise courses for their members in leadership,
public speaking and techniques in arranging meetings. (1974
No. 2)
Lack
of Education and Employment Opportunities
to recommend that NFAs continue to publicise the underlying problems of
lack of educational and employment opportunities that still affect women
in many countries, and take action to combat this inequality. (1971
No. 2)
Role
of Mass Media in Literacy
to recommend to NFAs to study and support the role that the mass media
can play in literacy programmes, in out of school education, in giving
expression to the problems of youth and in enrolling the co-operation
of young people for the solution of these problems and in influencing
public opinion in favour of women's liberty of choice respecting her role
and the part she can play in society. (1971 No.
1)
Illiteracy
that NFAs in countries where illiteracy exists be urged to take an active
part in campaigns against illiteracy, and in particular, to motivate women
to take advantage of opportunities available in literacy programmes in
both rural and urban areas; in countries without the problem of illiteracy,
NFAs are urged to assist needy countries with gifts of suitable reading
material (books and magazines) for the newly literate, and also audio
visual material for teaching. (1969 No. 23)
Equal
Opportunities for Women Teachers in Mixed Schools
considering that the UNESCO questionnaire on co-education showed that
in some countries women teachers are not commonly appointed to positions
of highest authority in mixed schools, the Council requests NFAs to support
equal access of women teachers to these positions in fact as in theory.
(1969 No. 22)
Support
for International Education Year
the UNGA has provisionally approved that 1970 be designated International
Education Year. Conference resolves
(1) to support this proposal in principle;
(2) to encourage, through the large number of its members who are engaged
in the teaching profession, the introduction into schools at all levels
of education, of material on the work of the UN in the economic, social
and cultural fields;
(3) to support the efforts of organisations and individuals to reduce
illiteracy, especially among women;
(4) to stress the importance of acquiring facility in a language other
than one's own and to this end to encourage language teaching in schools
at all levels. (1968 No. 5)
Vocational
Training
urges NFAs to make representations to their governments:
to incorporate adequate technical and vocational training into school
curricula and long-range education plans so as to enable every person
to begin, continue or resume studies in institutions for technical and
vocational training;
to take all measures to ensure for girls and women access to all technical
and vocational training courses and institutions without discrimination;
to provide diversification in the technical and vocational curricula,
making due allowance for employment opportunities, and prepare the students
of both sexes for such changes, which are characteristic of modern societies
irrespective of their stage of development;
to stress the importance of providing the fullest possible information
regarding the availability of employment to all intending entrants to
technical or vocational education courses;
to study all necessary measures (including the granting of bursaries)
to ensure that girls and women in rural areas have the opportunity to
undertake technical studies on the same conditions as men. (1968
No. 4)
Further
Training for Women
to invite NFAs
(a) to draw the attentions of those of their members already occupying
administrative positions in education to the possibility of obtaining
grants enabling them to receive training in planning institutes and later
to attain high administrative posts in education;
(b) to draw the attention of young women to the possibility of training
after secondary education as engineers, advanced technicians or agronomists
and to request those of their members qualified in those professions to
provide information on their study and work experience;
(c) to participate fully, in countries where literacy campaigns are in
progress, in efforts to increase the number of women benefiting from these
campaigns;
(d) to keep themselves informed on the activities of their national commissions
of UNESCO, to take part in all information campaigns on the problems relating
to the place of women in the development of education and, if opportunity
arises, to co-operate in sub-commissions and interdisciplinary studies
examining current trends in the rights of women and the possibilities
open to them. (1966 No. 7)
Adult
Education
that, since education is a never ending process, IFUW shall consider how
universities and university educated women can encourage movements for
adult education and participate in them. (1965
No. 11)
Quality
of Education
that, while accepting the necessity for changes in the educational structure
to meet the needs of an increased population and its right to secondary
and higher education, NFAs should keep under constant review the effects
of such changes on the quality of the education given, with particular
reference to the education of girls and women. (1965
No. 9)
Women
and Re-entry to the Labour Force
urges NFAs to take all possible steps
(1)to encourage young women to achieve a level of qualification sufficient
to enable them to return to professional life after any interruption;
(2) to encourage mature women to consider further education and training
in order to qualify for positions at a higher level. To this end, all
appropriate authorities-public, private and professional- should be asked
to make it possible for mature women to train, qualify and obtain employment,
by providing for greater flexibility in the timing and content of programmes,
including refresher courses (whether educational or professional), and
for social and legal measures which would enable women to take advantage
of the opportunities so offered. (1962 No. 11)
Girls
and Careers
invites each NFA to take such steps as are appropriate in its country
to ensure that girls and young women are adequately informed of the wide
variety of careers available, especially those in new occupations and
those not often followed by women, and are encouraged to secure training
adequate to permit advancement to the highest level in their chosen career.
(1962 No. 10)
Discrimination
in Education
urges NFAs to study the Convention and Recommendation against Discrimination
in Education (UNESCO) and to consider what measures may hasten their ratification
in their respective countries. (1962 No. 6)
Mature
Students
that NFAs interest themselves in urging universities to give special consideration
to the admission of mature candidates of outstanding ability who have
not fulfilled the normal entrance requirements. (1961
No. 21)
Lodging
for Women Students
that NFAs urge their members in the local branches, especially in communities
having universities for women students, to interest themselves in seeing
that adequate lodging and proper extra-curricular activities are provided
for women students. (1961 No. 18)
International
Relations
in view of the interest in the promotion of good international relations
increasingly manifested by the peoples, IFUW rejoices to see that instruction
in such matters is placed in the curriculum of a great number of institutions
for higher, secondary and primary education, in various countries, and
hopes that this kind of instruction may be generally established particularly
in training colleges and schools for teachers. (1925)
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