Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief
The Armenian government has articulated the commitment to integrating the principles of gender equality in its education system. This commitment has been reflected in the adoption of the gender policy concept paper in 2010 and the law on securing e...
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| Format: | Working Paper |
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World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/07/26598651/gender-analysis-armenian-school-curriculum-textbooks-policy-brief http://hdl.handle.net/10986/24948 |
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okr-10986-249482021-05-25T08:50:56Z Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief Silova, Iveta gender equality education reform school curricula secondary education gender policy textbooks The Armenian government has articulated the commitment to integrating the principles of gender equality in its education system. This commitment has been reflected in the adoption of the gender policy concept paper in 2010 and the law on securing equal rights and equal opportunities for women and men in 2013, which identify gender equality as a priority area and call for integrating the gender dimension into the school curriculum at all levels. This policy report examines whether and to what extent the principles of gender equality are reflected in Armenian school curriculum and textbooks, identifies key issues related to the achievement of gender equality goals in education, and provides policy level recommendations to improve gender-sensitivity in school curriculum and textbooks. Data was drawn from an overview of existing studies on gender representation in Armenian school curricula and textbooks conducted by local experts, primarily relying on the study commissioned by the World Bank (Osipov & Sargizova, 2015). The study was based on a comprehensive analysis of 9 high school textbooks in Social Science (grades 10 and 11), Armenian History (grades 10, 11 and 12), and Armenian Literature (grades 10, 11 and 12), as well as an analysis of academic standards, syllabi, and teacher’s guides for the same subjects. Data for the policy report was also supplemented by interviews with key education stakeholders. 2016-08-25T20:02:42Z 2016-08-25T20:02:42Z 2016-06 Working Paper http://documents.worldbank.org/curated/en/2016/07/26598651/gender-analysis-armenian-school-curriculum-textbooks-policy-brief http://hdl.handle.net/10986/24948 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper Europe and Central Asia Armenia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
gender equality education reform school curricula secondary education gender policy textbooks |
| spellingShingle |
gender equality education reform school curricula secondary education gender policy textbooks Silova, Iveta Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| geographic_facet |
Europe and Central Asia Armenia |
| description |
The Armenian government has articulated
the commitment to integrating the principles of gender
equality in its education system. This commitment has been
reflected in the adoption of the gender policy concept paper
in 2010 and the law on securing equal rights and equal
opportunities for women and men in 2013, which identify
gender equality as a priority area and call for integrating
the gender dimension into the school curriculum at all
levels. This policy report examines whether and to what
extent the principles of gender equality are reflected in
Armenian school curriculum and textbooks, identifies key
issues related to the achievement of gender equality goals
in education, and provides policy level recommendations to
improve gender-sensitivity in school curriculum and
textbooks. Data was drawn from an overview of existing
studies on gender representation in Armenian school
curricula and textbooks conducted by local experts,
primarily relying on the study commissioned by the World
Bank (Osipov & Sargizova, 2015). The study was based on
a comprehensive analysis of 9 high school textbooks in
Social Science (grades 10 and 11), Armenian History (grades
10, 11 and 12), and Armenian Literature (grades 10, 11 and
12), as well as an analysis of academic standards, syllabi,
and teacher’s guides for the same subjects. Data for the
policy report was also supplemented by interviews with key
education stakeholders. |
| format |
Working Paper |
| author |
Silova, Iveta |
| author_facet |
Silova, Iveta |
| author_sort |
Silova, Iveta |
| title |
Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| title_short |
Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| title_full |
Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| title_fullStr |
Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| title_full_unstemmed |
Gender Analysis of Armenian School Curriculum and Textbooks : Policy Brief |
| title_sort |
gender analysis of armenian school curriculum and textbooks : policy brief |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/2016/07/26598651/gender-analysis-armenian-school-curriculum-textbooks-policy-brief http://hdl.handle.net/10986/24948 |
| _version_ |
1764457965395378176 |