In common usage, evaluation is a systematic determination and assessment of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, design, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to generate the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed.
Empowerment is the degree of autonomy and self-determination in people and in communities. This enables them to represent their interests in a responsible and self-determined way, acting on their own authority. It is the process of becoming stronger and more confident, especially in controlling one's life and claiming one's rights. Empowerment as action refers both to the process of self-empowerment and to professional support of people, which enables them to overcome their sense of powerlessness and lack of influence, and to recognize and use their resources.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
Development communication refers to the use of communication to facilitate social development. Development communication engages stakeholders and policy makers, establishes conducive environments, assesses risks and opportunities and promotes information exchange to create positive social change via sustainable development. Development communication techniques include information dissemination and education, behavior change, social marketing, social mobilization, media advocacy, communication for social change, and community participation.
Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies and programs, particularly about their effectiveness and efficiency.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Education governance may be shared between the local, state, and federal government at varying levels. Some analysts see education policy in terms of social engineering.
Youth empowerment is a process where children and young people are encouraged to take charge of their lives. They do this by addressing their situation and then take action in order to improve their access to resources and transform their consciousness through their beliefs, values, and attitudes. Youth empowerment aims to improve quality of life. Youth empowerment is achieved through participation in youth empowerment programs. However scholars argue that children's rights implementation should go beyond learning about formal rights and procedures to give birth to a concrete experience of rights. There are numerous models that youth empowerment programs use that help youth achieve empowerment. A variety of youth empowerment initiatives are underway around the world. These programs can be through non-profit organizations, government organizations, schools or private organizations.
The United Nations Development Fund for Women was established in December 1976 originally as the Voluntary Fund for the United Nations Decade for Women in the International Women's Year. Its first director was Margaret C. Snyder. UNIFEM provided financial and technical assistance to innovative programmes and strategies that promoted women's human rights, political participation and economic security. Since 1976 it supported women's empowerment and gender equality through its programme offices and links with women's organizations in the major regions of the world. Its work on gender responsive budgets began in 1996 in Southern Africa and expanded to include East Africa, Southeast Asia, South Asia, Central America and the Andean region. It worked to increase awareness throughout the UN system of gender responsive budgets as a tool to strengthen economic governance in all countries. In 2011, UNIFEM merged with some other smaller entities to become UN Women.
Mujeres Libres was an anarchist women's organisation that existed in Spain from 1936 to 1939. Founded by Lucía Sánchez Saornil, Mercedes Comaposada, and Amparo Poch y Gascón as a small women's group in Madrid, it rapidly grew to a national federation of 30,000 members at its height in the summer of 1938.
Crisis intervention is a time-limited intervention with a specific psychotherapeutic approach to immediately stabilize those in crisis.
Gender analysis is a type of socio-economic analysis that uncovers how gender relations affect a development problem. The aim may just be to show that gender relations will probably affect the solution, or to show how they will affect the solution and what could be done. Gender analysis frameworks provide a step-by-step methodology for conducting gender analysis.
Promundo is a Brazilian-based, non-governmental organization with offices in Brasília, Brazil, that work in collaboration to promote caring, non-violent and equitable masculinities and gender relations in Brazil and internationally. Promundo's work engages women, girls, boys and men; strives to transform gender norms and power relations within key institutions; and is based on building local and international partnerships. It is an applied research institute that works to test, evaluate and advocate for policies and programs that transform masculinities.
Gender budgeting means preparing budgets or analyzing them from a gender perspective. Also referred to as gender-sensitive budgeting, this practice does not entail dividing budgets for women. It aims at dealing with budgetary gender inequality issues, including gender hierarchies and the discrepancies between women's and men's salaries. At its core, gender budgeting is a feminist policy with a primary goal of re-orienting the allocation of public resources, advocating for an advanced decision-making role for women in important issues, and securing equity in the distribution of resources between men and women. Gender budgeting allows governments to promote equality through fiscal policies by taking analyses of a budget's differing impacts on the sexes as well as setting goals or targets for equality and allocating funds to support those goals. This practice does not always target intentional discrimination but rather forces an awareness of the effects of financial schemes on all genders.
Gender responsive approach for girls in the juvenile justice system represents an emerging trend in communities and courts throughout the United States, Australia and Latin America, as an increasing number of girls are entering the juvenile justice system. A gender responsive approach within the juvenile justice system emphasizes considering the unique circumstances and needs of females when designing juvenile justice system structures, policies, and procedures.
Women's empowerment may be defined in several ways, including accepting women's viewpoints, making an effort to seek them and raising the status of women through education, awareness, literacy, and training. Women's empowerment equips and allows women to make life-determining decisions through the different societal problems. They may have the opportunity to re-define gender roles or other such roles, which allow them more freedom to pursue desired goals.
Gender-responsive prisons are prisons constructed to provide gender-specific care to incarcerated women. Contemporary sex-based prison programs were presented as a solution to the rapidly increasing number of women in the prison industrial complex and the overcrowding of California's prisons. These programs vary in intent and implementation and are based on the idea that female offenders differ from their male counterparts in their personal histories and pathways to crime. Multi-dimensional programs oriented toward female behaviors are considered by many to be effective in curbing recidivism.
Gender-specific prison programming in the United States are programs created to prepare incarcerated women for successful reentry, and minimize recidivism. Prison programming and how it is structured has changed significantly over the decades to fit the needs of women in gender-specific programming. Focus on gender-specific programming increased during the 1970s and 1980s, an era marked by a substantial increase in the female prison population. Traditional programming in female correctional facilities have been deemed ineffective since most were structured to fit men's needs. For example, women's pathways to prison typically involve drugs, while men are typically involved in violent crimes. Additionally, women are more likely to have experiences of sexual and/or physical abuse relative to men.
Gender mainstreaming in teacher education policy refers to efforts to examine and change processes of policy formulation and implementation across all areas and at all levels from a gender perspective so as to address and correct existing and emerging disparities between men and women. It is a strategy to change the process of policy design, implementation and evaluation by taking into consideration the gender specific and often diverse needs, priorities, interests and values of differently positioned men and women. In this context, gender mainstreaming is about awareness of the existence of gender disparities and their causes and implications, and ensures that they are addressed at each phase of the policy cycle or policy analyses and revision.
Gender inequality in curriculum exposes indications that female and male learners are not treated equally in various types of curriculum. There are two types of curricula: formal and informal. Formal curricula are introduced by a government or an educational institution. Moreover they are defined as sets of objectives, content, resources and assessment. Informal curricula, also defined as hidden or unofficial, refer to attitudes, values, beliefs, assumptions, behaviours and undeclared agendas underlying the learning process. These are formulated by individuals, families, societies, religions, cultures and traditions.
Foreign aid for gender equality in Jordan includes programs funded by governments or non-governmental organizations (NGOs) that aim to empower women, close gender based gaps in opportunity and experience, and promote equal access to education, economic empowerment, and political representation in the Hashemite Kingdom of Jordan.
