Abstract: The paper examines and explores why gender equality must be seen as a final goal in and of itself and as a prerequisite for attaining sustainable human development goals and building global citizenship. Discriminatory practices in all areas including education, as well as traditional and harmful gender norms like violence against women limit, inhibit and eventually impede the full development and empowerment of women which is critical to the realization of these two goals. Globalization brought about an increasingly commercialized orientation to education which mainly caters to market needs and priorities. In this context, there is an urgent need for a meaningful reorientation of educational programs that aims at strengthening and broadening students′ critical thinking and understanding of education as a means to promote sustainable human development and global citizenship. For illustration, the specific example of Miriam College in the Philippines, is used to discuss both the possibilities, and challenges of gendered global learning strategies.
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↑ http://www.pedocs.de/volltexte/2014/9437/pdf/ZEP_2011_3_Javate_de_Dios_Global_Education_Gender_Equality.pdf