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Genderkompetent in Forschung, Lehre und Verwaltung Luxemburg

Genderkompetent in Forschung, Lehre und Verwaltung Luxemburg . 24-25 Juni 2008. Gender Dimension in Education in Romania. Assoc. prof. dr. Mihaela Ionescu Technical University of Civil Engineering, Bucharest, Romania. Introduction.

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Genderkompetent in Forschung, Lehre und Verwaltung Luxemburg

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  1. Genderkompetent in Forschung, Lehre und VerwaltungLuxemburg 24-25 Juni 2008

  2. Gender Dimension in Education in Romania Assoc. prof. dr. Mihaela Ionescu Technical University of Civil Engineering, Bucharest, Romania

  3. Introduction Why have I chosen this topic in a Conference called Gender Inhalte in der Lehre? • -Because any discussion of gender dimension in science has to start with an analyze of the gender dimension in education, on the primary, secondary or college level, reaching university and only then at the level of the labour market. • Because the study case I want to present i.e. the study case of Romania, has many common elements but also some distinctive particularities. • Because of these later distinctive particularities are worth presenting since they are a part in the puzzle of the problem of observance of Gender Dimension in Science in Europe.

  4. The Puzzle of the Gender Dimension in Education in Europe

  5. When we look at the map of Europe and we consider almost each and every country as a piece in the puzzle of what we call the New Europe ~ the United Europe or the European Union ~ a name that according to Shakespeare in “Romeo and Juliet” - a name that is like a “rose and ‘what is a rose , by any other name will smell as sweet”_ Europe! • If we look closer to the map, we see nevertheless that there is a difference between the pieces of the puzzle. Some pieces/countries are larger, some are smaller; some are located in the North, some in the South, some in the East, some in the West; some are mountainous, some are surrounded by seas and oceans; some developed capitalist economies, some experimented communist economies; some use the Latin alphabet, some the Greek or the Cyrillic or the Hebrew; some are catholic, some are Orthodox, some are Jewish. All these and many other characteristics make the pieces of the puzzle more interesting and diverse. • Because the puzzle that configures the Gender Dimension in Education in Europe is one of diversity within a framework of unity.

  6. Chapter I -Which are some Of the Most Common Elements That Characterize Gender Dimension in Education on the European level?

  7. Chapter III – The Study Case of Romania • In 1873 Professor dr. George Polizu delivered a Conference on “The influence of women on education.” Before the members of the Athenaeum Society • The first school for girls was founded by Johannes Honterus in the Transylvanian town of Brasov in 1344. In Pravila lui Vasile Lupu 1644, in Moldova and in Indreptarea Legii 1652 there are references regarding girls education performed by women teacher “muiere dăscăliţă ”. • In 1833 in Romania and 1835 in Moldova The School Regulation (Regulamentele ª colare) propose mixed schools as well as separated schools according to sexes. • Between 1832-1848 national schools had differentiated curricula according to sex. Boys’education included mathematics, technology, politics, merchandise handling while girls studied mainly literature, foreign languages, rhetoric, home economy, sewing, painting music and dance. The number of girls that attended school was relatively small.

  8. After 1918 education became obligatory and free of charge regardless of sex. The Laws of Secondary Education 1928, 1936 and 1939 indicated a common curriculum regardless of sex. After 1944, in communist time, the gender dimension was totally neglected in favor of a view of a pupil of a neutral gender lacking individual needs. Girls were obliged to practice carpentry and mechanical • technology while boys were obliged to saw and knit in primary school (fortunately they had a mother at home to do the homework). • In 2002, the Law of equal opportunities between men and women was issued but quotas to support women promotion was left behind considered a communist asset. In other European countries – for instance in Greece a law imposing a quota for promoting women in communities board in the scientific research domain was voted by the Parliament in 2008.

  9. Chapter IV. - What Can Be Done In Order to Avoid Discrimination and Observe Gender Balance in Education

  10. Chapter VI Causes That Could Have Produced Gender Misbalance in Romania

  11. Chapter VII. - Paths That Were Taken to Encourage Girls to Continue Science Study and To Follow Computer Assisted Learning and Online

  12. THANK YOU VERY MUCH FOR YOUR ATTENTION !!!

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