Equality refers to treating each one in the setting fairly‚ regardless of culture and background. Diversity refers to respecting and valuing different cultures. Inclusion refers to ‘everyone is included’‚ despite differences. In the UK there are many legislations that support equality‚ diversity and inclusion‚ like the Equality Act 2010 and Disability Act 1995. Equal opportunity approach is based on the principle of providing fair and similar opportunities to all and ensure people are not discriminated
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gender roles and protectionist and patriarchal attitudes towards women. First at all‚ the “family” remains culturally at the centre of Malaysian life. A 1999 WAO report‚ ’Monitoring the Fulfilment of the Malaysian Government’s Obligation to Women’s Equality: A Baseline Report on marriage and Divorce’‚ shows how Malaysian women face much discrimination in the area of marriage and divorce‚ through attitudes towards expected roles of women‚ and through the formulation‚ interpretation and implementation
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Charlotte Howard 13AB/MNI Government and Politics Summer Task What kinds of equality do Liberals support‚ and why? Equality is the idea of something being treated‚ acted apon or shared in the same way. Equality is about creating a fair society‚ one in which everyone is able to participate and has the opportunities to forfill their potential as an individual‚ nobody is treated differently from another and everyone’s rights are the same‚ it’s defined as the act of eliminating prejudice and discrimination
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their societies or countries such as leading countries or working as parliamentary members or judges. Therefore‚ from my points of view‚ I convincingly believe that‚ based on the following reasons‚ there will be a long-lasting existence of gender equality. In the previous time‚ women were supposed to do only housework and not allowed to work outside their houses. Yet this abstract principle is no long alive since women can have their own businesses or jobs that they long for. Particularly‚
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Gender equality is the removal of deep-seated barriers to equality of opportunity and outcome‚ such as discriminatory laws‚ customs‚ practices and institutional processes. It also entails concern with the development of the freedoms of all individuals‚ irrespective of gender; to choose outcomes they have reason to value. It is integral to ideas of educational quality‚ as an education system would lack key dimensions of quality if it was discriminatory or did not develop capabilities in children to
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NCFE Level 2 Certificate in Equality and Diversity Unit 4: Living in Diverse Communities Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document‚ either onto your computer or a disk • Then work through your Assessment‚ remembering to save your work regularly • When you’ve finished‚ print out a copy to keep for reference • Then‚ go to www.vision2learn.com and send your completed Assessment to your tutor via your My
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THE ARTS This PDF document was made available CHILD POLICY from www.rand.org as a public service of CIVIL JUSTICE EDUCATION ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS NATIONAL SECURITY POPULATION AND AGING PUBLIC SAFETY SCIENCE AND TECHNOLOGY SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY TRANSPORTATION AND INFRASTRUCTURE WORKFORCE AND WORKPLACE the RAND Corporation. Jump down to document6 The RAND Corporation is a nonprofit research organization providing objective
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NCFE Level 2 Certificate in Equality and Diversity Unit 4: Living in Diverse Communities Assessment You should use this file to complete your Assessment. 1 The first thing you need to do is save a copy of this document‚ either onto your computer or a disk 2 Then work through your Assessment‚ remembering to save your work regularly 3 When you’ve finished‚ print out a copy to keep for reference 4 Then‚ go to www.vision2learn.com and send your completed Assessment to your tutor via your My
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References: Naila Kabeer (2003). Gender inequality in educational outcomes: a household perspective. Gender and Education for All: The Leap to Equality Simel Esim (2000) Shamaas Gul Khattak (2009). Gender issues in higher education in Pakistan. David Dollar & Roberta Gatti (1999) Barbara Lopi (2004). Gender & Poverty In the context of Human Development‚ Health‚ Education and the MDG’s.
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forces: political commitment at international and national level is essential to institute policies that can trigger social change and to allocate the resources necessary to achieve gender equality and women’s empowerment. Goal number 3 of the Millennium Development Goals {MDGs} focuses on promoting gender equality and empowerment of women. The specific target under this goal is to eliminate gender disparity in primary and in all levels of education not later than 2015. The UN Millennium Project‚
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