Suggests four characteristics that any training programs for women in developing countries must share if they are to be effective: (1) they must utilize adult learning principles and (2) participatory methodologies; (3) train for action; and (4) build self-confidence. (MBR)

The working group of Sub-Regional Forum (SRF) and the Thematic Working Group (TWG) on Education for All (EFA) organized the second meeting of the SRF for East and Southeast Asia and the National EFA Coordinators in Bangkok, Thailand December 10-12, 2001. The meeting offered an opportunity for EFA coordinators to reflect on the outcomes of the EFA…

The close relationship that Peace Corps volunteers develop with their communities and schools places them in a unique position to influence the behaviors and attitudes of the young women with whom they work. Workshops, camps, clubs, special events, and conversations all have the potential to promote decision-making skills, encourage goal setting,…

This document contains the Girls' and Women's Education Project work plan and quarterly reports for 2001. The work plan outlines the objectives of the Girls' and Women's Education (GWE) Initiative contract; lists and describes the five activities (and sub-activities) planned for year 2001; and provides a schedule of activities for the year (a…

The report summarizes statistical data on the total number of disabled people in the world; national estimates of the number of disabled in 14 countries; the status of children, disabled women, and families of disabled people; and the mentally disabled. Also summarized are trends in various countries (both developed and developing). (Author/MC)

In the Caribbean, women's programs have focused on women's reproductive roles, to the detriment of equal opportunities in education, training, access to jobs, land, and credit. This deprives developing nations of the full contribution of women to social and economic development. (SK)

Data from 86 developing countries suggest that foreign investment and debt dependency have adverse indirect effects on child mortality--effects mediated by variables linked to industrialism theory and gender stratification theory: women's education, health, and reproductive autonomy and rate of economic growth. State strength was related to lower…

A former graduate student of Gail Kelly reminisces about her insistence that her students ask the right questions after first examining their own assumptions. Kelly's work in developing countries examined the ways in which the school experiences of boys and girls differed and how the "hidden curriculum" of educational systems perpetuated…

Reports a study of the relationship between Type A behavior and self-reported stress among male and female Zimbabwean teachers. Teachers completed the Jenkins Activity Survey to measure behavior type and the Teacher Stress Inventory. Findings were consistent with traditional sex roles. (NL)

Investigates the effects of India's first long-running television soap opera that was designed to promote women's status in Indian society. Finds that exposure to the program was positively associated with viewers' involvement with the characters in the program and with viewer's television dependency, but did not make viewers more aware of women's…

Socialization of women in developing countries inhibits their education and employment in scientific and technical fields. This mindset perpetuates poverty and limits economic and social development. Solutions include elimination of gender bias, information dissemination, replication of successful development projects, use of role models, and…

This booklet examines the efforts of Pakistan, Bangladesh and Malawi to increase the enrollment of girls in their schools. Each country has severe problems of access to education for girls; the gender gap in the gross enrollment rate at the primary school level is at least 10 percentage points in each country. What is noteworthy about these three…

Based on desk reviews and/or field studies of 102 projects related to women, this report synthesizes the results of A.I.D. experience since 1973 in targeting women in development (WID) activities. The major finding is that mainstream projects that ensure women's participation in accordance with their roles within the project's baseline situation…

This collection of panel proceedings is divided into five sections each of which is devoted to one panel. Panel 1 focused on mobilization, people's participation, and decentralization for "Education For All (EFA)." Panel 2 was devoted to external and internal financial resources for EFA (Government of India). Panel 3 was on girls' and…