Exploring Factors Enabling and Constraining Gender Equality and Social Inclusion in Ghana: Perspectives from Practitioners

Social media presents an avenue for increasing people relatedness and building communities but also can enable harmful communication including violating Gender Equality and Social Inclusion (GESI) principles. Besides technical solutions like natural language processing and user profiling; user corrections, where people actively challenge GESI violations, are crucial, due to the limitations of technical solutions in detecting sarcasm and humor and understanding context and linguistic styles. Several personal factors influence whether a person commits to pro-social behavior on social media and challenges others who violate GESI principles. In this paper, we study the impact of the factor of users' perceived sense of power on social media, specifically, the extent to which they believe they have control over resources, interactions, or events. We also study the role of perceived social exclusion and inclusion on social media, referring to the extent to which users feel connected, respected, heard, or neglected, avoided, and isolated, respectively. Through an online survey, we collected data from 325 participants from the United Kingdom (UK) and 312 participants from the Arab Gulf Cooperation Council (GCC), all of whom endorse GESI principles. The study results indicate that the sense of power enhances perceptions of social inclusion and mitigates feelings of social exclusion on social media platforms across both samples. The mediation analysis supported the full mediation role of social inclusion between the sense of power and challenging others who violate GESI in the Arab sample but was rejected in the UK sample. Additionally, social exclusion fully mediated this relationship in the Arab sample, whereas it only partially mediated it in the UK sample. We utilize the findings and argue the case that good social media platforms should be designed to enhance users' perceptions of power and inclusion while minimizing feelings of exclusion, to encourage more active engagement and expression of opinions.

Nepal, a diverse nation with a history of social disparities, is at the forefront of redefining its budgeting process to reflect a commitment to gender equality and social inclusion. In recent years, the country has recognized the imperative of addressing the entrenched inequalities that have marginalized women, ethnic minorities, and other marginalized groups. The core of this shift lies in the incorporation of gender-responsive budgeting (GRB) and a social inclusion lens into the national budgetary framework. This process ensures that budget allocations are not only gender-sensitive but also promote social cohesion and uplift historically disadvantaged communities. Women's empowerment, access to education and healthcare, and economic inclusion of marginalized groups are now central themes in budget formulation. This qualitative research involves an in-depth analysis of gender equality and social inclusion within Nepal's budgeting process. Through extensive literature review and content analysis of relevant documents, the study aims to provide a nuanced understanding of the challenges and opportunities in promoting equity in budget allocation and execution. This review article delves into the strategies, challenges, and successes of Nepal's journey towards gender equality and social inclusion in budgeting. It highlights the government's commitment to mainstreaming gender and social inclusion across ministries, the pivotal role of civil society in advocacy, and the need for data-driven decision-making to ensure targeted resource allocation.

Inclusive education in Indonesia requires a serious study on the discourses concerning gender equality, disability, and social inclusion. Hence, this study aimed to uncover the implementation of education based on gender equality, disability, and social inclusion at schools in Indonesia. This study also sought to identify the problems faced by teachers in teaching based on gender equality, disability, and social inclusion. By adopting an explanatory mixed-method design, the first objective was attained by implementing a quantitative survey on 315 teachers of elementary and secondary schools in Indonesia. A descriptive qualitative method was further conducted by involving 30 teachers to confirm the foregoing quantitative data. The second objective was attained by conducting a descriptive qualitative study with the involvement of the aforesaid 30 teachers who had been selected purposively. This study found a moderate implementation of gender equality, disability, and social inclusion education. However, teachers at some schools faced problems related to gender stereotypes, non-inclusive curriculum, unsupportive social expectations, lack of knowledge in teaching students with disabilities, limited resources, and difficulties in adapting teaching methods. This study highlights the need to address stereotypes, promote inclusive education for students with disabilities, and combat social injustice and resource limitations for inclusive teaching.

During the 2010s, both Finland and Sweden made advancements in their parental leave systems by widening the right to paid parental leave to a greater diversity of family constellations and investing in gender-equal leave distribution through longer leave periods reserved for the father. However, in the latter respect, Sweden has remained more successful than Finland. This article analyses government and political party discourses in Finland and Sweden during the 2010s in pursuit of an explanation to this difference and for understanding how ideas on social inclusion and gender equality have been used to drive, or block, policy reforms in the field of parental leave. The results show that the parental leave discourses have become influenced by ideas on social inclusion and gender equality in both countries, but in somewhat different ways. While gender equality has retained a stronger position in the Swedish discourse and its policy, social inclusion, and notably the rights of same-sex parents, have become more visible in the Finnish. However, the results also show that both ideas have remained contested on a party level, especially by confessional and nationalist-populist parties.

This paper examines how World Vision’s project “Central Rift Farmer-Managed Natural Regeneration Scale-up project (CRIFSUP)” carried out between 2017 and 2021 used Gender Equality, Disability and Social Inclusion (GEDSI) approach and transformation power relations among farmers. The Study areas were Ndabibi in Nakuru County, Marigat in Baringo County, and Ng’oswet in Elgeyo Marakwet. Methodology adopted was mixed method approach and data collected using collective brainstorming sessions with communities, key informant interviews, Household questionnaire, focused group discussions for adults and children, and observation. Purposive sampling was employed to identify farmers to participate in focus group discussions and key informants. Apart from examining the field reports on this project, this study reviewed secondary related literature. The theory of change and agency and employed to how the implementation of FMNR created a conducive environment for the transformation of gender, disability and social inclusion. Enhancement of gender, disability and social inclusion is traced by examining the changes that transpired between the time the baseline report was conducted, CRIFSUP GESI Report and the end of term report. The focus is on decision making, time use, roles, responsibilities and economic empowerment. The findings showed that the time spent on collecting firewood was reduced to 30 minutes. Energy saving measures such as jikos and biogas were introduced by CRIFSUP. Savings for transformation groups enabled women and people with disabilities to access resources that enabled them to diversify their roles and engage in income generating activities such as bee keeping. However, mainstreaming gender, disability and social inclusion considerations has been partially successful, for instance land ownership and access is still heavily weighted towards men and this affects women access and use of trees. This influences the time women spend to look for firewood.

Outlines the common operational challenges that factor into programming for social sustainability, providing an overview of interventions from World Bank experience, as well as that of other development organizations, that have proven effective at fostering cohesion, inclusion, and resilience. While not comprehensive, the country examples highlight some of the most effective and innovative efforts to date, with the understanding and expectation that new insights will emerge in the years to come. Three high-level, overarching priorities for supporting process legitimacy require attention in order to ensure that efforts to promote social sustainability work within the context of existing norms and values and prove fair, credible, and acceptable by all members and groups in a society: (1) understand the policy arena; (2) work with all key stakeholders; and (3) engage for the long haul. Social norms can shape people’s motivations and incentives to engage in change, and thus interventions require sensitivity to the social and normative context of their implementation.

Purpose This study investigate the impact of social activism on financial system stability. Design/methodology/approach Financial stability was analysed from two complementary perspectives: bank-led financial stability and financial system stability driven by sector-wide credit supply. Social activism was analysed from three perspectives: gender equality advocacy, environmental sustainability advocacy and social protection advocacy. Findings The findings reveal that gender equality and environmental sustainability advocacy have significant positive effects for financial stability, whereas social protection advocacy has a significant negative effect for financial stability. In addition, social activism has negative effects for financial stability in the post-2008 financial crisis era. Finally, there are differential effects for country-groups, for instance, social activism strongly improves bank-led financial stability in African countries and for BLEND countries (countries that are eligible for International Development Association (IDA) borrowing based on per capita income levels and are also creditworthy for some borrowing from the International Bank of Restructuring and Development). The findings are relevant for the on-going debate about whether social inclusivity and activism has any economic value for the stability of businesses and the financial system. The findings have implications. Research limitations/implications The implication for policy-making is that the pressure on, or commitment of, financial institutions to be socially inclusive in all social matters such as gender equality, environmental sustainability and social protection does not guarantee stability in the financial system – whether bank-led financial stability or sector-wide financial stability. Therefore, regulators should ensure that financial institutions exercise careful discretion when adjusting their risk models to include all “social risk” factors amidst the recent pressure on corporations to be socially inclusive. Practical implications Another implication for business practice is that business leaders in financial institutions should identify the optimal level of social inclusivity that improves the stability of their corporations, because it would seem counterproductive if business leaders adopt full-scale social inclusion (or considerations) that subsequently make their corporations financially unstable which could lead to loss of shareholders wealth. Originality/value This study is the first attempt to investigate the impact of social activism on financial stability to determine whether greater social activism promotes stability or instability in the financial system.

This article tries to highlight the existing gender equality and social inclusion GESI policies and practices in health sectors in Nepal. Nepal has participated and ratified the gender policies in all Conventions and Conferences. To fulfill this very obligation, it has introduced some legal provisions and made an attempt to implement them. Due to this region, Nepal has started to address the gender issues in health sectors from Interim Constitution 2007AD addresses health as a fundamental right and that have very citizen shall have the right to basic health services free of cost from the state, as provided in law. Ninth, Tenth and Three-Year Interim Plan have pursued gender equality and women’s empowerment through a gender mainstreaming strategy. The governance framework, fundamental rights and directives of the constitution provide the impetus for revising the 2009 Gender Equality and Social Inclusion (GESI) Strategy of the Health Sector and to align the strategy with the new governance arrangements and state obligations. The institutional structure to lead and coordinate the mainstreaming of GESI into the health system was created in 2012. The Health Sector Gender Equality and Social Inclusion Strategy (2010) provides the foundation for mainstreaming GESI, ensuring that policy development and programme planning are viewed through a create a favourable environment for the use of rights based approaches and more equitable access to healthcare. Implementation of the strategy is guided by the GESI Operational Guidelines (2013). Constitution of Nepal 2015 AD has also considered the rights of women as the right to receive special opportunities based on positive discrimination in education, health, employment, and social security. The Sustainable Development Goals by 2030 and the Nepal Health Sector Strategy (2015-2020) embrace the importance of gender equality, and leaving no one behind to achieve health goals.

This research aims to evaluate the performance of Islamic Microfinance Institutions (IMFIs) based on gender justice and social inclusion. This research focuses on IMFIs in 3 cities: Jepara, Kudus and Demak. Data collection techniques were carried out through observation, interviews, primary data documentation and secondary data collection in the form of financial reports. This research uses a decision support system tool, the Simple Additive Weighting (SAW) method, to measure the financial performance of Islamic banks from a gender perspective. The research results show (1) Apart from quantitative performance measurements, IMFIs need to consider qualitative measurement aspects, such as gender justice and social inclusion; (2) Preparation of a strategy model for evaluating IMFIs performance based on gender justice & social inclusion; (3) The proposed ranking model is an adaptation model for the Maqosid Syariah Index ranking by adding gender justice conception items to the construct in performance evaluation as part of the principles of Iqomatul Adli and elements of Al-Maslahah. Mobadalah-based gender justice is a theoretical concept that pursues fairness and reciprocity in granting rights and fair treatment of all individuals, regardless of sex or gender identity.

The issue of sexual violence in Indonesia is increasingly rampant and has increased every year. Cases of violence occur among women, adolescents and children. The purpose of this activity is the application of psychoeducation based on gender equality and social inclusion as a method to reduce cases of sexual violence against students. The method applied in this community service activity uses the 6P method, which includes the preparation stage, preparation of materials, introduction, training, closing and reporting. The results of the activity showed that 85% of participants had a high understanding of gender equality and social inclusion as an effort to reduce sexual violence in the school environment. The multiplying impact resulted in a model and module of psychoeducation based on gender and social inclusion as a preventive effort to prevent and reduce sexual violence in schools based on gender and social inclusion.

This research examines gender equality and social inclusion in the participation of class X students during English learning at SMK Negeri 1 Tuhemberua for the 2024/2025 academic year. The primary goal of this research is to assess how gender roles and social dynamics in the classroom environment influence student participation and engagement. This research used a mixed methods approach, combining qualitative and quantitative data collection techniques, including classroom observations, surveys, and interviews with students.This analysis focuses on identifying participation patterns that may indicate gender bias or social exclusion. This analysis also explores barriers that prevent equal participation among students, such as cultural expectations, stereotypes, and differential treatment by educators. Additionally, this study evaluates the effectiveness of current pedagogical practices in fostering an inclusive learning environment that supports male and female students equally, regardless ofFindings from this research reveal a significant gap in participation rates between male and female students, with girls often facing greater barriers due to societal norms and expectations. This study also highlights the need for teachers to adopt more inclusive teaching strategies that actively promote gender equality and social inclusion. These findings underscore the importance of continued efforts to close the gender gap and create a more equitable educational experience for all students. It is hoped that the results of this research will inform the development of targeted interventions and policies aimed at improving gender equality. ABSTRAKPenelitian ini mengkaji kesetaraan gender dan inklusi sosial terhadap partisipasi siswa kelas X pada pembelajaran bahasa Inggris di SMK Negeri 1 Tuhemberua tahun ajaran 2024/2025. Tujuan utama penelitian ini adalah untuk menilai bagaimana peran gender dan dinamika sosial di lingkungan kelas mempengaruhi partisipasi dan keterlibatan siswa. Penelitian ini menggunakan pendekatan metode campuran, yang menggabungkan teknik pengumpulan data kualitatif dan kuantitatif, termasuk observasi kelas, survei, dan wawancara dengan siswa. Analisis ini berfokus pada mengidentifikasi pola partisipasi yang mungkin mengindikasikan bias gender atau eksklusi sosial. Analisis ini juga mengeksplorasi hambatan yang menghambat partisipasi setara di kalangan siswa, seperti ekspektasi budaya, stereotip, dan perlakuan berbeda dari pendidik. Selain itu, penelitian ini mengevaluasi efektivitas praktik pedagogi saat ini dalam menciptakan lingkungan pembelajaran inklusif yang mendukung siswa laki-laki dan perempuan secara setara, terlepas dari Temuan dari penelitian ini menunjukkan adanya kesenjangan yang signifikan dalam tingkat partisipasi antara siswa laki-laki dan perempuan, dimana anak perempuan seringkali menghadapi hambatan yang lebih besar karena dengan norma dan harapan masyarakat. Studi ini juga menyoroti perlunya guru untuk mengadopsi strategi pengajaran yang lebih inklusif yang secara aktif mempromosikan kesetaraan gender dan inklusi sosial. Temuan-temuan ini menggarisbawahi pentingnya upaya berkelanjutan untuk menutup kesenjangan gender dan menciptakan pengalaman pendidikan yang lebih adil bagi semua siswa. Hasil penelitian ini diharapkan dapat memberikan masukan bagi pengembangan intervensi dan kebijakan yang ditargetkan untuk meningkatkan kesetaraan gender.

The social competence of teachers based on gender equality and social inclusion (GESI) in this research is the teacher's ability to communicate with children with special needs based on managing social dynamics and the teacher's framework for promoting social inclusion. The aim of this research is to create an instrument to measure teachers' social competence based on gender equality and social inclusion (GESI). The research method used is quantitative descriptive research. The development of the questionnaire in this study incorporates a measurement framework that provides a systematic method based on a combination of theoretical and psychometric approaches. The sample was 91 teachers who taught in four Bandung City State Elementary Schools. Based on the research results, data was obtained that the GESI-based social competency questionnaire consists of three aspects, namely attitudes towards inclusive education, empathy for students with special needs, and problem solving. The number of items in the questionnaire, namely 36 items, has met the standards of reliability, content validity, construct validity, and provides initial evidence for the use of the instrument with the aim of measuring the social competence of GESI-based teachers in inclusive schools.

This article describes the application of the GEDSI (Gender Equality, Disability, and Social Inclusion) approach to disaster management policies with special reference to the Province of Bali. The province, which frequently experiences natural disasters such as earthquakes, volcanic eruptions and floods, recognizes the need to pay attention to gender differences, disabilities and social inclusion in all aspects of disaster management. The GEDSI approach promotes active participation and an equal role for all community members in dealing with disasters. The findings show that Bali is committed to ensuring equal access to information, protection and disaster management services for vulnerable groups. It seeks to integrate a gender perspective in disaster management planning, including ensuring women's participation in decision-making and their involvement in policy implementation. In addition, the GEDSI approach also emphasizes social inclusion and the needs of people with disabilities. Bali seeks to remove physical and social barriers that may impede the participation and accessibility of persons with disabilities during disasters. Disabled persons-friendly facilities and services are provided, and disability groups are involved in policy planning and evaluation. With the GEDSI approach, disaster management in Bali can be inclusive and responsive to the needs of all individuals. This approach will ensure equity, respect human rights and enhance sustainability in the face of natural disasters.

This paper is based on the premise that the principal purpose of science and technological development should be the well-being of society in harmony with environmental sustainability. Vaclav Smil [1] argues “commonly used measures of energy use – be it conversion efficiencies, energy costs, per capita utilization levels, growth rates, consumption elasticity, or output rations – are just helpful indicators of the performance and dynamics of processes whose aim should not be merely to secure basic existential needs or to satisfy assorted consumerist urges but also to enrich intellectual lives and to make us more successful as a social and caring species.” Energy and electricity access and use is valuable not in itself, but for what it enables women and men “to do or achieve” [2]. Grubler studied the history of past energy transitions and identifies ‘grand patterns’, one of which being the critical importance of end-use — consumers and demand – “with technology and the social settings co-evolving, depending on each other” [3]. Feminist studies in science and technology treat technology as a ‘socio-technical’ product and describe the relationship between gender and technology as one of mutual shaping [4]. Gender and development studies put forward the concept of ‘gender mainstreaming’ which has been applied to infrastructure programs, such as energy, transport and digital infrastructure, based on gender equality and social inclusion (GESI) approaches. The paper draws from these frameworks. Norbert Wiener considered the resilience of urban centres in preparation for a potential nuclear attack and outlined what he considered to be some key features of urban plans. In the first draft of his urban plan, titled “Civilian Defense Plan”, his central argument is that the atomic bomb has rendered our previous understanding of civil defense obsolete and that “we need to reorganize our cities where they stand” – markets, points for medical supplies, hospitals, transportation, etc [5]. The Covid-19 pandemic highlighted the inter-relatedness and inter-connections between physical infrastructure, key utilities and services, and economic, health and social outcomes. There is an urgent need to rethink and transform cities to respond to the reality of Covid-19 and potential future pandemics, and to recover better, by building more resilient, inclusive and sustainable cities. International experiences show that cities with similar densities and levels of economic development have fared very differently in their ability to contain Covid-19. This indicates that the strength and duration of impacts of Covid-19 are not solely determined by a city's population density, but also by local capacity and preparedness to deal with such crises, infrastructure and service delivery systems, citizen's trust and confidence in society's institutions and the level of functional responsibilities and resources available to them through decentralized systems. Some of the key lessons for recovery and ‘building back better’ include the importance of an effective health system response, urban and regional planning, physical distancing, city-wide slum upgrading and housing programs, land-use and regulations to regulate hygiene conditions, significantly scaling up the low-carbon energy and infrastructure transition, access to key utilities and services for poor and vulnerable groups such as women, slum and transient populations, people with disabilities and the elderly, social protection, rethinking business supply chains, more resilient and inclusive ICT and digital connectivity and a pressing need to address gender inequality and social exclusion in relation to vulnerabilities. These new challenges require a new approach that integrates governance, physical environment and infrastructure, social environment, economic environment, planning and resourcing for resilience, and gender equality and social inclusion (GESI). The objective of the study was to develop an integrated approach to strengthening urban resilience based on infrastructure, energy and health linkages, with a focus on GESI impacts. Drawing from lessons learned from various connected fields: climate-related disaster programs to designing infrastructure; power and energy systems to incorporate resilience and reliability; universal health coverage and health system strengthening; and the preliminary lessons drawn from the activities undertaken to control the Covid-19 pandemic, a Resilience Assessment Framework has been proposed. The framework is intended to be used to assess the current resilience maturity level of a city. It can also be applied to measure progress, at different time intervals, towards a prospective target maturity level.

Gender Equality and Social Inclusion (GESI) agenda has been used in all and every disciplines of good- governance and development. But a significant portion of the population has largely been unable to participate in the development mainstream owing to their exclusion from the state's decision-making structures. Among the set goals of Education for All (EFA), National plan of Action (2001-2015), are developed in social inclusion perspectives. The challenges we face today are concerned making the Technical and Vocational Education and Training (TVET) system more effective and need based, more dynamic, inclusive, and responsive to the changes taking place in the world of work. Vocational Education and Training (VET)'s contribution in inclusion will have added benefit to the developing countries as it underpins the fundamental values of society such as equity, justice, nondiscrimination, meaningful participation and social responsibility. This paper presents the case study on status of gender equality and social inclusion in TVET system of Nepal special focusing on Women's Participation in Non-Traditional Trades/Occupations. The main objective of the article is to explore the inclusion status of women in VET Programs. So, to find out the existing inclusion situation, data from the CTEVT constituted school has been collected and analyzed. It is found that most of the VET programs especially in traditional occupations have high inclusion of the women, whereas poor participation appeared in non-traditional trades. There is still the need to conduct awareness generation activities for the women to maximize their participation in the TVET programs especially in non-traditional occupations.Journal of Advanced Academic Research Vol. 3, No. 2, 2016, Page: 29-39