The paradigm of gender inclusion in the right to education: domestic and international experience

Abstract

The issue of gender inclusion in the right to education is extremely relevant and characterized by scientific novelty. Given the active European integration movements of Ukraine, the stable position on the international arena and the adoption of relevant legislation, gender inclusion is gaining its popularity and the need for research.
 Within the framework of this scientific article, we conducted a conceptual and categorical analysis of the terms that form the basis of the work. It was concluded that the concept of “gender” can be represented as a designation of social, cultural, psychological and behavioral characteristics that society attributes to the female and male sexes based on social ideas, expectations and roles. Outlined the understanding of “gender inclusion” as an active practice and policy aimed at ensuring equal opportunities, rights and participation for women, men and persons with other gender identities in all spheres of society. The main goal of gender inclusion in the right to education was presented as a process of creating an inclusive, fair and equal educational system in which all participants can reveal their potential and develop their abilities without external marginalization pressure. Key aspects of the paradigm of gender inclusion in the right to education were presented, namely: provision of equal opportunities for learning and development regardless of gender and gender identity; elimination of gender stereotypes and practices of discrimination in educational institutions and pedagogical processes; implementation of gender analysis in the planning and development of educational programs, the content of educational materials and teaching methods; implementation of policies, legislation and programs aimed at protecting the rights of individuals in the field of education against any form of gender discrimination.