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Features and Impacts of the Gender Equality Education Act in Taiwan

Shu Zheng

Abstract


The Gender Equality Education Act enacted in Taiwan, China, has played a certain role in promoting the construction of a gender-equal and friendly society. This paper summarizes three legislative experiences on gender education in the context of the introduction, characteristics and implementation of the Gender Equality Education Act: the government should enact laws related to gender education; the government should provide top-down administrative guarantee for gender education; and the government should pay attention to citizen participation in the process of law introduction and implementation.

Keywords


Gender equality education; Taiwan Gender Equality Education Act; Institutional guarantee; Administrative guarantee; Citizen participation

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References


[1] Taiwan Ministry of Education official website. Gender Equality Education Act. [Z].

[2] Yen, K.L., and Kan, A.R., “The Legislative Background, Process, Connotation and Implications of the Gender Equality Education Act” [J], School Administration; 46 (2006/11/01), P279-299

[3] Wang Lijing and Lin Yijia, 2014, “Ten years of gender equality education law: a civil society’s observation” [J], Women’s Research Column; No. 101 (2014/10/01), P31-39

[4] Hsiao-Ling Yang, 2022, “The Meaning and Controversy of Integrating Gender Equality Issues into Curriculum and Instruction and Implications for Teacher Formation” [J], Curriculum and Instruction; Vol. 25, No. 2 (2022/04/01), P1-27

[5] Chuang, Ming-Ching, 2002, “Knowledge and power analysis of gender issues in nine-year consistent curriculum” [J], Educational Research Information, 10(6), P1-18

[6] Chuang, Ming-Ching, 2005, “Gender and the Construction of Curriculum: The Example of “Gender Equity Issues” in Nine-Year Consistent Curriculum” [J], Educational Research Monthly, 139, P16-31




DOI: http://dx.doi.org/10.18686/ahe.v7i15.8756

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