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dc.contributor.authorSingh, Divya
dc.coverage.spatialRegion: Africa
dc.date.accessioned2019-09-25T08:39:23Z
dc.date.available2019-09-25T08:39:23Z
dc.date.created2017-03-07 13:38
dc.date.issued2017
dc.identifier.isbn9782889311644
dc.identifier.urihttp://hdl.handle.net/20.500.12424/164055
dc.description.abstract"The triad of access, equity and justice in higher education has been discussed, analysed and debated at numerous forums, today finding expression in both global and national policy documents, regulating frameworks, and action plans. The UNESCO World Declaration on Higher Education for the Twenty First Century: Vision and Action (1998: 1) and the Sustainable Development Goals Post 2015 are but two examples. The Preamble to the World Declaration on Higher Education for the Twenty First Century: Vision and Action states unequivocally: “On the eve of a new century, there is … an increased awareness of its [higher education] vital importance for sociocultural and economic development, and for building the future, for which the younger generations will need to be equipped with new skills, knowledge and ideals.” There is no gainsaying the correctness and enormity of this directive in a world characterized by continual change and a higher education sector undergoing disruption. In this milieu, university leaders are called upon to ensure that the teaching and learning agenda remains true to these aspirations and that the students they produce are true global citizens competent to understand and engage both discipline-specific issues as well as ethical, cultural, political, and social problems. However, before they become graduates, for many potential students lies the challenge of access and admission to university. In both of the aforementioned signal global instruments, nothing is said about promoting a better gender balance in higher education."
dc.language.isoeng
dc.publisherGlobethics.net
dc.relation.ispartofDivya Singh / Christoph Stückelberger (Eds.), Ethics in Higher Education: Values-driven Leaders for the Future (2017), ISBN 978-2-88931-164-4, 368pp.
dc.rightsCreative Commons Copyright (CC 2.5)
dc.subjecteducation ethics
dc.subjectGender ethics
dc.subjectprofessional ethics
dc.subjectUniversity management
dc.subjectacademic leadership
dc.subjectminority ethics
dc.subjectequality
dc.subjectwomen's right
dc.subject.otherGlobal ethics
dc.subject.otherPolitical ethics
dc.subject.otherDevelopment ethics
dc.subject.otherEconomic ethics
dc.subject.otherLabour/professional ethics
dc.subject.otherTechnology ethics
dc.subject.otherCommunity ethics
dc.subject.otherLifestyle ethics
dc.subject.otherSocial ethics
dc.subject.otherSexual orientation/gender
dc.subject.otherEducation and ethics
dc.titleResponding to the challenges of gendered career aspirations
dc.typeBook chapter
dcterms.accessRightsopen access
refterms.dateFOA2019-09-25T08:39:23Z
ge.collectioncodeGA
ge.collectioncodeAA
ge.collectioncodeEC
ge.collectioncodeFE
ge.dataimportlabelGlobethics object
ge.identifier.legacyglobethics:10848732
ge.identifier.permalinkhttps://www.globethics.net/gel/10848732
ge.lastmodificationdate2019-02-11 15:23
ge.lastmodificationuserlibraryweb@globethics.net
ge.submissions1
ge.peerreviewedno
ge.placeofpublicationGeneva (Switzerland)
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.submitter.emailhaaz@globethics.net
ge.submitter.nameHaaz, Ignace
ge.submitter.userid11130014
ge.subtitleResponsible Academic Leadership in Support of the Golden Triad of Access, Equity and Justice


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