Family and higher educational institutions – grades of stability in gender relations

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Family and higher educational institutions - grades of stability in gender relations

Bayjonov F.Б.

Abstract

The family is focused on stabilizing grades in gender relations and educational institutions. Children need to have the knowledge their family needs before they start working. At the same time, the family is focused on stabilizing grades in gender relations and educational institutions. It was emphasized that young people should have the knowledge needed by their families before starting work. The principles of legality, democracy, openness and transparency, and equal rights for women play an important role in ensuring gender equality and mutual understanding. The essence and principles of the OSCE to ensure equality of women are revealed, regardless of race, nationality, language, religion, social origin and faith, as well as personal social status. In the family and in universities, gender culture is ensured, as well as improvement and management of change during the period of study; the line of action to ensure gender-role orientation is aimed at a set of template models. Students must clearly role model one gender or the other.

Keywords: gender, culture, stereotype, rights, gender differences, persona.

Аннотация

gender equality woman sex

Семья и высшие образовательные учреждения - ступени стабильности в гендерных отношениях

Семья ориентирована на стабилизацию оценок в гендерных отношениях и учебных заведениях. Дети должны иметь знания, необходимые своей семье, прежде чем приступить к работе. Важную роль в обеспечении гендерного равенства и взаимопонимания играют принципы законности, демократии, открытости и прозрачности, равноправия женщин. Раскрыты сущность и принципы ОБСЕ по обеспечению равенства женщин независимо от расы, национальности, языка, религии, социального происхождения и веры, а также личного социального статуса. В семье и в вузах обеспечивается гендерная культура, а также совершенствование и руководство изменением в период обучения, линия действия по обеспечению гендерно-ролевой направленности направлена на совокупность шаблонных моделей. Студенты должны четко моделировать ролевую модель того или иного пола.

Ключевые слова: гендер, культура, стереотип, права, гендерные различия, личность.

Main part

Today, as indicators of the quality of education the elements of the gender approach in education, the introduction of increasingly is becoming public. Socialization providing gender equality in education, and the process is the delivery of norms and concepts, including the use of quality education gender equality means equal to.

Gender equality in society, aimed at ensuring quality education of future teachers in the preparationofthetrainingprogramintheacademicliterature, intheprocessofeducation, students and teachers in the relationships between the exposure and the solution to the issues of gender inequality is directed. In the social dimension of the Bologna process (Social Dimension) of European higher education (the European high area increasing the competitiveness and attractiveness of a description of the important factors to increase the quality of education given.

The world social and educational environment in the family, improve the level of prosperity of families, increasing the formation of gender culture is important. In the family, the culture of gender in the formation of secondary and higher education institutions and organizations, its priorities on promotion of reforms, innovation and international experiences being exchanged. Various features of gender in the family of nations, to give comprehensive information about the equality of women and men in the development of society who have created mediamaking system. On gender equality, inter, educational and social institutions, culture, and gender in the relationship between the activities of the formation and development of innovation activities in the direction of the media environment create a mechanism for the formation of individual teachers create and designed is getting worse. The gender equality strategy of the European Union, the commission ensures commitment to achieve equality in the FAEN (The Independent National Education Federation) background.

Not only gender equality of women and men role, functions and needs, but also with the mutual relation between them is in sync.

This is the process of being fair to women and men about gender equality. Gender equality, women and men by social importance of the material and spiritual resources, opportunities, conditions, requires the use of the same capabilities and potential. In the event that there is a disparity between the sexes in this respect, the interests of women, usually for a limited time. Therefore, an important feature in ensuring gender equality - this is to ensure the balance of power, that is, both men and women to manage their own lives, expand the display capabilities and abilities capabilities create conditions to build [2].

Gender equality of men and women from the sexual aspect, it does not mean that the same will be authorized. The role of biological sex of men and women, if there is a disparity in this process, the natural state. This biological inequality of women that mobilizes capabilities to the full development of society, taking potential negative effects should not be issued for both sexes.

Uzbekistan socio-economic, spiritual and intellectual radical changes that are currently happening in the life of the person and the organization of the educational process on the basis of difference to the issue of gender equality and structural studies should become part of the teaching process.

After all, social and educational relations between girls and boys in the regulation of important pedagogical importance. Because of the process of education through the social relationship between the members of the society in the future finds the decision of male and female» [9].

A gender approach in education institutions in the republic of Uzbekistan on the basis of continuously improve the quality of teaching, the development of social activity of women, has conducted research in areas such as gender issues in professional education. Scientists, teachers Musurmonova O.N. Egamberdiyeva, R. Samarov, U. Temirova social activity of women, gender issues through the analysis approach, pedagogical approach studied the issues of gender in education. In the opinion of scientists, teachers in the preparation of the gender aspect of the implementation process and the development of the principle, which is the ultimate result of them lead to the main stage. Teachers who understand the young generation aware of the problem of gender aspects and gender conscious thinking and act to create a feel during takes. So, education teachers in the implementation of the gender equality act from the beginning, from the stage in the preparation of his profession, until the phase to continuous improvement, all activities should cover. Therefore, the professional knowledge and skills of students in higher education institutions, besides them important life skills, including analytical and critical thinking abilities to solve problems, configure, interpersonal develop communication skills, as well as to work independently and in collaboration to teach competence gender formation is very important. To do this, the higher education system of the gender approach into the implementation of effective mechanisms to develop and its management is required.

In society through education, cultural, political, ethnic, and gender diversity in the form of the idea of religious tolerance. Often the discussion of the debates on gender equality in education gender equality will be limited to for example, if given access to higher education to take you guys and girls to read, then that ensure gender equality in education. However, to ensure gender equality in education - this is a gender priority also provide a wider concept.

The history of the development of mankind that testified that the female in the male that believes himself to adhere to beliefs and strong feature. The attitude to women, while as a piece of human rights in different regions, different systems, national cultures, different religions in the doctrine and customs habits at different is that some an a-contrary to one of, sometimes very similar, while see appear [9].

Here's a gendering of each of the state provided the nation, the traditions of the habit of religious views and beliefs are also related.

In this context, the social life of human rights of women in society, the relationship of the person associated with the lifestyle of the problem is the attitude of mutual relations of men to women in every society, the behavior of the hosts in the customs-customs, religious beliefs, and spiritual views, and established firmly the rest of the I is determined by [6].

Culture includes values with the manners of processing the components utilized measurements meaningful in comparison relationship spiritually. Reader gender norms and criteria of the evaluation of girls and boys are treated by means of culture refers to the culture of reaching. Substantive the evaluation function of the components of this measure to keep the child's self, and our own internal attitude determines that the neighbor is ready to show this in comprehensive enough to answer to the phenomenon, comparing the external symptoms to help you will. To fix it reflect your own ideas and this is the real opportunities in the cases are affected.

Gender is about not only women or men, but they middle in the relationship, this relationship of socio-cultural formation in the style of understood. «Gender» - this mutual relationship on its own into taking understanding being for this term also women, also men from relevant be should. Men and women own society is cultural, it is a product, because of them certain a sex of belonging with the whole life during were trained. his role has changed over time depending on cultural and social conditions [8].

The chamber of read function - this idea to relativity, biological properties that does not change and birth to nature by given gender features while in the community received has been education and habits, stereotypes and as a result appear to be in focus provides. «We have men and women about talking biological sex is referring to, we will keep» that explains. But when talking about the female or male gender, we must remember the social functions that need to be preserved.

Cooperation in the context of modern educational break the mold of gender in the remaining years will reach a much longer period. Not the sex of the student to determine the status and social position, but their active ministry of quick, talents, creativity, and broad-minded; thoughtful ministry of the risk of general and specific qualities ambitious should perform a particular function.

In this article the family and in higher education institutions of the culture of gender and the improvement and leading the change during the training period properties androgyne the line of action to enforce gender-role directed to the aggregate of the template for the model is provided. Higher education institutions of the sexual activity, students should be specific to the role modeling to be one or the other sex.

Conclusion it is noteworthy to say that make policy, boys and girls of puberty age are prepared to be married in the future, family life when he came near the start of the period, representatives of both sexes troubles they confront, in its effects, will increase the number of competent teachers who mean gender. And finally, the educational institution which hinder the successful development of the personality of the mold and eliminate the students' personal interests, social needs on the basis of the form of the development of acceptable social model of his conduct which cover the use of a gender approach is born out of necessity.

References

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2. Matyushkova S.D. (2012). Pedagogicheskie usloviya formirovaniya gendernoi kul'tury uchashchikhsya starshikh klassov (167th ed.). Monografiya. Vitebsk. (in Russian).

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7. Bayjonov, F. (2022). Factors for forming gender culture in adolescents in family and educational institutions. InterConf.

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9. Tozhiboeva, Kh. M. (2023). Ra^amli tekhnologiyalar davrida ysmir eshdagi y^uvchilarda gender identivlik muammolari. Science and innovation, 2 (Special Issue 5), 51-54. (in Russian). https://zenodo.org/record s/7991718

Список литературы

1. Матюшкова С.Д. Формирование гендерной культуры как социально-педагогическая проблема // Сацыяльна-педагапчная работа. 2003. Т. 3. С. 53-62.

2. Матюшкова С.Д. Педагогические условия формирования гендерной культуры учащихся старших классов. Витебск. (2012).

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