التنمية البشرية المستدامة من منظور النوع الاجتماعي التمكين – التعليم – العمل: الرؤى والإمكانيات

Abstract

Development literature emphasizes the success of development programs, and to ensure the sustainability and viability of the community on the face of globalized development and interact with positively closely linked with the participation of the human element and good preparation and the nature of his rehabilitation; because of its importance in raising productivity and access to achieve prosperity. Some scholars agree that in Social Sciences there is a two-way deal with gender mainstreaming of sustainable human development issues. The first trend is the so-called model of sustainable human development, which means to enable all members of society, men and women to develop their abilities to the maximum extent possible through education and training. The second trend is linked to the empowerment of women. The concept of empowerment in developmental modelling are often puts the problems of institutional, gender and strategic alternatives for a thorough implementation of sustainable development. The study depended analytical approach based on highlighting the public policies and legislative frameworks in Libya in the field of education and work from a gender perspective. The descriptive and analytical data approach on education index is used to measure the response to the gender perspective. The study suggests that the human development strategy from gender perspective in Libya and legislative frameworks of work and education system pursued has seen a tremendous development in theory; positive and proactive initiatives and accumulations. The application is still traditional; and to ensure the effectiveness need to introduce radical changes in the quality of implementation.