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===Asia=== ====China==== {{main|Affirmative action in China}} There is affirmative action in education for minority nationalities. This may equate to lowering minimum requirements for the National University Entrance Examination, which is a mandatory exam for all students to enter university.<ref>{{Cite web|url=http://www.moe.gov.cn/edoas/website18/30/info26630.htm|title=Graduate Student Admission Ordainment – Ministry of Education, PRC}}{{Dead link|date=December 2021 |bot=InternetArchiveBot |fix-attempted=yes }}</ref><ref>{{cite web|url=http://www.mzzjw.gd.gov.cn/mzjy/ShowArticle.asp?ArticleID=541 |archive-url=https://web.archive.org/web/20090105011631/http://www.mzzjw.gd.gov.cn/mzjy/ShowArticle.asp?ArticleID=541 |url-status=dead |archive-date=5 January 2009 |title=Ethnic and Religious Affairs Commission of Guangdong Province |publisher=Mzzjw.gd.gov.cn |date=15 October 2007 |access-date=11 April 2012 }}</ref> Some universities set quotas for minority (non-Han) student intake. Further, minority students enrolled in ethnic minority-oriented specialties (e.g. language and literature programs) are provided with scholarships and/or pay no tuition, and are granted a monthly stipend.{{citation needed|date=June 2019}} ====Israel==== A class-based affirmative action policy was incorporated into the admission practices of the four most selective universities in [[Israel]] during the early to mid-2000s. In evaluating the eligibility of applicants, neither their financial status nor their national or ethnic origins are considered. The emphasis, rather, is on structural disadvantages, especially neighborhood socioeconomic status and high school rigor, although several individual hardships are also weighed. This policy made the four institutions, especially the echelons at the most selective departments, more diverse than they otherwise would have been. The rise in geographic, economic and demographic diversity of a student population suggests that the plan's focus on structural determinants of disadvantage yields broad diversity dividends.<ref>{{cite journal |author=Alon, Sigal |year=2011 |title=The Diversity Dividends of a Need-blind and Color-blind Affirmative Action Policy |pages=1494–1505 |journal= Social Science Research |volume=40 |issue=6 |doi=10.1016/j.ssresearch.2011.05.005 }}</ref> Israeli citizens who are women, Arabs, Blacks or people with disabilities are supported by affirmative action in the civil service employment.<ref name="moital.gov.il">{{cite web|url=http://www.moital.gov.il/NR/exeres/8C492E47-135C-4B82-84D7-C62254B8BFEF.htm|archive-url=https://web.archive.org/web/20130201010211/http://www.moital.gov.il/NR/exeres/8C492E47-135C-4B82-84D7-C62254B8BFEF.htm|url-status=dead|archive-date=1 February 2013|title=משרד הכלכלה והתעשייה|website=משרד הכלכלה והתעשייה|access-date=22 October 2017}}</ref> Also Israeli citizens who are Arabs, Blacks or people with disabilities are entitled to full university scholarships by the state.<ref name="che.org.il">http://che.org.il/wp-content/uploads/2013/10/%D7%94%D7%97%D7%9C%D7%98%D7%AA-%D7%95%D7%AA%D7%AA-%D7%9E%D7%A1-1-%D7%AA%D7%A9%D7%A2%D7%93.pdf {{Bare URL PDF|date=March 2022}}</ref> In her study of gender politics in Israel, Dafna Izraeli showed that the paradox of affirmative action for women directors is that the legitimation for legislating their inclusion on boards also resulted in the exclusion of women's interested as a legitimate issue on the boards' agendas. "The new culture of the men's club is seductive token women are under the pressure to become "social males" and prove that their competence as directors, meaning that they are not significantly different from men. In the negotiation for status as worthy peers, emphasizing gender signals that a woman is an "imposter", someone who does not rightfully belong in the position she is claiming to fill." And once affirmative action for women is fulfilled, and then affirmative action shares the element, as Izraeli put it, the "group equality discourse," making it easier for other groups to claim for a fairer distribution of resources. This suggests that affirmative action can have applications for different groups in Israel.<ref>{{cite journal |first=Dafna |last=Izraeli |title=Gender Politics in Israel: The Case of Affirmative Action for Women Directors |journal=Women's Studies International Forum |volume=26 |issue=2 |pages=109–128 |date=March–April 2003 |doi=10.1016/S0277-5395(03)00043-8 }}</ref> ====India==== {{Main|Reservation in India}} Reservation in India is a form of affirmative action designed to improve the well-being of [[Scheduled Castes and Scheduled Tribes]] (SC/ST), and [[Other Backward Class]]es (OBC), defined primarily by their caste. Members of these categories comprise about two-thirds of the population of India.<ref>{{cite web |url=http://www.censusindia.gov.in/2011census/hlo/pca/pca_pdf/PCA-CRC-0000.pdf |title=2011 Census Primary Census Abstract |work=Censusindia.gov.in|access-date=1 October 2017}}</ref><ref name="TOI2007">{{cite news|url=https://timesofindia.indiatimes.com/india/OBCs-form-41-of-population-Survey/articleshow/2328117.cms|title=OBCs form 41% of population: Survey|access-date=21 November 2020|work=[[Times of India]]|publisher=[[Bennett, Coleman & Company]]|date=1 September 2007|url-status=live|archive-date=17 April 2014|archive-url=https://web.archive.org/web/20200417023834/https://timesofindia.indiatimes.com/india/OBCs-form-41-of-population-Survey/articleshow/2328117.cms}}</ref> According to the [[Constitution of India]], up to 50% of all government-run higher education admissions and government job vacancies may be reserved for members of the SC/ST/OBC-NCL categories, and 10% for those in [[Economically Weaker Section]]s (EWS), with the remaining unreserved.<ref>{{Cite web|url=https://www.deccanherald.com/national/cabinet-approves-10-pc-711767.html|title=Govt OKs 10% job quota for economically weaker sections|date=7 January 2019|website=Deccan Herald|language=en|access-date=7 January 2019}}</ref><ref>{{Cite news|url=https://economictimes.indiatimes.com/news/politics-and-nation/big-move-by-modi-government-ahead-of-polls-announces-10-quota-for-upper-castes-reports/articleshow/67418661.cms|title=Modi govt announces 10 per cent quota for economically backward in general category|date=7 January 2019|work=The Economic Times|access-date=7 January 2019}}</ref> In 2014, the [[Ministry of Statistics and Programme Implementation|Indian National Sample Survey]] found that 12% of surveyed Indian households had received academic scholarships, with 94% being on account of SC/ST/OBC membership, 2% based on financial weakness and 0.7% based on merit.<ref>{{Cite news|url=http://www.rediff.com/news/report/rediff-labs-can-you-guess-how-many-indians-get-merit-based-scholarships/20140901.htm|title=Guess how many Indians get merit-based scholarships|work=Rediff|access-date=3 January 2018}}</ref> ==== Indonesia ==== Indonesia has offered affirmative action for [[Indigenous people of New Guinea|native Papuans]] in education, government civil worker selection, and police & army selection.<ref>{{Cite web|title=777 Putra Asli Papua Lolos Program Beasiswa ADIK dan ADEM|url=https://kumparan.com/bumi-papua/777-putra-asli-papua-lolos-program-beasiswa-adik-dan-adem-1rUFs1b6OUB|access-date=2020-08-06|website=kumparan|language=id-ID}}</ref><ref>{{Cite web|title=Afirmasi Pendidikan Tinggi – Kementerian Pendidikan dan Kebudayaan Republik Indonesia|url=https://adik.kemdikbud.go.id/|access-date=2020-08-06|language=en-US}}</ref><ref>{{Cite web|title=Seleksi CPNS KKP 2019–2020: Ada Kekhususan Bagi Orang Papua|url=https://tirto.id/seleksi-cpns-kkp-2019-2020-ada-kekhususan-bagi-orang-papua-ewR4|access-date=2020-08-06|website=tirto.id|language=id}}</ref><ref>{{Cite web|last=antaranews.com|date=2020-02-25|title=OAP calon siswa Bintara Noken di Papua capai 2.407 orang|url=https://www.antaranews.com/berita/1319146/oap-calon-siswa-bintara-noken-di-papua-capai-2407-orang|access-date=2020-08-06|website=Antara News}}</ref><ref>{{Cite web|last=Redaksi|title=Gercin Minta Kapolri Akomodir OAP Masuk Akpol {{!}} Papua Today|url=https://www.papuatoday.com/2019/03/22/gercin-minta-kapolri-akomodir-oap-masuk-akpol/|access-date=2020-08-06|language=id-ID}}</ref> After the [[2019 Papua protests]], many Papuan students chose to abandon their scholarship and return to their respective provinces.<ref>{{Cite web|last=developer|first=medcom id|date=2019-10-03|title=Siswa SMA Penerima Beasiswa Memilih Pulang ke Papua|url=https://www.medcom.id/pendidikan/news-pendidikan/eN4Rz4ok-siswa-sma-penerima-beasiswa-memilih-pulang-ke-papua|access-date=2020-08-06|website=medcom.id|language=id}}</ref> The program has been subject to criticism, with complaints made towards a lack of sufficient quotas and alleged corruption. [[Prabowo Subianto]], Indonesian [[Ministry of Defense (Indonesia)|defense minister]], has expressed that he will direct more effort towards recruiting Papuans to the [[Indonesian National Armed Forces]].<ref>{{Cite web|last=Antara|title=Prabowo Disebut Bakal Perbanyak Prajurit TNI Asal Papua|url=https://www.cnnindonesia.com/nasional/20191212091931-32-456266/prabowo-disebut-bakal-perbanyak-prajurit-tni-asal-papua|access-date=2020-08-06|website=nasional|language=id-ID}}</ref> Education scholarship by [[Ministry of Education and Culture (Indonesia)|Ministry of Education and Culture]], called ADik to the native Papuans and students from perhipery regions close to Indonesian border.<ref>{{Cite web|last=INDBeasiswa|title=Beasiswa ADik untuk Pelajar Papua dan 3T • INDBeasiswa|date=10 May 2019 |url=https://indbeasiswa.com/2019/05/beasiswa-adik-untuk-pelajar-papua-daerah-3t.html|access-date=2021-02-24|language=en-US}}</ref><ref>{{Cite web|title=Mengenal ADik, Beasiswa Kuliah S1 dari Pemerintah RI untuk Generasi Papua dan Daerah 3T|url=https://www.urbanasia.com/mengenal-adik-beasiswa-kuliah-s1-dari-pemerintah-ri-untuk-generasi-papua-dan-daerah-3t-U6573|access-date=2021-02-24|website=www.urbanasia.com|language=id}}</ref> ==== Malaysia ==== {{Main|Ketuanan Melayu}} The [[Malaysian New Economic Policy]] or NEP is a form of ethnicity-based affirmative action. Malaysia provides affirmative action to those that are deemed "Bumiputera", which includes the Malay population, [[Orang Asli]], and the indigenous people of Sabah and Sarawak, who together form a majority of the population. However, the indigenous people of Malaysia (Orang Asli) do not have the same special rights of the rest of the Bumiputera as granted under Article 153, as the Orang Asli are not referenced within the article 153 itself. <ref>{{Cite book|last1=Mason|first1=Richard|title=The 'Bumiputera Policy': Dynamics and Dilemmas|last2=Omar|first2=Ariffin|publisher=[[Universiti Sains Malaysia]]|year=2004|isbn=|location=Malaysia}}</ref> The historical/common argument is that the Malays have lower incomes than the Chinese and Indians, who have traditionally been involved in businesses and industries, who were also general migrant workers.<ref>{{cite web|last=Ravallion1|first=Martin|title=Ethnic Inequality and Poverty in Malaysia|url=http://www.ecineq.org/ecineq_paris19/papers_EcineqPSE/paper_406.pdf|publisher=[[Georgetown University]], [[University of Malaya]]}}</ref><ref>{{cite web|url=http://www.nationsencyclopedia.com/economies/Asia-and-the-Pacific/Malaysia-POVERTY-AND-WEALTH.html |title=Encyclopedia of the Nations, "Malaysia Poverty and Wealth" |publisher=Nationsencyclopedia.com |access-date=11 April 2012}}</ref> Malaysia is a multi-ethnic country, with [[Malay (ethnic group)|Malays]] making up the majority of close to 52% of the population. About 23% of the population is [[Chinese Malaysian|of Chinese descent]], while [[Indian Malaysian|those of Indian descent]] comprise about 7% of the population. The [[Malaysian New Economic Policy]] (NEP) has been dubbed a failure as of recent years, as evidence has pointed to the ever-growing wealth disparity among Malays, that have widened the gap between the rich and poor Malays, while the [[Malaysian New Economic Policy]] has been shown to benefit the existing rich Malays instead of achieving its intention of helping poor Malays. <ref>{{Cite web|url=https://www.malaysiakini.com/news/492357|title=The real issue is intra-Malay economic inequality|first=Nik Nazmi Nik|last=Ahmad|date=18 September 2019|website=Malaysiakini}}</ref> (''See also [[Bumiputra]]'') The mean income for Malays, Chinese and Indians in 1957/58 were 134, 288 and 228 respectively. In 1967/68 it was 154, 329 and 245, and in 1970 it was 170, 390 and 300. Mean income disparity ratio for Chinese/Malays rose from 2.1 in 1957/58 to 2.3 in 1970, whereas for Indians/Malays the disparity ratio also rose from 1.7 to 1.8 in the same period.<ref>{{cite journal |last=Perumal |first=M. |year=1989 |title=Economic Growth and Income Inequality in Malaysia, 1957–1984 |journal=Singapore Economic Review |volume=34 |issue=2 |pages=33–46 }}</ref> ==== Sri Lanka ==== In 1981 the [[Policy of standardisation|Standardization policy]] of [[Sri Lanka]]n universities was introduced as an affirmative action program for students from areas which had lower rates of education than other areas due to missionary activity in the north and east, which essentially were the Tamil areas. Successive governments cultivated a historical myth after the colonial powers had left that the British had practised communal favouritism towards Christians and the minority [[Tamil people|Tamil community]] for the entire 200 years they had controlled [[Sri Lanka]]. However, the Sinhalese in fact benefitted from trade and plantation cultivations over the rest of the other groups and their language and culture as well as the religion of Buddhism was fostered and made into mediums for schools over the Tamil language, which did not have the same treatment and Tamils learned English instead as there was no medium for Tamil until near independence. Tamils' knowledge of English and education came from the very American missionary activity by overseas Christians that the British were concerned will anger the Sinhalese and destroy their trading relationships, so they sent them to the Tamil areas instead to teach, thinking it would have no consequences and due to their small numbers. The British sending the missionaries to the north and east was for the protection of the Sinhalese and in fact, showed favouritism to the majority group instead of the minorities to maintain trading relationships and benefits from them. The Tamils, out of this random benefit from learning English and basic education excelled and flourished and were able to take many civil service jobs to the chagrin of the Sinhalese. The myth of Divide and Rule is untrue. The 'policy of standardisation' was typical of affirmative action policies, in that it required drastically lower standards for Sinhalese students than for the more academic Tamils who had to get about ten more marks to enter into universities. The policy in fact is an example of discrimination against the Tamil ethnic group.<ref>{{cite web|url=http://sangam.org/british-divide-rule-ceylon/ |title=Did the British Divide & Rule Ceylon? | Ilankai Tamil Sangam |publisher=Sangam.org |access-date=1 September 2013}}</ref> ====Taiwan==== A 2004 legislation requires that, for a firm with 100 employees or more wishing to compete for government contracts, at least 1 percent of its employees must be [[Taiwanese aborigines]].<ref>{{cite web|url=http://minorityrights.org/minorities/indigenous-peoples-7/|title=Taiwan: Indigenous peoples |website = Minority Rights Group International|date=19 June 2015 }}</ref> Ministry of Education and [[Council of Indigenous Peoples|Council of Aboriginal Affairs]] announced in 2002 that Taiwanese Aboriginal students would have their high-school or undergraduate entrance exams boosted by 33% for demonstrating some knowledge of their tribal language and culture.<ref name="HolsingerJacob2009">{{cite book|author1=Donald B. Holsinger|author2=W. James Jacob |title=Inequality in Education: Comparative and International Perspectives|url= https://books.google.com/books?id=-lIGaO2-aq4C&pg=PA295 |date=29 May 2009|publisher=Springer Science & Business Media|isbn=978-90-481-2652-1|page=295}}</ref> The percentage of boost have been revised several times, and the latest percentage is 35% in 2013.<ref>{{Cite web | url= http://law.moj.gov.tw/LawClass/LawOldVer.aspx?Pcode=H0020031&LNNDATE=20130819&LSER=001 | title=原住民學生升學保障及原住民公費留學辦法(民國 102 年08月19 日 )|trans-title=Aboriginal Students Enrollment Guarantee and Public Funding for Aboriginal Study Abroad Act | publisher=[[Ministry of Justice (Taiwan)]] | language=zh}}</ref>
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