In English O’zbek tilida

Gender equality According to the International Labour Office, gender equality refers to the enjoyment of equal rights, opportunities and treatment by men and women and by boys and girls in all spheres of life. It asserts that people’s rights, responsibilities, social status and access to resources do not depend on whether they are born male or female. Gender equality implies that all men and women are free to develop their personal abilities and make life choices without the limitations set by stereotypes or prejudices about gender roles or the characteristics of men and women. (Source: ILO 2007).
	Gender mainstreaming in the curriculum Ensuring consideration of gender issues as part of the design, implementation and monitoring of policies or programmes with the aim of achieving and maintaining gender equality.
	General capabilities In the Australian Curriculum (2013), ‘general capabilities’ encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. The Australian Curriculum includes seven general capabilities, namely: literacy; numeracy; Information and Communication Technology (ICT) capability; critical and creative thinking; personal and social capability; ethical understanding; and intercultural understanding. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, both in their learning at school and in their lives outside school. The encouragement of positive behaviours and dispositions underpins all general capabilities. While each of the capabilities covers a particular body of learning, it should be noted that some knowledge, skills, dispositions and behaviours are shared across capabilities. In some cases, a particular aspect of one capability is covered in another, for example, the application of social and ethical protocols in the use of digital technologies is included in ICT capability. When combined in learning area contexts, general capabilities enhance and complement each other. The capabilities are intended to be ‘general’ and operate across the whole curriculum. More ‘specialized’ knowledge and skills are detailed in learning areas,