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Session 2.2 gender chengdu

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Session 2.2 gender chengdu

  1. 1. Session 2.2: Planning for access and inclusion: Gender Educational Tools and Response in Emergencies/ Disasters and Disaster Risk Reduction (DRR) in Education Chengdu 25-28 November 2010
  2. 2. Session objectives After this session, you will be able to  Understand what gender is and why gender sensitivity is important in education  Understand how gender roles are affected in emergencies (conflicts and natural disasters)  Describe what is meant by access and inclusion with regard to gender  Assess the feasibility of various gender-based strategies for ensuring access
  3. 3. What is Gender…?  “Refers to the socially constructed roles, responsibilities and identities for women and men and how these are valued in society. They are culture-specific and they change over time. Gender identities define how women and men are expected to think and act. These behaviours are learned in the family, schools, religious teaching, and the media….Since gender roles, responsibilities and identities are socially learned, they can also be changed. Gender is a main aspect of an individual wider identity along with race, age, sexuality, religious and social status, etc.” (from Gender Equality in and through Education, INEE Pocket Guide to Gender, 2010)
  4. 4. Gender as a personal issue  Reflect on one positive or negative experience of how gender has had an impact on your life or learning
  5. 5. Education For All (EFA) Goals relating to Gender Goal 5  Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality
  6. 6. Current status of EFA gender goals  In 2001, 57% of the out-of-school primary age children worldwide were girls (60% in Arab and Asian countries).  In 2005, 59 out of 181 countries had achieved gender parity for both primary and secondary education. Of these, only:  7 in East Asia and the Pacific  2 in sub-Saharan Africa  2 in the Arab States  2 in South and West Asia  118 countries (2/3) had achieved gender parity for primary education Source: EFA Global Monitoring Report 2008
  7. 7. Education in emergencies Strive for gender responsive education in emergency situations and crisis contexts Male and female learners of all ages have access to high-quality relevant and protective educational opportunities
  8. 8. Key Principles of Gender Equality  Gender dynamics impact on education  Gender is not just about girls  Gender-responsive education is protective  Disaggregated data is non-negotiable  Involve both male and female learners in working towards gender equality  Anyone can champion gender equality in education
  9. 9. Use a gender lens
  10. 10. ADAPT and ACT – C  ADAPT and ACT Collectively to ensure gender equality  Analyse gender differences  Design services to meet the needs of all  Access for women, girls, boys and men is provided equally  Participate equally ensure gender balance  Train women and men equally and  Address GBV in education and humanitarian emergency efforts  Collect, analyse and report sex- and age-disaggregated data  Target actions based on a gender analysis.  Collectively coordinate actions with all partners Source: IASC Gender in Humanitarian Settings Guide
  11. 11. Plotting exercise
  12. 12. Case study  Exercise and discussion questions – Zamborra

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