19.11.12 Lucy Philpott's presentation "Gender matters in Education"

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  • 6-week fieldwork in MalawiInvestigating gender-based policy, its dissemination and implementation, and gender-specific barriers directly influencing girls’ participation in education in the targeted district of DedzaAll levels of education system – gov staff, district education officials, teachers, pupils, PTA, SMC, Mother Groups, village heads, religious leaders ad girls who have dropped out of education
  • LimitedNo specific focus on girls’ education, despite being a national area of concern (exception is ‘Readmission Policy’, which focuses on getting girls back into school after having babygender has been mainstreamed through all national policy and it seems that the limited elaboration on ‘gender equality’ has led to misinterpretation of the aims behind the policy at school level‘gender equality’ = ‘equal treatment of girls and boys in school’Although ‘Readmission Policy’ appears to be well-known at local levels, there are major challenges in its implementation – not realistic
  • Education system: strengthen policy (to address and reflect reality of both internal and external gender-specific barriers), understanding of policy (expanding the vision of ‘gender equality’)
  • 19.11.12 Lucy Philpott's presentation "Gender matters in Education"

    1. 1. GENDER MATTERS IN EDUCATION Lucy Philpott Monday 19th November 2012
    2. 2. (data from GoM,2011)
    3. 3. (data from GoM,2011)
    4. 4. Gender-based policy Interpretations Gender-specific and barriers toimplementation education
    5. 5. Equal distribution of Equal access to roles and extra-curricular responsibilities activitiesGender Equality = Equal treatment of girls and boys Mixed sex Equal access to group work subjects Mixed sex seating plans
    6. 6. Equal Treatment ≠ Equal Outcomes (data from GoM,2011)
    7. 7. REALITY OF GENDER-SPECIFIC BARRIERSINTERNAL FACTORS EXTERNAL FACTORS• Lack of girl- • Poverty friendly facilities • Parental attitudes• In-school • Gender roles and harassment expectations• Lack of female role • Gender-based models violence• Post-primary • Adverse cultural prospects practices
    8. 8. ACHIEVING ‘GENDER EQUALITY’ IN EDUCATION EDUCATION SYSTEM WIDER SOCIETY WIDER SOCIETY
    9. 9. “[Addressing gender inequalities in education], demandsan understanding of how gender inequalities areexperienced, maintained and reinforced not only inschool and through schooling but in society wherethe economic, political and social context may deny rightsto girls and boys differently and undermine theirexperience of education and the value it could have ontheir lives beyond the school” (Aikman et al., 2011:45) Zikomo Kwambiri Any questions? For more information, email scotland@lcd.org.uk

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