The document summarizes a gender sensitization session that covered several topics:
The case study of Asma, who struggled to gain permission to work as a teacher while also fulfilling domestic responsibilities. After 12 years, she became the head teacher through her competence and hard work.
Key gender concepts like gender roles, division of labor between productive and reproductive work, and how access to and control over resources differs between men and women.
PDCN's efforts in Gilgit-Baltistan to reduce gender disparities through teacher training programs, scholarships, and encouraging female participation and leadership. Over 50% of teachers in the region are now female.
The proposed gender mainstreaming activities at PDCN, including training
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
Gender inequality in India is among the worst in the world according to UN reports. It manifests through unequal rights, responsibilities, and opportunities for women that translate to poor health, education, and economic outcomes compared to men. When adjusted for gender inequality, India's Human Development Index ranking falls below countries like Pakistan, Nepal, and Bangladesh that are poorer overall. Common faces of gender injustice in India include dowry practices that extort women and families, as well as educational inequalities like fewer female teachers and gender biases that depict women as weak in curriculums.
Patriarchy refers to a social system where men hold primary power and predominate in roles of political leadership, moral authority, social privilege, and control of property. It is derived from the Greek words "patria" meaning father and "arkhos" meaning rule, referring to rule by the father. In a patriarchal system, men make all family and societal decisions, hold all positions of power and authority, and are viewed as superior. Property and titles are inherited through the male lineage. Patriarchal societies emphasize different roles and values for male and female children and historically focus more on male figures in areas like education, politics, and history.
Gender stereotyping refers to overgeneralizing the characteristics of men and women based on their sex. It involves associating certain behaviors, attributes, and roles with a particular sex. There are two main types of gender stereotypes: masculinity, which refers to male traits and roles like being dominant and earning income, and femininity, which refers to female traits and roles like caregiving and less decision-making power. Gender stereotyping is seen in physical appearance expectations, domestic behaviors, occupations, and personality traits assigned to each sex. For example, women are expected to be slim, grow their hair, cook and raise children, work in caring roles, be passive and clean, while men are expected to be tall and strong, earn
The document discusses gender discrimination and inequality in various contexts. It begins with quotes emphasizing the need to raise both sons and daughters with egalitarian values. It then discusses discrimination against women in India through unequal wages, sexual harassment, familial status discrimination, domestic violence, human trafficking, and state-sanctioned discriminatory laws. Politicians' statements reflecting patriarchal mindsets are also criticized. Theories on gender socialization and identity construction are outlined. International laws like CEDAW and EU principles that promote gender equality are mentioned. In summary, the document analyzes pervasive gender discrimination and inequality in India through different social, legal, economic, and political lenses.
In a patriarchal system, men hold all positions of power and authority in both the family and society. They make all decisions and are considered superior. Women have submissive roles and are not allowed to demonstrate independence or suggest changes to the social order. The system focuses power and uplifting men through values, rituals, traditions, laws, and institutions while oppressing women and telling them from birth that they are inferior and controllable.
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
Gender inequality in India is among the worst in the world according to UN reports. It manifests through unequal rights, responsibilities, and opportunities for women that translate to poor health, education, and economic outcomes compared to men. When adjusted for gender inequality, India's Human Development Index ranking falls below countries like Pakistan, Nepal, and Bangladesh that are poorer overall. Common faces of gender injustice in India include dowry practices that extort women and families, as well as educational inequalities like fewer female teachers and gender biases that depict women as weak in curriculums.
Patriarchy refers to a social system where men hold primary power and predominate in roles of political leadership, moral authority, social privilege, and control of property. It is derived from the Greek words "patria" meaning father and "arkhos" meaning rule, referring to rule by the father. In a patriarchal system, men make all family and societal decisions, hold all positions of power and authority, and are viewed as superior. Property and titles are inherited through the male lineage. Patriarchal societies emphasize different roles and values for male and female children and historically focus more on male figures in areas like education, politics, and history.
Gender stereotyping refers to overgeneralizing the characteristics of men and women based on their sex. It involves associating certain behaviors, attributes, and roles with a particular sex. There are two main types of gender stereotypes: masculinity, which refers to male traits and roles like being dominant and earning income, and femininity, which refers to female traits and roles like caregiving and less decision-making power. Gender stereotyping is seen in physical appearance expectations, domestic behaviors, occupations, and personality traits assigned to each sex. For example, women are expected to be slim, grow their hair, cook and raise children, work in caring roles, be passive and clean, while men are expected to be tall and strong, earn
The document discusses gender discrimination and inequality in various contexts. It begins with quotes emphasizing the need to raise both sons and daughters with egalitarian values. It then discusses discrimination against women in India through unequal wages, sexual harassment, familial status discrimination, domestic violence, human trafficking, and state-sanctioned discriminatory laws. Politicians' statements reflecting patriarchal mindsets are also criticized. Theories on gender socialization and identity construction are outlined. International laws like CEDAW and EU principles that promote gender equality are mentioned. In summary, the document analyzes pervasive gender discrimination and inequality in India through different social, legal, economic, and political lenses.
In a patriarchal system, men hold all positions of power and authority in both the family and society. They make all decisions and are considered superior. Women have submissive roles and are not allowed to demonstrate independence or suggest changes to the social order. The system focuses power and uplifting men through values, rituals, traditions, laws, and institutions while oppressing women and telling them from birth that they are inferior and controllable.
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
Gender Inequality is one of the most common topics given in presentations in schools and colleges. this ppt can be used to explain the content and analyze the causes of gender Inequality.
This document discusses gender sensitivity and how to promote it in education. It defines sex and gender, noting that gender is socially and culturally determined while sex is biological. Gender sensitivity means gender awareness and showing how gender shapes roles in society. It provides recommendations for promoting gender sensitivity, including training teachers and officials, developing gender-sensitive curricula and guidelines, addressing gender in policies and organizations, and strengthening partnerships between schools and parents. Teachers should understand gender roles, attend training, promote gender-responsive schools, conduct research, and treat all students equally to help address issues of gender sensitivity in education.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
Gender inequality refers to unequal treatment or perceptions of individuals based on their gender, which arises from differences in socially constructed gender roles. Gender relations in India are unequal with respect to power, privilege, and property. To combat gender inequality and promote equality, efforts should be made to offer high-level education to women, increase their employment and involvement in politics and social activities, arrange social protection programs, and generate awareness among parents through scholarships for girls. Workplaces should also provide equal pay and remove barriers to full participation for both women and men while eliminating discrimination based on gender or caring responsibilities.
This document discusses gender sensitization and related topics. It begins by defining key terms like gender, sex, and gender roles. It explores how gender roles are socially constructed and can vary by culture. It then discusses topics like gender stereotypes, discrimination, mainstreaming gender for equality, and challenges like the gender wage gap. Violence against women and gender-based issues are also examined. The importance of gender sensitivity, women's empowerment and education are emphasized for promoting equitable societies.
Gender inequality refers to disparities between individuals based on their gender. Gender is socially constructed through interactions and experiences as well as influenced by biological factors. Gender inequality has existed for centuries and continues today in many forms, such as female feticide, dowry practices, and discrimination against girls. Factors perpetuating inequality include illiteracy, child marriage, social evils like the dowry system, and preferential treatment of boys. There are many types of gender disparities including inequalities within families, in employment and professional opportunities, property ownership, household responsibilities, and access to higher education and training. Governments have taken steps to promote equal rights, education, employment programs, financial support organizations, and legal protections to address gender
The document discusses gender equality and the differences between natural gender differences versus societal constructs of gender. It notes that societies often discriminate against women, such as valuing male children over females, assigning domestic duties to women, and limiting women's freedoms and career choices. However, gender is largely a social construct, and equality means equal opportunities and power between men and women without discrimination. The constitution and laws of India aim to promote gender equality and empower women.
The document discusses various concepts related to gender including gender parity, equality, neutrality and equity. Gender parity refers to comparing indicators like income across genders, and the Global Gender Gap Report found parity won't be reached for almost 100 years. Gender equality means equal access to resources and opportunities regardless of gender identity. The document outlines manifestations of gender inequality faced by women, men and other genders as well as how gender neutrality aims to avoid discrimination by not distinguishing roles based on sex or gender. Finally, gender equity means allocating resources and decision making fairly to all genders based on their needs rather than just equal treatment.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
The document discusses gender in English grammar and Indian society. It notes that in English, nouns and pronouns are categorized as masculine, feminine, or neutral. It then lists examples of masculine and feminine terms for family members. The document also discusses differences in how males and females communicate, with males focusing on information sharing and problem solving while females aim to build relationships. It outlines issues in Indian society such as early marriage, dowry demands, male dominance, and lack of freedom and education for women.
1. The document discusses gender sensitization and women's safety. It aims to make people aware of power relations between men and women and afford equal opportunities and treatment regardless of gender.
2. It explains the differences between sex and gender, with sex being biological attributes and gender being socially constructed roles. It provides examples of statements that are gender versus those that are sex.
3. The document outlines various crimes against women such as rape, domestic violence, dowry deaths, as well as their causes and recommendations to prevent and reduce such crimes. It emphasizes the need for improved infrastructure, restrictions on alcohol, and self-defense training.
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
Partho Banik submitted an assignment on gender inequality and discrimination in Bangladesh to their lecturer MD. Akram Ullah. The 3-page document discusses topics like the definition of gender, causes of gender inequality in Bangladesh, fields impacted by inequality like health, education, employment and politics, as well as solutions to lower discrimination. It provides federal laws aimed at leveling opportunities between men and women. The conclusion recognizes that inequality exists more in rural areas and has implications for long-term consequences if not addressed.
Gender inequality has been a prevalent issue in India. Historically, women have faced discrimination through practices like dowry, sati system, and purdah system which lowered their social status over time. Today, gender inequality manifests in various forms like higher female mortality and sex-selective abortions, lack of equal rights to property, employment and education opportunities. Social and cultural factors like patriarchal norms, son preference, and women's traditional roles in the family have perpetuated inequality. While laws have aimed to promote equality, implementation remains a challenge and gender disparities persist in many areas of health, education, employment and political representation in India.
The document discusses gender biases and the status of women prior to and after Islam. It notes that before Islam, women were treated poorly and had no rights. The Prophet Muhammad elevated women's status and granted them rights over marriage, divorce, property and inheritance. However, gender biases still exist worldwide in areas like education, healthcare, political participation, and mobility. Causes include religion, laws, and physical factors. Solutions involve anti-discrimination laws and policies promoting diversity and inclusion. The document ends by highlighting some pioneering Pakistani women who have broken gender barriers.
1. To understand the socialization process
2. To enhance, how family plays important role in socialization process
3. To enlighten the role of teachers in socialization process
Gender Sensitization refers to theories which claim that modification of the behavior of teachers and parents (etc.) towards children can have a causal effect on gender equality.
This document discusses concepts related to gender sensitivity and gender roles. It defines sex as biological attributes and gender as socially constructed roles and expectations of masculinity and femininity. Gender is a spectrum rather than a binary, and gender roles vary between societies. The text advocates for gender sensitivity by avoiding assumptions and using inclusive language. It provides examples of traditional gender roles and stereotypes, and how socialization through parenting and media reinforce these norms. The document also discusses concepts such as patriarchy, masculinity, and violence against women in the context of challenging gender discrimination and inequality.
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
Gender Inequality is one of the most common topics given in presentations in schools and colleges. this ppt can be used to explain the content and analyze the causes of gender Inequality.
This document discusses gender sensitivity and how to promote it in education. It defines sex and gender, noting that gender is socially and culturally determined while sex is biological. Gender sensitivity means gender awareness and showing how gender shapes roles in society. It provides recommendations for promoting gender sensitivity, including training teachers and officials, developing gender-sensitive curricula and guidelines, addressing gender in policies and organizations, and strengthening partnerships between schools and parents. Teachers should understand gender roles, attend training, promote gender-responsive schools, conduct research, and treat all students equally to help address issues of gender sensitivity in education.
Gender Discrimination & Women Empowermentsachin tiwari
This presentation is about women empowerment & gender discrimination. Here, I have added a lot of facts & figures.
I have tried to highlight all the problems & hurdles regarding this problem and also suggested some ideas that can overcome all these problems.
Gender inequality refers to unequal treatment or perceptions of individuals based on their gender, which arises from differences in socially constructed gender roles. Gender relations in India are unequal with respect to power, privilege, and property. To combat gender inequality and promote equality, efforts should be made to offer high-level education to women, increase their employment and involvement in politics and social activities, arrange social protection programs, and generate awareness among parents through scholarships for girls. Workplaces should also provide equal pay and remove barriers to full participation for both women and men while eliminating discrimination based on gender or caring responsibilities.
This document discusses gender sensitization and related topics. It begins by defining key terms like gender, sex, and gender roles. It explores how gender roles are socially constructed and can vary by culture. It then discusses topics like gender stereotypes, discrimination, mainstreaming gender for equality, and challenges like the gender wage gap. Violence against women and gender-based issues are also examined. The importance of gender sensitivity, women's empowerment and education are emphasized for promoting equitable societies.
Gender inequality refers to disparities between individuals based on their gender. Gender is socially constructed through interactions and experiences as well as influenced by biological factors. Gender inequality has existed for centuries and continues today in many forms, such as female feticide, dowry practices, and discrimination against girls. Factors perpetuating inequality include illiteracy, child marriage, social evils like the dowry system, and preferential treatment of boys. There are many types of gender disparities including inequalities within families, in employment and professional opportunities, property ownership, household responsibilities, and access to higher education and training. Governments have taken steps to promote equal rights, education, employment programs, financial support organizations, and legal protections to address gender
The document discusses gender equality and the differences between natural gender differences versus societal constructs of gender. It notes that societies often discriminate against women, such as valuing male children over females, assigning domestic duties to women, and limiting women's freedoms and career choices. However, gender is largely a social construct, and equality means equal opportunities and power between men and women without discrimination. The constitution and laws of India aim to promote gender equality and empower women.
The document discusses various concepts related to gender including gender parity, equality, neutrality and equity. Gender parity refers to comparing indicators like income across genders, and the Global Gender Gap Report found parity won't be reached for almost 100 years. Gender equality means equal access to resources and opportunities regardless of gender identity. The document outlines manifestations of gender inequality faced by women, men and other genders as well as how gender neutrality aims to avoid discrimination by not distinguishing roles based on sex or gender. Finally, gender equity means allocating resources and decision making fairly to all genders based on their needs rather than just equal treatment.
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
The document discusses gender in English grammar and Indian society. It notes that in English, nouns and pronouns are categorized as masculine, feminine, or neutral. It then lists examples of masculine and feminine terms for family members. The document also discusses differences in how males and females communicate, with males focusing on information sharing and problem solving while females aim to build relationships. It outlines issues in Indian society such as early marriage, dowry demands, male dominance, and lack of freedom and education for women.
1. The document discusses gender sensitization and women's safety. It aims to make people aware of power relations between men and women and afford equal opportunities and treatment regardless of gender.
2. It explains the differences between sex and gender, with sex being biological attributes and gender being socially constructed roles. It provides examples of statements that are gender versus those that are sex.
3. The document outlines various crimes against women such as rape, domestic violence, dowry deaths, as well as their causes and recommendations to prevent and reduce such crimes. It emphasizes the need for improved infrastructure, restrictions on alcohol, and self-defense training.
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
Partho Banik submitted an assignment on gender inequality and discrimination in Bangladesh to their lecturer MD. Akram Ullah. The 3-page document discusses topics like the definition of gender, causes of gender inequality in Bangladesh, fields impacted by inequality like health, education, employment and politics, as well as solutions to lower discrimination. It provides federal laws aimed at leveling opportunities between men and women. The conclusion recognizes that inequality exists more in rural areas and has implications for long-term consequences if not addressed.
Gender inequality has been a prevalent issue in India. Historically, women have faced discrimination through practices like dowry, sati system, and purdah system which lowered their social status over time. Today, gender inequality manifests in various forms like higher female mortality and sex-selective abortions, lack of equal rights to property, employment and education opportunities. Social and cultural factors like patriarchal norms, son preference, and women's traditional roles in the family have perpetuated inequality. While laws have aimed to promote equality, implementation remains a challenge and gender disparities persist in many areas of health, education, employment and political representation in India.
The document discusses gender biases and the status of women prior to and after Islam. It notes that before Islam, women were treated poorly and had no rights. The Prophet Muhammad elevated women's status and granted them rights over marriage, divorce, property and inheritance. However, gender biases still exist worldwide in areas like education, healthcare, political participation, and mobility. Causes include religion, laws, and physical factors. Solutions involve anti-discrimination laws and policies promoting diversity and inclusion. The document ends by highlighting some pioneering Pakistani women who have broken gender barriers.
1. To understand the socialization process
2. To enhance, how family plays important role in socialization process
3. To enlighten the role of teachers in socialization process
Gender Sensitization refers to theories which claim that modification of the behavior of teachers and parents (etc.) towards children can have a causal effect on gender equality.
This document discusses concepts related to gender sensitivity and gender roles. It defines sex as biological attributes and gender as socially constructed roles and expectations of masculinity and femininity. Gender is a spectrum rather than a binary, and gender roles vary between societies. The text advocates for gender sensitivity by avoiding assumptions and using inclusive language. It provides examples of traditional gender roles and stereotypes, and how socialization through parenting and media reinforce these norms. The document also discusses concepts such as patriarchy, masculinity, and violence against women in the context of challenging gender discrimination and inequality.
The document discusses the importance of gender sensitization and promoting gender equality. It defines key terms like gender, sex, and gender stereotypes. It explains how gender stereotypes can negatively impact both girls and boys by limiting their choices and potential. The document provides examples of gender discrimination faced by women globally and in India. It emphasizes challenging gender stereotypes and promoting gender equity and equality through education to build a just society.
This document discusses various concepts related to gender including:
1. The differences between sex (biological) and gender (socially constructed roles and behaviors)
2. Observations about gender issues in schools including higher enrollment of girls but increased dropout rates for boys.
3. Key terms like patriarchy, class, condition, position, discrimination, double burden, feminism, and violence against women.
4. God's original intention for men and women to be equal partners in dominion over creation.
Gender sensitization and violence against women & girl finalRishi Banshiwal
This document discusses gender sensitization and violence against women and girls. It defines key terms like sex, gender, and gender roles. It outlines different types of gender stereotypes and negative stereotypes faced by women. It also describes different forms of violence against women like female genital mutilation, domestic violence, dowry deaths, sexual harassment, rape, and acid throwing. The document notes that violence against women is often a cycle that can occur at different stages of life from pre-birth to elderly. It discusses some of the causes of violence against women and obstacles to achieving gender equality. Finally, it provides strategies to prevent violence, support victims, promote gender equality through education, legislation, empowerment and engaging both women and men
ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parson’s model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!
The document discusses promoting gender sensitivity in schools. It defines key terms like gender and gender sensitivity. It outlines ways to promote awareness in parents and teachers, such as using gender-neutral language and textbooks, implementing teacher training programs, and establishing school-parent partnerships. It also lists roles teachers should play, like understanding gender roles, attending gender sensitivity trainings, treating all students equally, and working to establish a gender-responsive school environment.
The document discusses several topics related to gender issues and homosexuality, including:
- Definitions of homosexuality and how it has been viewed historically in different cultures and religions.
- Key people and events in the study and understanding of homosexuality in the late 19th/early 20th centuries.
- Issues still contested today around legal and social acceptance of homosexuality.
- Transgender topics like prominent transgender figures Chris Crocker and Alexis Arquette.
- Gender issues around the world like barriers facing women and efforts of organizations like the World Bank and UNIFEM to promote gender equality.
This document outlines the annual Gender and Development (GAD) plan and budget for Baesa Elementary School for fiscal year 2012-2013. It identifies 8 programs/activities/projects to promote GAD, including orienting school personnel on GAD, designating a GAD coordinator and committee, creating a GAD data system, revising school plans to include GAD, informing stakeholders, organizing lecture forums, film showings, and a symposium. Each program lists the gender issue addressed, objective, activity, target dates, and performance indicators. A budget of 22,800 pesos is allocated across the 8 programs/activities/projects.
This document outlines a gender training module that covers various topics related to women's empowerment. The module contains 12 sections that address issues such as gender sensitization, gender planning, policies and programs for women, the girl child, women and law, economic empowerment of women, and political empowerment. Each section includes multiple sub-modules that provide objectives, contents, and training methods for workshops addressing different gender issues. The document also includes a bibliography and descriptions of 122 short films that can be used as audio-visual aids in gender training.
This document outlines the Philippines' framework and commitments to promoting gender equality and equity in education. It discusses laws and policies aimed at ensuring equal opportunities, participation, and treatment of both women and men in the education sector. The Department of Education commits to eliminating gender biases in curriculum, materials, and teaching practices. Its goals are to strengthen women's participation in the community and ensure that both women and men can equally contribute to and benefit from development.
This document provides information about sex, gender, gender identity and expression. It discusses the differences and relationships between sex assigned at birth based on biological attributes versus gender identity. It also addresses transgender experiences and the process of transitioning socially and medically. Intersex identities are also noted. Myths and stereotypes about transgender people are presented and rebutted. Respect for personal gender identity and avoidance of invasive personal questions are emphasized.
This document discusses theories of gender development including social learning theory, cognitive-developmental theory, and gender schema theory. It also covers gender stereotyping, ideologies like traditional, egalitarian, and transitional views. Key topics are defined such as gender, sex, schema, and how gender relates to equality, power, and education. Gender is a social construct while sex is biological. Theories aim to explain how children learn appropriate gender roles and identities.
For students, parents and teachers it is important to know what is exam anxiety. It is equally important to know about effective techniques to manage it.
Presentation at the Workshop on Crop Production Equipment for the System of Rice Intensification (SRI)
Presenter: Sabarmatee: Sambhav and Wageningen University
Title: Gender Issues in Weeder Design
Date: November 1, 2014
Venue: ACISAI, Asian Institute of Technology, Thailand
Balancing Work Life Emerging Gender IssuesElijah Ezendu
Issues in managing women career development in a firm while attempting to strike a balance between family, domestic and other personal commitments on one hand and demands of workplace objectives
This document discusses gender sensitivity and related topics. It begins by defining sex and gender, noting that gender is a social and cultural construct that shapes behavior. It then describes how most societies are patriarchal, with men as breadwinners and women as nurturers. In patriarchal societies, women become economically dependent on men and have reduced status. The document also discusses stereotypes of men and women, gender discrimination in the workplace including wage gaps and sexual harassment, developing gender sensitivity, addressing linguistic bias, and respecting cultural norms regarding gender.
Teaching science using gender responsive techniques involves considering the specific needs of both girls and boys. It requires training teachers to make their lesson planning, classroom management, and assessments responsive to both genders. Creating a gender responsive learning environment also involves undertaking sensitization activities for students, parents, and community members; establishing counseling services; and providing gender equitable infrastructure and support for students.
Slides on growing up as boys & girls viivijaybh3
The document discusses how societies socialize children into different gender roles from a young age. It provides examples of how Samoan children in the 1920s and children growing up in Madhya Pradesh in the 1960s experienced different activities according to their gender. Housework and caregiving tasks are typically assigned to women and seen as unvalued or natural work for women. Government policies aim to promote more equality through initiatives like anganwadis and creches that support women's employment.
Achieving gender equality in india summaryadinochina
The document discusses gender equality in India and steps that can be taken to promote it. It notes that while natural predictions may suggest equality has been achieved, statistics disprove this, showing ongoing issues like declines in female labor participation. Reasons for preferences of male children over female in Indian society include patriarchal attitudes, dowry system, and beliefs that sons will care for parents. Affirmative action policies like reserving political positions for women and establishing equal land inheritance can empower women economically and socially. Education is also key, as seen in a new Telangana textbook that avoids gender stereotypes. Overall attitudinal changes are still needed as hindrances like treating female children as losses persist. Equality is necessary for comprehensive development
Primary education in rural India faces several challenges that hinder quality. Government schools are often under-resourced with poorly motivated teachers, inadequate infrastructure, and curricula not tailored to local needs. Parents and communities also lack awareness of education's importance and send children to work instead of school. To improve rural primary education will require coordinated efforts between government, private organizations, and communities. Initiatives should focus on improving teacher training and incentives, increasing accessibility, incorporating new technologies, and developing culturally relevant curricula to make education more useful for rural children and families. Long-term, sustained efforts are needed across many areas to strengthen India's rural primary education system.
education and transformations in transition(s) to adulthood in Ghana, Kenya, ...RECOUP
Adulthood is usually defined in terms of a series of markers: leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child, becoming a citizen. Such approaches draw on the idea that young people make one transition to what is locally agreed to be a clearly defined status—a destination at which one ‘arrives’. But globally, there is recognition that many of these markers are reversible and impermanent, so that there is no simple and clear notion of ‘youth’ in contrast to adulthood, and no notion of ‘arrival’ at a singular adulthood. Rather there are ‘fragile and reversible transitions’, negotiations and controls, and boundaries to cross before young men and women can take control of their lives as adults. Nevertheless, youth policy remains strongly influenced by the idea of linear transition, and the associated metaphor of individualised ‘pathways’ from school to work and adulthood.
In this paper we draw on data on social and human outcomes of schooling, collected under the aegis of the RECOUP programme of research, to consider the evidence on how schooling affects the nature of young men and women’s chances of gaining, for example: livelihood and enterprise; self- protection, security and equality; and agency, resilience and autonomy as adults in the RECOUP partner countries, and the implications for education and youth policy.
Socio-Economic Status Of Working Women In NalgondaKam Raju
Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others.
When analysing a family's SES, the household income, earners' education, and occupation are examined, as well as combined income, whereas for an individual's SES only their own attributes are assessed.
However, SES is more commonly used to depict an economic difference in society as a whole.
Our March issue highlights the platform created for the girl students of our school in terms of equal
opportunities to excel in academics and sports. Small things like encouraging a girl child to find her
dreams and helping her achieve them; appreciating their efforts; treating boys and girls as equals;
making a girl believe in herself and increasing her self-confidence by letting her take some important
decisions; making a girl feel safe and other considerate gestures shown to girls at school, will impact
the society positively and tremendously more than any lofty women’s day celebrations will.
This document provides guidelines for teachers on school health programs. It discusses the importance of gender equality and inclusive education for students' health. Specific health issues that negatively impact girls like lack of access to education and healthcare are highlighted. The document emphasizes the role of teachers in promoting non-discrimination and addressing gender biases in the classroom. Students' overall well-being, including physical, mental and emotional health is important for their development. Schools need to focus on character building and ensuring all students receive equal opportunities.
The document summarizes the findings of a group project on women empowerment conducted by students of Pawar Public School. The group assigned roles, created a questionnaire and survey, interviewed women from different backgrounds, and discussed their views on topics like education, employment, traditional knowledge, property rights, and treatment in the workplace. They found that while women's status and opportunities have improved in urban areas due to education campaigns, rural women still face restrictions and prefer traditional roles. Overall, the group concluded that while gender equality has progressed, women are not completely equal to men and deserve equal freedom and respect in society.
The document discusses the importance of community involvement in schools. It describes a school family day event where parents, teachers, local government, and others participated in games and activities. This showed the author that every school is a miniature community that requires collaboration between various stakeholders to succeed. The author realizes teaching is a crucial role because teachers are responsible for students' success and ability to support themselves, pay taxes, and be productive citizens. Parents must also guide their children's learning to supplement what is taught in school and help them achieve their dreams.
Problems and prospects of working in Pakistandina ismail
This document discusses the challenges faced by working women in Pakistan. It identifies 3 categories of working women based on their socioeconomic status and the restrictions they face. Women across all categories face gender discrimination, domestic responsibilities, harassment, lower pay, lack of support for married/working mothers, and traditional attitudes that limit their career opportunities and mobility. Recommendations include enforcing laws against harassment, providing family-friendly policies, ensuring equal pay, addressing transportation issues, and changing social norms and stereotypes.
The document summarizes a practicum report on a project related to imparting knowledge about the Right to Education (RTE) Act among students and authorities in India. It outlines the following key points:
1) The project involved conducting secondary research including interviews with NGOs and educationists, a survey of 35 students to understand their educational backgrounds and challenges, and interactions with private schools about implementing the 25% reservation under the RTE Act.
2) The survey found many students faced hardships like poverty, migration, lack of family support etc. that caused them to drop out of school. It also highlighted shortcomings in the government school system.
3) Private schools were hesitant about or denied implementing
Name:
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Case study of Alicia and Montford.
Alicia and Montford.
As the mental health service coordinator for both Alicia and Montford, I have investigated there bad grades and can attribute the low grades to their living conditions. It is important to bring to light the exact conditions that the two siblings stay in, first, they live in a homeless compound and their parents are generally people who have given up hope and also given up responsibility of their 6 &7 year old son and daughter. Parents are expected to supervise their young ones daily activities including their education to ensure that they are brought up upright and also have good morals. In the homeless institution, Alicia’s and Montford’s parents are not obliged to take care of their young ones since basic facilities such as food, shelter and care is provided by the state through the homeless institution.
Neglect of the children by their parents has resulted has resulted in their drop in school grades. A homeless institution is also not a good environment to bring up young children since they share the same environment with social wrecks such as drunks and drug addicts. This people communicate mostly in foul language based on their environment. The two children have adapted this foul language which can be explained by their swearing and foul language between the parents and other next of kin and relatives.
Before creating a problem solving strategy it is important to identify the problems to ensure that the correct resolutions are identified. The current and past living conditions of Alicia and Montford which have negatively affected their character and social skills. The parents have neglected them and have no major input in their education or social interactions. Lack of a permanent home has also resulted in the children’s behavior and bad performance in school. This neglect has resulted in the children’s studies dipping due to lack of parental supervision. The homeless institution is also not a good environment to bring up 6 & 7 year old children due to the characters found in such institutions are generally bad mannered and can only influence children negatively. The parents have also shown a disregard to the welfare of their children neglecting their education and social life, they are therefore one of the main causes of the children’s non performance in education and even socially. Getting them to a children’s home where the parents can visit them will help the kids get away from bad influences since their parents are irresponsible and one of the causes of the neglect.
To solve the problem, the children should e sent to special schools where they will be given special attention to help them improve their social skills and education. Special institutions provide such young children with basic needs thus ensuring they do not waste their energy in thinking about food or shelter. They also provide constant supervision thus can help supervise .
This document discusses the empowerment of women. It outlines principles of women's empowerment such as allowing women to make their own decisions, have equal rights and opportunities in society and education. It also discusses barriers women face such as discrimination and lack of access to education. Finally, it explains why empowering women is important for reducing domestic violence and corruption, and allowing for the overall development of society through utilizing women's talents.
Women: Self Build Pillars of Individual, Family and CommunityPrafful Daga
The women are the soul of our community. They are the self build and self trained humans responsible for the morale development of their children, inspiration for the family and an example for the community to follow. Government/NGO/entrepreneur groups should work towards inspiring women community. And, such groups should help women community to make themselves more resourceful and culturally educated so that, they can pass on the same education to their children, family members and community. This will lay the strong framework for any society for the balanced and happy progress. But, this is not happening. Nowadays, women community is struggling in employment industry to compete with man. It is the competition that needs not to exist. In this paper we will evaluate various factors that provide the proof of importance of the woman as a best friend, best family manager, and inspiration for community and caretaker of morale values which are the irreplaceable framework of any developing community or country.
Women are pillars of their individual development, families, and communities. They are responsible for moral development of children and inspiration for families and communities, yet they are often not given proper respect and appreciation. To strengthen women's roles, they must be educated and empowered through inspiration and guidance so they can better educate their children, families, and communities. This long-term strategy would help remove misery and create prosperous families and communities through united participation of educated women and community members.
201- Comparing the Roles of Teachers and Parents in 'Crime and Punishment' t...RiddhiRathod31
In this presentation I'm comparing the roles of teachers and parents in 'Crime and Punishment' to contemporary society, we find that the influence of these figures on individuals' lives remains significant. However, the methods and challenges they face have evolved. While the novel sheds light on certain timeless aspects of human development, it also serves as a reminder that the roles of teachers and parents are in constant flux, adapting to the ever-changing landscape of education and family life.
Dr. Anju Ahuja gave a talk on gender sensitization. She discussed how India's constitution promotes gender equality but circumstances have not always been conducive. Women face challenges from old customs and traditions that confine them to household roles. Gender sensitization is needed because many men think they have more rights. Changes must start at home by sensitizing children from a young age and treating sons and daughters equally. Schools should also implement gender sensitization to address segregation and assumptions about gender roles. Collective action is needed to drive social change and create a gender balanced world.
1. The document discusses the history of women's access to education and career opportunities. It notes that traditionally, certain jobs were considered more suitable for men, limiting women's opportunities.
2. It then tells the story of Laxmi Lakra, who broke barriers as the first female engine driver for Northern Railways, overcoming stereotypes and struggles to complete her education.
3. Finally, it discusses how education is now more widely available to both boys and girls, though differences still remain. The women's movement has fought for greater rights and protections for women.
This document discusses how social economic status affects student performance through physical effects like hunger and illness, and social effects like teenage pregnancy and crime. It provides examples of community efforts to address these issues, such as food banks and libraries. However, it notes that lower class students are often assumed to be unable to perform well or have uninvolved parents. The document argues that with quality education, teacher support, and community involvement, lower class students can succeed despite struggles. The author's philosophy is that education is key to overcoming living situations, and positive role models combined with resources can lead to student success.
Similar to 3.gender sensitization session for teachers (20)
The man had four sons and sent each one to look at a pear tree in a different season to teach them not to judge something after only one experience. The first son saw the tree as ugly in winter, the second saw promise in spring, the third saw beauty in summer, and the fourth saw fulfillment in fall. The man explained that they were all right because each only saw the tree in one season, and a person or thing cannot be judged based on a single season alone.
The document provides a series of rhetorical questions that encourage the reader to appreciate what they have and be grateful rather than focus on perceived negatives or lack. It suggests considering those who have less and suffer more, enjoying life as it is rather than complaining, and recognizing there are always others worse off. It also notes while many things may catch one's eye, only a few will truly touch the heart, and encourages sharing the message forever.
This document provides eleven proven ways to get along better with everyone, including asking yourself if what you say is true, kind, and necessary; keeping promises and giving compliments; refusing to gossip; having an open and forgiving view of others; keeping an open mind when discussing disagreements; counting to 1,000 before reacting; letting your virtues speak for themselves; ignoring criticism if there is no truth to it; cultivating a sense of humor; focusing on understanding others rather than being understood; and continuously working to improve relationships.
The document outlines seven spiritual laws of success according to Thepak Chopda:
1. Know yourself through practices like silence, meditation, being non-judgmental, and spending time in nature.
2. Give with an open heart and you will receive with an open heart. What you sow, you will reap.
3. Your actions have consequences according to the law of karma - you will receive fruit from your deeds. Promise to improve if you have committed mistakes.
4. Exert least effort by avoiding unnecessary tasks and focusing on your duties rather than others' actions.
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
Syrians went to the polls on Tuesday to vote in an election that was expected to extend President Bashar al-Assad's rule. The vote occurred amid a three-year civil war that has killed over 160,000 people. Assad's opponents dismissed the election as a sham, as wide areas are outside of government control and millions have been displaced. Insurgents stepped up attacks in government areas in the days before the vote to disrupt it. Early results were expected to show Assad winning by a large margin, as in previous votes, with the conflict-torn country still divided between government and insurgent control.
The key highlights of the budget document are:
a) The total budget for FY 2014-15 is estimated at Rs. 4,302 billion, with current expenditure estimated at Rs. 3,463 billion and development expenditure at Rs. 839 billion.
b) Total resources available for FY 2014-15 are estimated at Rs. 4,074 billion, higher than the original budget estimates of Rs. 3,011 billion for FY 2013-14.
c) Net capital receipts are estimated at Rs. 691 billion for FY 2014-15, a 40% increase over the original budget estimates of Rs. 493 billion for FY 2013-14.
d) The provincial share of the
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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2. Objectives of the session…
At the end of the session the participants
will be able to:
Explain basic gender concepts
Define respective roles
3. Case Study….
Asma belongs to a respectable family of Lower Hunza. As she grew up, she was
told that she had to learn and perform all those work which are really important
for her for becoming a good house wife. She has the routine of doing the
household work that is cleaning, washing and sometimes cooking. Usually in the
evening, she gets time for her studies. She was very keen about her studies and
mostly had good marks in class. After doing intermediate (FSc), she got married.
As Asma was the first daughter-in-law in that house, so she was responsible for
all the all the responsibilities and was quite tightly engaged with agricultural and
household activities.
Her husband, karim was a clerk in government office and the only bread winner
of ten members. For this reason his work was given importance at home, as he
would bring hard cash to meet domestic expenses. However, with the meager
salary of her husband, the family’s living became difficult. Looking at the
situation, Asma, one day, shared the idea of becoming teacher at a nearby
school. Initially it took a lot of time for her husband and the family members to
give her permission, as they said that “who is going to do the household work?”
Finally Asma was given permission and she started teaching at the nearby
school. Asma would bring her salary and give it to her husband, who decided
about where to use the money. She taught at school and also fulfilled the
responsibilities at home. While her husband took care of external
responsibilities. Continuing teaching in school, she became mother of her first
baby. This new responsibility also added to her existing responsibilities, thereby
posing greater challenges for her. But she continued her struggle.
After the struggle of 12 years and due to her competency and hard work, Asma
is now head teacher of the school. She and her family members are now
acknowledging each others’ contribution (home and outside).
4. Understanding Gender....
“Gender is a socio-cultural
definition of a boy and girl, of a man
and woman. Not only their
responsibilities are set by the society
but also norms/values, dress codes,
attitudes, opportunities, rights,
mobility, freedom of expression,
priorities and even dreams are
determined by the society” (Ms. Kamla
Bhasin, Indian activist and gender trainer)
5. Understanding Gender....
It refers to the social attributes, roles
and responsibilities, associated with
being male & female and the
relationships between women & men
(girls & boys).
“the gender question is not just about
women but about both women and
men and how they interact”
(the gender question, Human Development
Report 2000)
6. Gender and Sex…..
Sex
Biological
Throughout history/
culture
Not changeable
Gender
Socially constructed
roles &
Responsibilities
Different in different
societies and time
periods
Changeable
7. Examples of Gender & Sex……
Mother feeds her baby.
Daughters should not go out alone
especially at night.
Girls should not go for higher studies.
Boys’ voices change at puberty.
Mothers should cook.
A father should not cry even if he has
severe pain.
Women give birth.
8. Gender Roles….
Gender roles in a society are defined by the
virtue of being female or male. The role of a
mother and father, for example, incorporates
the right and the obligation to care for the
children and to provide a living for the family.
This takes us to the issue of what society expects
women to do, and what they expect men to do.
The problem is not with this division of labor per
se…..but with the values that are associated with
type of work.
All productive work is of value, because it yields
money; and work which does not yield money, is
of lesser or no value.
9. Gender Roles….
A role includes specific rights and obligations. It
has a certain social status and power associated
with it and a particular social situation.
A person's role can change from time to time,
depending on social, economic and cultural
changes in the community.
The roles men and women play in a society are
influenced by the cultural norms of that
particular society, their social status in that
society, by other people's expectations and the
image an individual wishes to develop for
her/himself.
10. Division of Labor…..
Productive Work
Work that has monetary
remuneration, or monetary
value.
This work has great value,
because development is also
measured in terms of
economic growth
Often women’s productive
work is treated as
reproductive work, as the
monetary returns of this
work are collected by a male
member of their family
Reproductive Work
It includes all that work
revolving around the creation
and maintenance of life.
Work that has no apparent
economic returns.
It not only includes giving
birth to babies, but also
taking care of the baby by
feeding, clothing, etc., and
taking care of the needs and
demands of an extended
family
11. Division of Labor…..
Community Management:
Activities at the community level which
are undertaken mostly by women, but
also by men, as an exclusive of the
reproductive role. That activities ensure
the provision & maintenance of scarce
resources of collective consumption such
as water, health care & education.
12. Access and control over resources….
Asma and her husband work in their small
land and this land was given to Asma by
her parents. Asma grows crops and she is
herself involved in harvesting, while her
husband sells the surplus in the city
market. He kept control on the cash.
Suddenly he needed some money and
decided to sell out the land. Asma does not
agree. But her husband manages to sell the
land anyway.
13. Condition and Position…..
Shakeela is a poor and illiterate women. Her husband is a
daily wage laborer. She has no earnings but only grows
vegetables on her small piece of land. Her husband is the
only bread winner. She has been sick since last month, she
also has fever and is becoming weak day by day. She often
thinks, if she would have enough money , she would buy
good food and would go to a good lady doctor. Because
there is only a male doctor in the village, and her husband
doesn’t allow her.
One day Shakeela visits the village numberdar family in the
village. She is surprised to note that numberdar’s daughter
has become very weak, shakeela questioned herself, inspite
of using expensive medicines and good food, then why
numberdar’s daughter does not get better? Villagers think
that numberdar’s daughter is unhappy because her father
does not allow her to get admission in city’s big school.
14. Condition and Position, Access and
Control…
CONDITION refers to women’s material status; their
immediate sphere of experience.
POSITION refers to women’s social and economic
standing relative to men, in the society.
ACCESS means;
Having the opportunity to use resources without having
the authority to decide about the produce output and
the exploitation methods
Example: A landless worker who cultivates the land of
somebody else and receives a share of the produce for
his work
CONTROL means;
To have full authority to decide about the use and
output of resources
Example: A Landowner, factory owner, owner of a radio
station etc.
15. Gender Equity….
The process of being fair to men and
women- such as equitable allocation
of resources & opportunities. Equity
can be seen to be the means &
Gender equality as the end.
“Equity contributes to equality”
16. Gender Equality…
Gender equality means that women and men
enjoy the same status. Gender equality also
entails women and men having equal conditions
for realizing their full human rights and
potentials while contributing to national,
political, social and cultural development and to
benefit from the results. Gender equality is,
therefore, the equal valuing by society of both
the similarities and differences between women
and men, and the varying roles that they play’.
17. Importance of Gender Equality…
As a human right
Gender inequality causes poverty
Gender inequality is impediment to
sustainable development
With gender equality, economic growth
is more effective
18. Gender in classroom
Teaching and learning;
Observation of flip charts
Number of girls and boys in the classroom
Teachers’ attitude/behavior towards students
Students’ attitude towards each other
Level of confidence of both genders in classrooms
Monitors/class representative
Seating arrangement
Subject-wise preferences
19. Gender in classroom
Leadership and management practices;
Teachers consciousness about gender sensitivities
PDTs facilitation to head teachers and teachers.
Gender sensitive environment;
School boundary wall and toilets arrangement
The place of existence of the school
Overall environment of the classes
20. Gender and PDCN….
Since its foundation, PDCN has strived
and attempted to lessen the gender gap
in education, with an impressive record
of female trainings as by tackling the
issue of less female mobility in Gilgit-
Baltistan.
21. Bridging gender disparities….
Teachers training programmes
scholarships for M.Ed. Programme.
Female participation in school development
Programme in Gilgit-Baltistan have played a
critical role in the development of women in
the region.
All PDCN schools follow the national
curriculum but place special emphasis on the
teaching of English, Mathematics and Science.
22. Cementing Empowerment…
PDCN encouraged women to take part in
Professional Development and improvement
programs such as trainings for female
professionals at different levels of education
(which ultimately enabled them to become
key figures for social change and professional
role models).
Training of women in remote areas with
restricted mobility (number of teacher
development programmes since 2000).
Female teachers certificate programmes
within the system in Gilgit-Baltistan are 56%
asn compare to male 44%.(2010,PDCN records)
23. Gender Mainstreaming in
PDCN…How?
EDIP OBJECTIVE:
to improve the access, quality and with
increased gender Parity and the
participation of communities.
Gender strategy paper (gender
mainstreaming implementation framework
(GMIF)
Initiating gender sensitization process at all
levels
Appointment of Gender coordinator.
24. Existing and up-coming
activities
Training Need Assessment (TNA) of LLIs
Training Need Assessment (TNA) of head teachers and
teachers
In-house gender sensitization trainings/workshops
Preliminary observations in classroom (gender perspective)-
…incorporated in teachers’ session
Developed gender training resource guide
Partnership
“Gender and education information through media
sources.
Series of session for PDCN stakeholders.
Gender proposal for phase two.
Capacity building and female leadership development
Policy , dialogue and advocacy (gender perspective)
25. Role of PDT in gender
mainstreaming
Analysis of current practices:
Review of gender differences and the
impact in the classroom:
Discussion of key features of Classroom
Management:
Exploration of specific strategies for
developing a strong Classroom
Management System
26. Teacher Training on Teaching in a Gender sensitive
Classroom (Contd.)
The Context of Gender: Discussion of how people look at gender and
what it means within the classroom
Update on Single-Gender Programs: Explanation of what is happening
within single-gender programs
Legal Status of Single-Gender Programs: Brief overview of the legal
issues involved with single-gender education
Research Based Differences Between Boys and Girls: Extensive
discussion about six key differences between boys and girls, including:
reviewing quotes from texts, processing in small groups, visual
representations, and presentation
Building Community within Single-Gender Programs: Explanation of
multiple formats for building community
27. Teacher Training on Teaching in a Gender sensitive
Classroom
Reflection on and Revision of Current Practice: Teacher sor teams
selecting community building activities and structures to incorporate into
their classroom or team
General Strategies and Procedures within a Single-Gender
Classroom: Extensive discussion and presentation of strategies and
procedures for any single-gender classroom.
Commitment to Gender-Based Strategies: Teacher selection of
strategies which would work within his/her classroom, how and why.
Revision of lesson plans if available.
Content Based Examples within a Single-Gender Classroom:
Presentation on core content area examples of single-gender strategies
Team Collaboration: Opportunity for teachers to come to consensus on
which strategies and procedures to use across the team, the pace in which
they will be implemented and the process of accountability
28. Issues and Challenges…
Cultural sensitivities
Resistance to change
Sustaining the change
Internalization
Limited participation of women in
decision making
Little knowledge of gender
Long-term process-means to an end
29.
30. Feed back on gender session…
You are requested to fill up the feed back form. Your candid
feedback will be of great help to the facilitator to improve the
training for further delivery (methodology, content etc.)
How did you find the workshop?
Not useful
Useful
Very useful
Why?
What did you learn most in the workshop?
Your suggestions for improvement:
- Methodology
- Content
- Time
- Handouts
- Exercise/activities
31. His Highness Aga Khan
“If you educate a boy you educate an
individual. If you educate a girl you educate a
whole family”.