It is a lecture note for a course gender responsive education in LLCD

1. Gender Responsive Education
and Development
LLCD 2043
3 credit course for 2nd year LLCD
Students
Ermiyas Tsehay Birhanu
Department of Life long Learning and
Community Development
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2. Course Description
It have nine chapters
1. The concept of Gender
2. Gender Relation, Role and need
3. Gender theories and the Dev’t of feminist framework (IA)
4. Critical Gender Issues in Development
5. Gender Issues in Rural development
6. Concept and Types of empowerment
7. Rural youth in agricultural extension
8. Leadership and Development
9. Gender sensitization and main streaming
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3. Assessment
• 10 % quiz
• 15 group assignment and presentation
• 10% individual assignment
• 25% mid exam
• 40% final exam
• Total 100%
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4. The concept of Gender
Essential terminologies of gender
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University
Chapter one
4

5. Brain Storming
•What is the difference between sex
and gender?
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6. Sex
• Sex describes the biological differences
between men and women, which are
universal and determined at birth.
• Born with; natural
• Does not vary from place to place, time to
time, culture to culture
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7. Gender
• It Refers to the attitudes, feelings, and behaviors
associated with a person’s assigned sex at birth.
• It is the roles and responsibilities of men and women
that are created in our families, our societies, and our
cultures.
• The concept of gender also includes the
• expectations held about the characteristics, aptitudes,
and likely behaviors of both women and men
(femininity and masculinity).
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8. Gender cont…
• Not born with; learned
• Socially constructed; varies from place to
place, culture to culture, and time to time.
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9. Why We Study Gender?
• Gender studies is a field that promotes
gender equality and combats discrimination
against women and other marginalized
groups.
• By examining the history of gender norms
over time, it's possible to understand how
they contribute to the continued oppression
of women in modern society.
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10. Classify the following statements as
sex role and gender role
• Males are bread winners.
• Female teachers are better suited for
primary school.
• Women can breastfeed their babies, but
men can bottle feed babies.
• Women give birth to babies; men do not.
• Women are good at nurturing children.
Ermiyas Tsehay, Woldia University
Gender
Gender
Sex
Gender
Sex
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11. The gender dimension of access and
control
• The degree of access and control over
resources depends to a large extent on the
status of the individual:
 The higher the status in the family, the
community, and the society is, the higher the
access to and control over resources.
 The lower the status, the more limited the
access and control over resources will be.
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12. Gender-based violence:
• It a violence that targets individuals or groups
on the basis of their gender.
• Gender-based violence is any act that results
in, or is likely to result in, physical, sexual, or
psychological harm, or suffering against
someone based on gender discrimination,
gender role expectations, and gender
stereotypes.
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13. Gender Discrimination:
• It is any distinction, exclusion, or restriction
made on the basis of sex which has the effect
or purpose of impairing or nullifying the
recognition, enjoyment, or exercise by women,
irrespective of their marital status.
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14. Gender disparities:
• It Statistical differences (often referred to
as “gaps”) between men and women and
boys and girls that reflect an inequality in
some quantity.
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15. Gender equality and gender
Equity
What is the difference between gender
equality and gender equity?
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16. Gender equality
• Gender equality means that women and men
have equal conditions for realizing their full
human rights and for contributing to, and
benefiting from, economic, social, cultural
and political development.
• Gender equality is therefore the equal
valuing by society of the similarities and the
differences of men and women, and the roles
they play.
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17. Gender equality continued
• It is based on women and men being full
partners in their home, their community,
and their society.
• Eg. If the school has a limited number of
extra curriculum activity classes, access to
these classes needs to be provided equally
to boys and girls, depending on their
needs and not based on their sex
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19. Gender equity
• Gender equity is the process of being fair
to men and women.
• To ensure fairness, measures must often
be put in place to compensate for the
historical and social disadvantages that
prevent women and men from operating
on a level playing field.
• Equity is a means.
• Equality is the result.
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20. • Equity leads to equality
• Targeted measures need to be taken to
compensate for the historical and social
inequality between women and men and
achieve gender equality.
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22. • Gender expression: How a person
communicates one’s gender to others
including clothing, hairstyle, voice, behavior
and the use of pronouns.
• Gender justice: Equal treatment and
equitable value of all genders.
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23. Gender identity:
• It is how a person identifies as being a
man, woman, neither, both, or a
combination, which may or may not
correspond to the sex assigned to them at
birth.
• Unlike gender expression, gender identity
is not visible to others.
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24. School-related gender-based violence (SRGBV):
• It includes all forms of violence that occurs in
education contexts which result in, or are likely to
result in, physical, sexual or psychological harm of
children
• It is based on stereotypes, roles or norms, attributed to
or expected of children because of their sex or gender
identities.
• It can be compounded by marginalization and other
vulnerabilities.
• School-related gender-based violence can include
physical, psychological, verbal, and sexual violence.
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25. Gender relations
• It is a specific sub-set of social relations
uniting men and women as social groups in a
particular community.
• Gender relations intersect with all other
influences on social relations, such as age,
ethnicity, race, and religion, to determine the
position and identity of people in a social
group.
• Since gender relations are a social construct,
they can be changed.
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26. • Gender-roles: Social and behavioral norms
that, within a specific culture, are widely
considered to be socially appropriate for
individuals of a specific sex.
• Sexual assault: Sexual contact that a person
has not consented to. This includes touching,
groping, rape, forced sex, and similar acts.
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27. Sexual harassment:
• It is unwelcome sexualized verbal or physical
behavior.
• Examples include unwelcome sexual
comments and gestures.
• Sexual harassment is often perpetrated by a
person in authority toward a subordinate (such
as from an employer to an employee).
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28. • Sexual identity: How individuals identify
their own sexuality (usually based on sexual
orientation).
• Sexual orientation: Emotional and sexual
attraction to another person or other people
who may be of the opposite gender, same
gender, or another gender identity.
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29. Sexuality
• It is the sexual knowledge, beliefs, attitudes,
values, and behaviors of individuals.
• Its dimensions include the anatomy,
physiology, and biochemistry of the sexual
response system; sexual identity, orientation,
roles, and personality; and thoughts, feelings,
and relationships.
• Its expression is influenced by ethical,
spiritual, cultural, and moral concerns.
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30. Stereotype
• A generalized and over-simplified idea
about people based on one or a specific set of
characteristics.
• Stereotypes are usually untrue and often
lead to prejudice and discrimination.
• A stereotype that refers to girls, boys, men,
or women is called a gender stereotype.
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31. Group Assignment
Form Two groups (due date 25/05/2016 E.C 15% with
Presentation)
• Group 1
– Shambel Mulugeta
– Abidi Ahmed
– Matias Zenebe
– Melese Adane
• Group 2
– Abel Hailu
– Kaleab Hailu
– Shambel molla
– Asnake Geletie
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32. Group one (Chapter five)
Gender Issues in rural development
Gender in rural development
 what is rural development?
Barriers in women’s involvement in extension
Constraints faced by extension agents in
working with women farmers.
Gender sensitive extension packages
 Gender situation analysis and review of
technology
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33. Leadership and development
• What is leadership
• Types of leadership
– Participative leadership
– Autocratic leadership
– Laisses faire leadership
• Points to be considered to empower
women in leadership positions.
Group two Chapter Eight
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34. Individual assignment (10%)
1. Briefly discus the difference between the
following feminism theories.
A. Social feminism
B. Radical feminism
C. Liberal feminism
2. What is the difference between the
following gender development approaches?
A. Welfare Approach
B. Women in development approach
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Due date
01/06/2016 E.C