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syllabus of three year degree course in education hons education honours part i paper i philosophical foundation of education and contribution of great educators course objectives 1 to understand the ...

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                                                                                                                                                                      Have you read section A
                                                                                                                                                                                                                                  ?
                                                                                                                                                                       gEndEr and  
                                                                                                                                                                 Education in  
                                                                                                                                                                 EmErgEnciEs
                                        rises have serious and different impacts on the                                                  Often schools are staffed exclusively by male teachers. 
                                        lives of women, girls, boys and men. Educational                                                 Minimal or no sanitation facilities can result in low at-
                           Cneeds change, and the ability of girls and boys to                                                           tendance and high dropout rates among adolescent 
                           attend school changes. Male and female teachers have                                                          girls who are menstruating. In some instances, being 
                           different experiences and priorities that need to be ad-                                                      in school, or travelling to and from school, places girls 
                           dressed. To ensure that all girls and boys benefit equally                                                    at considerable risk of sexual violence, abuse and ex-
                           from education in emergencies it is critical to understand                                                    ploitation. These factors affect girls’ enrolment and at-
                           the social and gender dynamics that might affect or place                                                     tendance. Going to school may place boys at risk from                                                                       n
                           constraints on them.                                                                                          different dangers, such as forced recruitment.                                                                              o
                                                                                                                                    •                                                                                                                                i
                           The differing constraints facing girls and boys are appar-                                                    On the demand side, impoverished families may pri-                                                                          t
                           ent on both the supply and the demand side of educa-                                                          oritize boys’ education and not have the money to pay                                                                       a
                           tion. Usually, girls are more disadvantaged.                                                                  for girls’ school fees, uniforms and other supplies. Also,                                                                  c
                                                                                                                                         families  often  rely  on  girls  to  do  household  chores,                                                                u
                               Education is a basic human right for EvEryonE                                                             care  for  siblings  and  generate  family  income.  Early                                                                  d
                                                                                                                                         marriage and pregnancy are additional barriers to girls                                                                     E
                               •	   	The	right	to	education	is	protected	by	article	26	of	the	UDHR,	                                     taking up or continuing their schooling. Even where 
                                    articles	13	and	14	of	the	ICESCR,	articles	28	and	29	of	the	CRC,	                                    girls are enrolled in high numbers, dropout rates to-
                                    article	10	of	CEDAW	and	article	5(e)	of	ICERD.	It	entails	the	                                       wards the end of primary school are usually high.
                                    right	to	receive	and	choose	an	education	in	conformity	with	
                                    one’s	convictions.                                                                                   In crisis situations, the right to gender-sensitive educa-
                               •	   	Education	is	both	a	human	right	and	an	indispensable	means	                                         tion is critical and should be fulfilled without discrimi-
                                    of	realizing	other	human	rights.	It	has	a	vital	role	in	empow-                                       nation of any kind. In emergency situations, providing 
                                    ering	women	and	girls	and	can	lift	economically	and	socially	                                        educational  facilities  and  opportunities  contributes 
                                    marginalized	adults	and	children	out	of	poverty	and	provide	                                         immensely to a range of short- and long-term issues of 
                                    them	with	the	means	to	participate	fully	in	their	communi-                                           critical importance for girls and boys, including:
                                    ties.	For	too	long,	those	affected	by	humanitarian	emergen-                                     •     
                                                                                                                                         Provides safety: Educational facilities can provide a 
                                    cies,	especially	girls	and	young	women,	have	been	deprived	                                          safe physical space for children and youth, sheltering 
                                    of	education.	                                                                                       them from violence, including — especially for girls 
                                                                                                                                         — sexual and gender-based violence.
                                                                                                                                    •     
                           •     On the supply side, schools are often far away and not                                                  Promotes well-being and normalcy: Schooling helps 
                                accessible  to  girls,  especially  disabled  girls.  Women                                              to promote and sustain the physical, social and emo-
                                and girls may only be able to travel very short distanc-                                                 tional  well-being  of  all  learners.  Providing  structure 
                                es without male companions. So even if there are all-                                                    and stability is particularly important for children and 
                                girl schools, it may be too far them to attend.                                                          youth who may be traumatized by displacement. Girls 
                                                                                                                                                        Gender and education in emerGencies
                                                                                                                                                                                                                                         
                                                                                                                                                                                                                                         
                                          i a s c   g E n d E r   h a n d b o o k
                                             and boys have different experiences of the emergency                                                  caretakers of their families. The provision of child care fa-
                                             to cope with; they may also have different coping strat-                                              cilities, food and shelter are means to ensure these girls 
                                             egies, and these should be acknowledged and built on                                                  can enrol in school.
                                             in schools. 
                                         •    Channels health and survival messages: Education in                                                      tEachEr Qualifications
                                             emergencies provides a channel for conveying health                                                       In	many	situations,	such	as	Timor	Leste,	the	formal	qualifications	
                                             and  survival  messages;  for  teaching  new  skills  and                                                 required	for	teachers	resulted	in	the	exclusion	of	many	experi-
                                             values,  such  as  peace,  tolerance,  conflict  resolution,                                              enced	female	teachers	who	did	not	have	formal	training.	
                                             democracy, human rights and environmental conser-
                                             vation. An emergency can be a time to show and teach                                                  The location of schools and time of classes can have differ-
                                             the value of respecting women, girls, boys and men                                                    ent impacts on different groups. If girls and young women 
                                             equally in society.                                                                                   cannot walk alone, you may need to provide escorts or 
                                         •                                                                                                         protection to and from school. From the standpoint of 
                                             Builds the future: At the same time, ensuring children 
                                             and youth access to education during times of humani-                                                 teachers, it is important to consider issues such as recruit-
                                             tarian emergencies provides the essential foundation                                                  ment and training from a gender perspective.
                                             for  successful  economic, social and political systems 
                                             upon returning home. It is vital to the reconstruction                                                What do We need to knoW  
                                             of the economic basis of family, local and national life                                              to design and implement  
                                             and for sustainable development and peace building.  
                                             Ensuring  girls’  access  to  quality  education  prepares                                            gender-responsive eduCation 
                                             them to play significant roles in reconstruction efforts                                              in emergenCies?
             n                               in their communities and beyond.
             o                           •                                                                                                         Note: This section is based on, and should be used with, 
             i                               Builds community capacity: Community participation                                                    the checklist from the INEE Minimum Standards for Educa-
             t                               is critical; it can be enhanced through capacity-building                                             tion in Emergencies, Chronic Crises and Early Reconstruction 
             a                               activities with youth leaders and school management                                                   handbook, p.33.
             c                               committees.  Teacher  training  and  capacity-building 
             u                               support for education officials are also important, es-                                               What is the nature of the crisis and its impact  
             d                               pecially in chronic crisis and early reconstruction con-                                              on education?
             E                               texts. These activities must engage women, girls, boys 
                                             and men, and be mindful of the differing perspectives                                                 •    What is the impact of the crisis on the lives of girls and 
                                             and approaches that women, girls, boys and men may                                                        boys (e.g. recruitment, abduction, increased household 
                                             have. Capacity-building and training programmes are                                                       chores), including access to education?
                                             also a venue to highlight issues of gender inequality in                                              •    How has the crisis affected women and men, including 
                                             education so that trainees are more sensitive to the is-                                                  teachers?
                                             sues and are assisted in trying to overcome them.                                                     •    What has been the impact on education in the host 
                                         Where this window of opportunity for gender-responsive                                                        community? 
                                         education in emergencies is seized, it can also result in 
                                         long-term changes in educational systems, in relation-                                                    What are the education-related demographics? 
                                         ships  and  in  power-  and  opportunity-sharing between                                                  •    Number  of  displaced  girls  and  boys.  Where  are 
                                         women, girls, boys and men.                                                                                   they? Are they in camps or not? How long have they  
                                                                                                                                                       been there?
                                         using a gender lens when planning education:  
                                         How to do it                                                                                              •    Numbers of girls and boys in the host communities and 
                                         Basic information about the numbers of girls and boys,                                                        their access to education.
                                         their location and the cultural context in which you are                                                  •    Breakdown by sex and age and, if relevant, by ethnic 
                                         operating  can  help  improve  your  programming.  Infor-                                                     group for all levels (pre-school, primary, secondary). 
                                         mation  about  their  experiences  is  also  important.  For 
                                         example how many were involved with fighting forces?                                                      •    What is the economic situation of families and how 
                                         How many girl-mothers are there? What responsibilities                                                        does this affect girls and boys?
                                         are they shouldering now? Often girls (particularly girl-                                                 •    Number of girls or boys heading households. Number 
                                         mothers) are unable to attend school as they are the sole                                                     of girl-mothers.
                                              Gender and education in emerGencies
                                 
                                                                                                                                                                                                                                                                                                                                                                                         i a s c   g E n d E r   h a n d b o o k
                                                          •          Number of girls and boys separated from their family.                                                                                                                                                                                      •           If  required,  can  sanitary  pads  be  made  available  
                                                                    Where are they living? Are they caring for others, or be-                                                                                                                                                                                              in schools?
                                                                    ing cared for?                                                                                                                                                                                                                              •          Has              a code of conduct for teachers and other educa-
                                                          •         Number of out-of-school adolescent girls and boys.                                                                                                                                                                                                     tion  personnel  that  addresses  sexual  harassment, 
                                                          •         Literacy rates for women and men.                                                                                                                                                                                                                      abuse and exploitation been developed in a participa-
                                                                                                                                                                                                                                                                                                                           tory manner and signed and followed? Are appropriate 
                                                          What has changed?                                                                                                                                                                                                                                                measures documented and applied in cases of miscon-
                                                          •          Explain any differences between current and pre-emer                                                                                                                                                                                                  duct and/or violations of the code of conduct?
                                                                                                                                                                                                                                                                                       -
                                                                    gency scenarios from a gender perspective in regards                                                                                                                                                                                        What is the division of household chores and  
                                                                    to  education. Will the emphasis be on re-enrolment                                                                                                                                                                                         other work?
                                                                    and retention or on new enrolments and retention?                                                                                                                                                                                           •          What sort of work do girls and boys typically do?
                                                          What languages are used by the children?                                                                                                                                                                                                              •          How many hours a day? What time of day?
                                                          •          What is the mother tongue/other languages spoken?                                                                                                                                                                                          •          Where does it take place? (At home? In fields?)
                                                                    Written?                                                                                                                                                                                                                                    •          Does this work put girls and boys at any serious risk?
                                                          •          Do girls and women have the same proficiency in any                                                                                                                                                                                        •          Does it interfere with the school day and work? 
                                                                    official language as boys and men?                                                                                                                                                                                                          What learning materials exist?
                                                          What are the safety and access issues for the                                                                                                                                                                                                         •           Do they provide critical information on issues such as 
                                                          learning environments?                                                                                                                                                                                                                                           self-protection, landmines, etc.?
                                                          •          Are women and men involved in decisions regarding                                                                                                                                                                                          •          A     re the learning materials inclusive of and relevant to                                                                                                                                                                                                                                        n
                                                                    the location of learning environments?                                                                                                                                                                                                                 girls? Do they perpetuate gender stereotypes?                                                                                                                                                                                                                                                       o
                                                          •          Are  the  possible locations equally accessible to girls                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  i
                                                                    and boys (e.g. in a mosque) and at all levels of school-                                                                                                                                                                                    What is the situation with teachers, training,                                                                                                                                                                                                                                                                 t
                                                                    ing (i.e. not only lower grades)?                                                                                                                                                                                                           support and materials?                                                                                                                                                                                                                                                                                         a
                                                                                                                                                                                                                                                                                                                •           Are male and female teachers available? At all grade lev                                                                                                                                                                                                                                           c
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             -                                                                                 u
                                                          •          Are there girls and boys suffering from stigma because                                                                                                                                                                                                els? What are their levels of qualification and experience?                                                                                                                                                                                                                                         d
                                                                    of specific war experiences (e.g. rape survivors, ex-child                                                                                                                                                                                  •          A     re  there  para-professionals?  Other  women  in  the                                                                                                                                                                                                                                         E
                                                                    soldiers)? Does the stigma prohibit access to education?                                                                                                                                                                                               community who could support girls in school and be 
                                                          •          What are the direct and indirect costs for girls and boys                                                                                                                                                                                             involved in teaching and/or mentoring?
                                                                    to attend school?                                                                                                                                                                                                                           •          A     re teaching materials and trainings available to help 
                                                          •          Is the distance to be travelled to school acceptable to                                                                                                                                                                                               teachers address specific topics needed by girls and 
                                                                    parents for girls? Boys? Is the route to school safe for                                                                                                                                                                                               boys (e.g. sexual and reproductive health)?
                                                                    girls and boys?                                                                                                                                                                                                                             •          A     re there female teacher trainers and support staff? 
                                                          •          What safety precautions are expected for girls by the 
                                                                    parents?                                                                                                                                                                                                                                    What is the situation regarding parental/ 
                                                                                                                                                                                                                                                                                                                community involvement (in education)? 
                                                          •          Are  learning environments secure, and do they pro-                                                                                                                                                                                        •           Do Parent Teacher Associations (PTAs) — or similar — 
                                                                    mote the protection and mental and emotional well-                                                                                                                                                                                                     exist? To what extent are women and men involved? Are 
                                                                    being of learners?                                                                                                                                                                                                                                     there any cultural restrictions on women’s involvement? 
                                                          •          Are latrines accessible, located safely and adequate in                                                                                                                                                                                    •          Has              training been provided to the PTA? If so, has gen-
                                                                    number? Are there separate latrines for girls and boys?                                                                                                                                                                                                der been addressed?
                                                                    Is water available? 
                                                                                                                                                                                                                                                                                                                •          W       hat is the history of overcoming gender-based ob-
                                                                                                                                                                                                                                                                                                                           stacles in the community? Which community members 
                                                                                                                                                                                                                                                                                                                           have been active and how?
                                                                                                                                                                                                                                                                                                                                                                 Gender and education in emerGencies
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
                                                                                                i a s c   g E n d E r   h a n d b o o k
                                                                                               What are the gender-specific vulnerabilities and                                                                                                                                                                                                      access and learning environment
                                                                                               protection needs?                                                                                                                                                                                                                                     •         I n refugee and IDP contexts, provide access to educa-
                                                                                               •          Are there groups of girls who are doubly disadvantaged                                                                                                                                                                                                tion for all girls and boys. 
                                                                                                         (e.g. disabled girls, young mothers, former girl soldiers)? 
                                                                                                                                                                                                                                                                                                                                                     •           Create access for all to quality and relevant education 
                                                                                               •          Are messages conveyed in a gender-sensitive manner                                                                                                                                                                                                    opportunities;  pay  particular  attention  to  marginal-
                                                                                                         for topics such as HIV/AIDS and STI, early pregnancy                                                                                                                                                                                                   ized girls and boys (e.g. girl-mothers, working boys and  
                                                                                                         and childbirth, child and baby care, healthy menstrua-                                                                                                                                                                                                 former girl soldiers) and provide flexibility and “open” 
                                                                                                         tion management and GBV?                                                                                                                                                                                                                               programmes,  with  early  childhood  education  pro-
                                                                                               •          Is information provided on reporting mechanisms and                                                                                                                                                                                                   grammes if needed.
                                                                                                         follow-up for harassment and GBV? Are there gender-                                                                                                                                                                                         •           Set the hours for classes at convenient times for those 
                                                                                                         and  age-responsive  materials  and  services  available                                                                                                                                                                                               children involved with household chores and field work.
                                                                                                         to support survivors of GBV and are these linked to  
                                                                                                         the school?                                                                                                                                                                                                                                 •           Involve  female  and  male  youth  in  the  development 
                                                                                                                                                                                                                                                                                                                                                                and implementation of varied recreational and sports 
                                                                                                                                                                                                                                                                                                                                                                activities and ensure their constructive initiatives are 
                                                                                               aCtions to ensure gender                                                                                                                                                                                                                                         supported by relevant stakeholders.
                                                                                               equality programming in                                                                                                                                                                                                                               •           Provide other gender-specific extra-curricular activities 
                                                                                               eduCation                                                                                                                                                                                                                                                        that promote resilience and healing for girls and boys 
                                                                                                                                                                                                                                                                                                                                                                in emergencies.
                                                                                               community participation 
                                                                                               •         S    ensitize communities to the importance of girls’ and                                                                                                                                                                                   •           Ensure that learning environments are secure and pro-
                               n                                                                         women’s access to education, especially in emergencies.                                                                                                                                                                                                mote the protection and physical, mental and emo-
                               o                                                                                                                                                                                                                                                                                                                                tional well-being of learners. Pay particular attention 
                               i                                                               •          Develop strategies to ensure that women, girls, boys                                                                                                                                                                                                  to disproportionate impacts of insecurity on girls and 
                               t                                                                         and men actively participate in education meetings                                                                                                                                                                                                     women and vulnerability to GBV (e.g. provide escorts to 
                               a                                                                                                                                                                                                                                                                                                                                and from school for girls, employ classroom assistants, 
                               c                                                                         and  in  trainings  (e.g.  pay  attention  to  appropriate 
                               u                                                                         meeting timings and locations, provide child care fa-                                                                                                                                                                                                  provide girls with reporting guidelines and follow-up 
                               d                                                                         cilities and consider single-sex meetings).                                                                                                                                                                                                            procedures, establish codes of conduct for teachers).
                               E                                                               •          Include  women  and  men  on  community  education                                                                                                                                                                                         •           Monitor sexual harassment; provide confidential com-
                                                                                                         committees and provide gender training if necessary                                                                                                                                                                                                    plaint reporting mechanisms and follow-up with clear 
                                                                                                         to ensure their voices are heard and taken seriously.                                                                                                                                                                                                  procedures.
                                                                                                                                                                                                                                                                                                                                                     •           Where single-sex classes are preferred, provide sepa
                                                                                               •          Engage women and men in school-related activities                                                                                                                                                                                                                                                                                                                                                                                                                       -
                                                                                                         such as school feeding, arranging escorts to school,                                                                                                                                                                                                   rate classrooms/locations or timings for girls and boys. 
                                                                                                         parents’ mobilization.                                                                                                                                                                                                                      •           Provide separate female and male latrines — in safe 
                                                                                               •          Engage the local community, especially women and                                                                                                                                                                                                      places. 
                                                                                                         girls, in the design and location of school sanitation                                                                                                                                                                                      •           Provide appropriate clothing and sanitary supplies to 
                                                                                                         facilities.                                                                                                                                                                                                                                            girls so they can attend school and fully participate  
                                                                                               analysis                                                                                                                                                                                                                                                         in class.
                                                                                               •          Include  gender dimensions in the initial assessment                                                                                                                                                                                       teaching and learning
                                                                                                         and ongoing monitoring and evaluation of education                                                                                                                                                                                          •           Promote  learner-centred,  participatory  and  inclusive 
                                                                                                         in emergencies.                                                                                                                                                                                                                                        instruction, reaching out to and engaging girls actively 
                                                                                               •          Collect and analyse all data related to education by sex                                                                                                                                                                                              in class.
                                                                                                         and age.                                                                                                                                                                                                                                    •           Develop gender-sensitive curricula addressing the specif
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  -
                                                                                               •          Consult regularly with women, girls, boys and men as                                                                                                                                                                                                  ic needs, perspectives and experiences of girls and boys, 
                                                                                                         part of monitoring and evaluation activities.                                                                                                                                                                                                          including reproductive health and HIV/AIDS content.
                                                                                                                                                                                                                                                                                                                                                     •           Ensure learning materials such as “School in a Box” and 
                                                                                                                                                                                                                                                                                                                                                                other emergency kits are gender sensitive and respon-
                                                                                                                                                                                                                                                                                                                                                                sive to girls’ and boys’ needs
                                                                                                           Gender and education in emerGencies
                                                                             
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...Syllabus of three year degree course in education hons honours part i paper philosophical foundation and contribution great educators objectives to understand the meaning aims functions role relation between philosophy be acquainted with indian western schools their impact on groupa modulei approximate lecture hours concept modern special reference delor s commission unesco child centric life scope educationindividual social perspective for human resource development as propagation values moduleii influence idealism naturalism pragmatism basic features a vedic sankhya yoga nyaya b nonvedic charvak buddhist jain total lect no broad question from this portion group module rousseau froebel montessori bertard russell ii dewey rabindranath tagore vivekananda references aggarwal j c theory principles sociological bases banerjee chakraborty kundu majumder theories mukherjee k some world munro history purkait r bengali books sushil ray shiksha tatta arun ghosh darshan bibhuranjan guha shikshay...

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