Filetype PDF | Posted on 02 Oct 2022 | 3 years ago
Authentication
digital resources
95x Filetype PDF File size 0.17 MB Source: www.caluniv.ac.in
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
no reviews yet
Please Login to review.
