The challenge…of Target 4.7

 

Blog: The challenge of Target 4.7 in fragile and low-resource contexts  
Margaret Sinclair & Jean Bernard, Global Education Monitoring Report 
“Given current challenges of conflict, insecurity and environmental collapse, we must put maximum effort into Sustainable Development Goal Target 4.7: education to promote responsible and global citizenship, a culture of peace, gender equality, human rights, respect for cultural diversity and sustainable lifestyles. Achieving Target 4.7 presents challenges in every society. This blog specifically addresses the challenges in fragile and low-income countries, and the possibilities for collaborative development of effective approaches and guidance in respect of textbooks and other education materials.”

View the full blog post here.

International Women’s Day (2)

It has been stated that “130 million girls didn’t go to school today – not  because they didn’t want to, but because they weren’t given the chance.

What are the benefits of providing education for girls?

Educate a girl in one of the world’s poorest countries, and it boosts her health, wealth, and ability to take control of her life. She’s less likely to become a child bride, experience violence or contract HIV. But it doesn’t stop there. She’ll have healthier, better educated children. And she could help lift her family — and her entire country — out of poverty. (ref: ONE)

However this is not the whole story. What we need to focus our attention on,  is the quality of education for girls. We still know of curricular that are definitely biased against girls and teaching approaches that are certainly not gender sensitive. We know that many girls do not feel safe walking to school and even when they are in the ‘safety’ of the school itself – known abuses by teachers and other students are prevalent.

 

From “The working group on girls”

School girls of all ages have reported a large number of instances of sexual harassment and assault, ranging from gender discrimination to rape, exploitation, and physical and psychological intimidation in school. Schoolgirls have noted that they have faced public shaming by school authorities due to their gender; much of this happens in countries where girls are discouraged from attending school. Adolescent girls have also noted that in schools with inadequate bathrooms and facilities, they are less likely to attend school during their menstrual cycles, if not drop out completely when their cycles begin.

 

Perpetrators of violence against girls in school range from teachers, parents, authority figures, and fellow students. But violence does not only happen in school, it also happens during school-related activities and in some cases, on the walk to and from school. Consequences of such violence range from unwanted pregnancies at an early age, poor academic performance, high drop out rates and absenteeism, and low self esteem among girls.

At this year’s Commission on the Status of Women (CSW), members agreed that any form of violence against women and girls violates their basic human rights. Thus, any school, in any country with violence against girls denies those girls the right to education; this is a direct infringement of their rights as defined in the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Schools are expected to uphold the rights and dignity of all schoolgirls.

Today and everyday lets work on the quality of education for girls before pushing more girls into situations where they are consistently humiliated and discriminated against just for being a girl, and just for attending school.

International Women’s Day

Being bold for change?

On this day we reflect on what has been achieved since the last International Womens Day.

Of course it  is a mixed bag – situations where girls are still being abused physically and psychologically, just for being a girl at school and others where some movement is being made at a structural level to make changes (often not a sbold as we would like) -here is an example from Peru

 

The UN congratulated Peru last week for its new education curriculum, in effect since the 1st January this year, which aims to improve gender equality. The change has been long needed, as is the case for many other countries in the region, where curricula for secondary education have not been updated for decades. The changes […]

via Peru has a new ‘rose-tinted’ curriculum — World Education Blog

The Education Equity Research Initiative

 

Website: The Education Equity Research Initiative
Save the Children & FHI 360   

The Education Equity Research Initiative’s website is now live! The Education Equity Research Initiative aims to advance the field of global education towards equity-oriented education policy and programming. It will do so by creating a vibrant network and strong coalition of organizations committed to developing and consolidating common metrics and a strong research evidence base on education equity.

The Education Equity Research Initiative focuses on:

  • Tackling known data gaps and under-researched equity issues (e.g. “invisible” populations) to build a strong knowledge and evidence base on the dimensions and magnitude of the challenge
  • Examining the effects of policy and program responses to identify and promote promising, equity-oriented pedagogical, resourcing and financing solutions
  • Shining a light on the connections between education inequality and fragility, and examining effective solutions related to learning and retention for these populations
  • Providing a vital learning forum, bringing together collective knowledge and expertise and connecting professionals at the intersection of research, policy and practice around a common goal and common framework.

Access the website here.  

School violence and bullying

It was in the ’70s that I joined STOPP -the Society of Teachers Opposed to Physical Punishment (STOPP)  which was set up in the U.K. in 1968 to campaign for the abolition of corporal punishment in UK schools.STOPP was a very small pressure group that lobbied government, local authorities and other official institutions. It also investigated individual cases of corporal punishment and aided families wishing to pursue their cases through the UK and European courts.It was only in 1986 that the UK Parliament abolished corporal punishment in state schools.

It is heartbreaking to see the continuing levels of violence perpetrated against children who come to school to learn (and to be cared for).

Report: School Violence and Bullying  

UNESCO


This report has been prepared by UNESCO and the Institute of School Violence and Prevention at Ewha Womans University for the International Symposium on School Violence and Bullying: From Evidence to Action, Seoul, Republic of Korea, 17 – 19 January 2017. It aims to provide an overview of the most up-to-date available data on the nature, extent and impact of school violence and bullying and initiatives to address the problem

Learn more here. Access the full report here

Teaching gender issues to teachers

Last week the French supreme council for gender equality published a report on the imperative to keep mainstreaming gender equality issues in teacher preparation programs and to make knowledge and skills in these areas required for teacher graduation. “Making teachers and education the drivers of learning and equality” the report is called. “School presents an […]

via Closing the circle: Teaching gender issues to teachers — World Education Blog