Gender mainstreaming in basic education Sacro et al

Article for Capacity4dev by Olinda Martinho Rio Education is important for everyone, but is especially significant for girls and women. “Investing in a girl’s education diminishes her poverty risk and gives her stronger economic leverage. Schooling girls also leads to lower infant mortality, lower maternal mortality and lower demographic growth. Also makes girls and women more empowered and emancipated. They are more likely to participate in public life and grow more confident to stand up for their own rights”.

Business and Economic Research, 2019

The purpose of the study was to establish socio-cultural factors affecting gender mainstreaming in the ministry of education. The study used descriptive survey research design. The target population consisted of the county and sub-county gender coordinators and the heads of public secondary schools. Embu and Tharaka-Nithi was selected purposively because of low transition rate from primary to secondary schools. A total of 211 respondents were sampled through purposive and random sampling techniques. A questionnaire and an interview schedule were used to collect primary data. Descriptive statistics were used to summarize the properties of the mass data that were collected from the respondents. Factor analysis method was used to determine the factors that were used in the study namely; strength of strategies, gender mainstreaming strategies, gender policy in education, gender disparities in education and understanding of the policy which were used in logistic regression analysis. Logi...

2015

The participation of women in all spheres of life has been accelerated by strategies such as gender mainstreaming. Gender mainstreaming, which was launched in 1995 at the Fourth World Conference on Women in Beijing, is a global strategy used to promote gender equality. It refers to the process of assessing the implications for women and men of any planned action, including legislation, policies or programs, in all areas and at all levels. Hence, Malaysia has agreed to comply with GM procedure when the population of women in this country achieves 49 percent. Malaysian’s Gender Gap Index (MGGI) was used to evaluate the achievement of gender equality. It was developed by the Organization C that responsibility to women and community development in Malaysia with the assistance of United Nations Development Programme (UNDP) in 2004. Four dimensions are used as parameters to evaluate MGGI. They are (i) women empowerment in politics, (ii) activities in economics, (iii) health and (iv) educa...

Ngilu, J. K; Momanyi, M & Ateka, F. (2019). Effectiveness of Government Gender Policies in Mainstreaming Gender in the Administration of Public Secondary Schools in Makueni County, Kenya. Journal of African Interdisciplinary Studies. 3(9), 19 – 42., 2019

Gender underrepresentation in administration of secondary schools despite the existence of gender policies in mainstreaming necessitated the study. Two research questions guided the study: What are the challenges impeding effective implementation of government gender policies for mainstreaming gender in the administration of public secondary schools in Makueni County? What strategies could be put in place to overcome these challenges? The gender equity theory and the identity theory guided the study. The target population comprised of 3 Teachers Service Commission Sub County Directors, 20 principals, 20 Board of Management chairpersons and 233 teachers sampled from 20 schools in 3 sub counties. Stratified random sampling and purposive sampling techniques selected study participants. Collection of data was done by use of questionnaires and interview guide. The latter were validated in terms of content and face validity. Cronbach Alpha determined the reliability of quantitative data whereas Trustworthiness of qualitative items was determined by use of credibility, dependability and transferability. Quantitative data was grouped, coded and entered into computer software to generate percentages and frequencies that summarized data. Qualitative data was analyzed by use of content analysis. Key findings revealed that the school's nature, age and religious influence, delocalization, minimal leadership positions, lack of equal opportunities, location of school, fear of failure among women, male chauvinism and also unfavorable TSC policies influenced gender inequity in schools. Government policies like the national gender policy, affirmative action, equal educational opportunities and equal promotion opportunities were effective in maintaining gender balance in the administration. Challenges that negated their effective implementation were corruption, weak coordination , harmonization and networking among actors at all levels, ineffective governance, centralization, gap in policy making and practice, slow implementation of gender related policies and laws, inadequate resources, lack of monitoring and evaluation framework, social-cultural issues, misinterpretation of the concept of gender and lack of structural linkages. The study recommended increased budgetary and resource allocation, increased fight against corruption, increased coordination among stakeholders during the implementation process, laying down adequate policy framework for implementation of the mentioned policies, provision of adequate resources, public education campaigns in raising awareness of the policies, the election of more women representatives, enhancing the clarity of the policies, increased stakeholder involvement, improved policy framework as a ways enhancing gender mainstreaming.

2013

enactments, in that behalf, on intellectual property. It may not be reproduced by any means fully or partly, except for short extracts in fair dealings, for research or private study, critical scholarly review or discourse with an acknowledgement, without the written permission of Mzumbe University on behalf of the author. iv ACKNOWLEDGEMENT Preparing this dissertation was a very hard task. A lot of information and data was needed. Firstly, I thank God for his blessings and protection to me, my family and parents. My elder brothers, my family especially my wife Emilian, my young sisters, and my Parish Priest Fr. Mathias Braun, CR. May God grant you every desire of your heart as you were with me all the time of my studies. Much and special thanks to my supervisor, Prof. Eulalia Temba, she spent much of her time sharing knowledge and giving instructions to me so that I achieve my dreams, be blessed Mama. Lastly, I am also thankful to Butiama district council education office members, where I got useful information, also I thank my staff mates at Makore Primary School in Butiama who gave me moral support to enable me reach this stage. May God Bless Them All. v DEDICATION This work is a special dedication to my family especially my wife Emilian, my children, my parents, my elder and young brothers, and my young sisters. Their encouragement and support has been of great value to me.

2015

In 1995 the Beijing Conference on Women identified gender mainstreaming as a key area for action. Policies to effect gender mainstreaming have since been widely adopted. This special issue of Compare looks at research on how gender mainstreaming has been used in government education departments, schools, higher education institutions, international agencies and NGOs. 1 In this introduction we first provide a brief history of the emergence of gender mainstreaming and review changing definitions of the term. In the process we outline some policy initiatives that have attempted to mainstream gender and consider some difficulties with putting ideas into practice, particularly the tensions between a technical and transformative interpretations. Much of the literature about experiences with gender mainstreaming tends to look at organizational processes and not any specificities of a particular social sector. However, in our second section, we are concerned to explore whether institutional forms and particular actions associated with education give gender mainstreaming in education sites some distinctive features. In our last section we consider some of the debates about global and local negotiations in discussions of gender policy and education and the light this throws on gender mainstreaming. In so doing, we place the articles that follow in relation to contestations over ownership, political economy, the form and content of education practice and the social complexity of gender equality .

2021

This study was intended to assess the effectiveness of Gender and Development (GAD) programs of the Division of City Schools-Manila and the perceptions and attitudes of the teachers. This study used the descriptivecorrelational study to test the relationship of perceptions and attitudes of the respondents on gender-related issues such as gender gap, gender inequality, sexual harassment, gender in curriculum, and gender stereotypes and the GAD programs of the DCS-Manila. The participants in this study were the Social Studies teachers in DCS-Manila. The research survey-questionnaire was the primary instrument used, which was undergone modifications from the experts. One (1) from the Division of City Schools-Manila's GAD Focal Point System, another, from the Principal of Tondo High School and the Former member of DCS-Manila GAD Coordinators, and lastly, personnel from the Philippine Commission of Women (PCW) before it was distributed to the respondents. After the full implementation of the study, the data gathered was analyzed and interpreted using Pearson-r to determine the significant relationship of GAD Programs of the DCS-Manila and the perceptions and attitudes of the teachers on gender-related issues. The Social Studies teachers assessed the GAD programs of the DCS-Manila and it was revealed to as effective. Regarding on the perceptions on gender-related issues, it was shown that they are aware and knowledgeable about the existing issues in schools. Moreover, the attitudes of the teachers on the gender-related issues are said to be highly positive. However, the results of the testing of relationship of GAD programs and the perceptions and attitudes of the respondents have acquired a low correlation, this means that the GAD programs are effective but limited to the improvement of awareness and point of views of the respondents regarding the gender-related issues. Therefore, the researcher intended to propose a GAD program that is designed to address the different practices of teachers and schools with gender-related issues in the Division of City Schools-Manila. Moreover, the proposed program can be applied also to all schools of different Divisions in the Philippines to increase the level of perceptions and attitudes of the teachers about the Gender and Development. The program also gives ideas on how to improve the best practices to abolish the gender-related issues found in school.

GENDER MAINSTREAMING COMPLETE NOTES 3. 1 Define and explain gender mainstreaming in social work practice 3.2 Identify global trends and mandates in gender main streaming 3.3 Apply theories of feminism in gender mainstreaming approaches in social work 3.4 Identify challenges faced by society and social workers in embracing gender mainstreaming 3.5 Evaluate and analyse local policies and strategies implemented to foster gender mainstreaming in social work practice in Zimbabwe 4.0 CONTENT 4.1 Conceptual framework 4.1.1 Conceptualising gender mainstreaming Gender mainstreaming is an international phenomenon, originating in development policies, and adopted by the UN at the 1995 conference on women in Beijing, before being taken up by the European Union (EU) and then its Member States. Gender mainstreaming is conceptualised as a 'cross cutting socio-cultural variable' and requires integration throughout all areas of development including ' policy development, research, advocacy, development, implementation and monitoring of projects.' (1997/2). Importantly it emphasises that gender mainstreaming should 'not replace the need for targeted, women specific policies and programmes or positive legislation, nor does it substitute for gender units or focal points' (1997/2). Instead gender mainstreaming should be implemented in conjunction with targeted women initiatives and initiatives that encourage male support for gender equality. Important distinctions are also made between gender mainstreaming and empowerment whereby neither initiative nor strategy should be used instead of another. Empowerment is explained as a process of change with gender mainstreaming acting as a facilitator of this process (UN Women). Nevertheless, many of these examples of gender mainstreaming have been criticised of merely implementing a WID approach, where programmes seek to include women, not transform gender relations (Chant and Gutmann, 2005). Kate Young describes how the term gender is often used synonymously with women/woman (Young, 2002, quoted in Momsen, 2008). This means that, while programmes to involve women are important endeavours, they often ignore greater gender inequalities and the status quo remains unchanged. 4.1.2 DEFINING GENDER MAINSTREAMING Gender Mainstreaming is the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in all areas and at all levels. It is a strategy for making women's as well as men's concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal is to achieve gender equality. GENDER Gender are socially constructed roles of women and men ascribed to them on the basis of their sex. According to March, Smyth and Mukhopadhyay, (1999), gender is a sociological concept that describes all the socially given attributes, roles, activities and responsibilities connected to being male or female in a given society. GENDER EQUILITY Gender equality, refers to women having the same opportunities in life as men, including the ability to participate in the public sphere. It assumes that once the barriers to participation are removed, there is a level playing field. GENDER EQUITY Gender equity means fairness and justice in the distribution of benefits, power, resources and responsibilities between women and men. The concept recognizes that women and men have different needs, power and access to resources, and that these differences should be identified and addressed in a manner that rectifies the imbalance between the sexes. (World Health Organization 2002: 3) GENDER DISCRIMINATION. Gender discrimination refers to unfair differential treatment meted out usually to girls and women in comparison to boys and men. Such differential treatment or discrimination is