Gender Responsive Education (LLCD 2043).pptx

Gender inclusion

1. Gender Responsive Education and Development LLCD 2043 3 credit course for 2 nd year LLCD Students Ermiyas Tsehay Birhanu Department of Life long Learning and Community Development 1/30/2024 1

2. Course Description It have nine chapters The concept of Gender Gender Relation, Role and need Gender theories and the Dev’t of feminist framework (IA) Critical Gender Issues in Development Gender Issues in Rural development Concept and Types of empowerment Rural youth in agricultural extension Leadership and Development Gender sensitization and main streaming 1/30/2024 Ermiyas Tsehay, Woldia University 2

3. Assessment 10 % quiz 15 group assignment and presentation 10% individual assignment 25% mid exam 40% final exam Total 100% 1/30/2024 Ermiyas Tsehay, Woldia University 3

4. The concept of Gender Essential terminologies of gender 1/30/2024 Ermiyas Tsehay, Woldia University Chapter one 4

5. Brain Storming What is the difference between sex and gender? 1/30/2024 Ermiyas Tsehay, Woldia University 5

6. Sex Sex describes the biological differences between men and women, which are universal and determined at birth. Born with; natural Does not vary from place to place, time to time , culture to culture Ermiyas Tsehay, Woldia University 1/30/2024 6

7. Gender It Refers to the attitudes, feelings, and behaviors associated with a person’s assigned sex at birth . It is the roles and responsibilities of men and women that are created in our families, our societies , and our cultures . The concept of gender also includes the expectations held about the characteristics , aptitudes, and likely behaviors of both women and men (femininity and masculinity ). Ermiyas Tsehay, Woldia University 1/30/2024 7

8. Gender cont … Not born with; learned Socially constructed; varies from place to place, culture to culture , and time to time. Ermiyas Tsehay, Woldia University 1/30/2024 8

9. Why We Study Gender? Gender studies is a field that promotes gender equality and combats discrimination against women and other marginalized groups. By examining the history of gender norms over time, it's possible to understand how they contribute to the continued oppression of women in modern society. 1/30/2024 Ermiyas Tsehay, Woldia University 9

10. Classify the following statements as sex role and gender role Males are bread winners. Female teachers are better suited for primary school. Women can breastfeed their babies, but men can bottle feed babies . Women give birth to babies; men do not. Women are good at nurturing children . Ermiyas Tsehay, Woldia University Gender Gender Sex Gender Sex 1/30/2024 10

11. The gender dimension of access and control The degree of access and control over resources depends to a large extent on the status of the individual: The higher the status in the family, the community, and the society is, the higher the access to and control over resources. The lower the status, the more limited the access and control over resources will be. 1/30/2024 Ermiyas Tsehay, Woldia University 11

12. Gender-based violence : It a violence that targets individuals or groups on the basis of their gender. Gender-based violence is any act that results in, or is likely to result in, physical, sexual, or psychological harm, or suffering against someone based on gender discrimination, gender role expectations, and gender stereotypes. 1/30/2024 Ermiyas Tsehay, Woldia University 12

13. Gender Discrimination : It is any distinction, exclusion, or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or exercise by women, irrespective of their marital status. 1/30/2024 Ermiyas Tsehay, Woldia University 13

14. Gender disparities: It Statistical differences (often referred to as “gaps”) between men and women and boys and girls that reflect an inequality in some quantity. 1/30/2024 Ermiyas Tsehay, Woldia University 14

15. Gender equality and gender Equity What is the difference between gender equality and gender equity? 1/30/2024 Ermiyas Tsehay, Woldia University 15

16. Gender equality Gender equality means that women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from , economic , social, cultural and political development. Gender equality is therefore the equal valuing by society of the similarities and the differences of men and women, and the roles they play. Ermiyas Tsehay, Woldia University 1/30/2024 16

17. Gender equality continued It is based on women and men being full partners in their home , their community, and their society . Eg . If the school has a limited number of extra curriculum activity classes, access to these classes needs to be provided equally to boys and girls , depending on their needs and not based on their sex Ermiyas Tsehay, Woldia University 1/30/2024 17

18. 1/30/2024 Ermiyas Tsehay, Woldia University 18

19. Gender equity Gender equity is the process of being fair to men and women . To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity is a means. Equality is the result. Ermiyas Tsehay, Woldia University 1/30/2024 19

20. Equity leads to equality Targeted measures need to be taken to compensate for the historical and social inequality between women and men and achieve gender equality. 1/30/2024 Ermiyas Tsehay, Woldia University 20

21. 1/30/2024 Ermiyas Tsehay, Woldia University 21

22. Gender expression: How a person communicates one’s gender to others including clothing, hairstyle, voice, behavior and the use of pronouns . Gender justice: Equal treatment and equitable value of all genders. 1/30/2024 Ermiyas Tsehay, Woldia University 22

23. Gender identity : It is how a person identifies as being a man, woman, neither, both, or a combination, which may or may not correspond to the sex assigned to them at birth. Unlike gender expression, gender identity is not visible to others. 1/30/2024 Ermiyas Tsehay, Woldia University 23

24. School-related gender-based violence (SRGBV): It includes all forms of violence that occurs in education contexts which result in, or are likely to result in, physical, sexual or psychological harm of children It is based on stereotypes, roles or norms, attributed to or expected of children because of their sex or gender identities. It can be compounded by marginalization and other vulnerabilities. School-related gender-based violence can include physical, psychological, verbal, and sexual violence. 1/30/2024 Ermiyas Tsehay, Woldia University 24

25. Gender relations It is a specific sub-set of social relations uniting men and women as social groups in a particular community. Gender relations intersect with all other influences on social relations, such as age, ethnicity, race, and religion, to determine the position and identity of people in a social group. Since gender relations are a social construct, they can be changed. 1/30/2024 Ermiyas Tsehay, Woldia University 25

26. Gender-roles: Social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific sex. Sexual assault: Sexual contact that a person has not consented to. This includes touching, groping, rape, forced sex, and similar acts. 1/30/2024 Ermiyas Tsehay, Woldia University 26

27. Sexual harassment: It is unwelcome sexualized verbal or physical behavior. Examples include unwelcome sexual comments and gestures. Sexual harassment is often perpetrated by a person in authority toward a subordinate (such as from an employer to an employee). 1/30/2024 Ermiyas Tsehay, Woldia University 27

28. Sexual identity: How individuals identify their own sexuality (usually based on sexual orientation). Sexual orientation: Emotional and sexual attraction to another person or other people who may be of the opposite gender, same gender, or another gender identity. 1/30/2024 Ermiyas Tsehay, Woldia University 28

29. Sexuality It is the sexual knowledge, beliefs, attitudes, values, and behaviors of individuals. Its dimensions include the anatomy, physiology, and biochemistry of the sexual response system; sexual identity, orientation, roles, and personality; and thoughts, feelings, and relationships. Its expression is influenced by ethical, spiritual, cultural, and moral concerns. 1/30/2024 Ermiyas Tsehay, Woldia University 29

30. Stereotype A generalized and over-simplified idea about people based on one or a specific set of characteristics. Stereotypes are usually untrue and often lead to prejudice and discrimination. A stereotype that refers to girls, boys, men, or women is called a gender stereotype. 1/30/2024 Ermiyas Tsehay, Woldia University 30

31. Group Assignment Form Two groups (due date 25/05/2016 E.C 15% with Presentation) Group 1 Shambel Mulugeta Abidi Ahmed Matias Zenebe Melese Adane Group 2 Abel Hailu Kaleab Hailu Shambel molla Asnake Geletie 1/30/2024 Ermiyas Tsehay, Woldia University 31

32. Group one (Chapter five) Gender Issues in rural development Gender in rural development what is rural development? Barriers in women’s involvement in extension Constraints faced by extension agents in working with women farmers. Gender sensitive extension packages Gender situation analysis and review of technology Ermiyas Tsehay, Woldia University 1/30/2024 32

33. Leadership and development What is leadership Types of leadership Participative leadership Autocratic leadership Laisses faire leadership Points to be considered to empower women in leadership positions. Group two Chapter Eight 1/30/2024 Ermiyas Tsehay, Woldia University 33

34. Individual assignment (10%) 1. Briefly discus the difference between the following feminism theories. A. Social feminism B. Radical feminism C. Liberal feminism 2. What is the difference between the following gender development approaches? Welfare Approach Women in development approach 1/30/2024 Ermiyas Tsehay, Woldia University 34 Due date 01/06/2016 E.C

35. Chapter Two 1/30/2024 Ermiyas Tsehay, Woldia University 35 Gender Relations, Roles, and Needs

36. Re-defining Gender Relation Gender relations are socially constructed and vary in time and place and amenable to change . It follow the rules of patriarchy- an ideology and social system where men are considered superior to women . Dominance and subordination mixed with co-operation, force and violence are used to sustain the gender relations. 1/30/2024 Ermiyas Tsehay, Woldia University 36

37. Gender relations are the result of socially constructed unequal power relations between women and men and reinforce this imbalance. Gender relations are context-specific. These relations change in the course of time and with respect to different groups of individuals. They vary in relation to other social conditions such as class, race, ethnicity, disability, age,etc . 1/30/2024 Ermiyas Tsehay, Woldia University 37

38. Gender R ole Most often, gender roles are not based on biological or physical conditions but rather result from stereotypes and presumptions about what men and women should do. Gender roles become problematic when a society restricts the potential and capacity of individuals based on such preconceived notions and assigns greater value to the roles of one particular gender – usually men’s. 1/30/2024 Ermiyas Tsehay, Woldia University 38

39. Gender roles Gender roles or the roles that men and women take society can be divided into three: Productive role Reproductive role Community Role 1/30/2024 Ermiyas Tsehay, Woldia University 39

40. Productive role This includes, the work carried out for pay in cash or kind, anything with potential exchange value, but disguised as reproductive, when women do it. 1/30/2024 Ermiyas Tsehay, Woldia University 40

41. Reproductive role These are routine household activities including child (bearing and) rearing which are not valued economical terms and paid for. For example; care of generations (past, present , future ); maintaining house hold activities (food preparation, cleaning, water and fuel collection ). 1/30/2024 Ermiyas Tsehay, Woldia University 41

42. Community Role These unpaid work carried out by both men and women for community benefit could be divided into two; community managing for which women are mostly exploited to obtain their free service while men play community politics by keeping the decision making power which brings status to themselves . 1/30/2024 Ermiyas Tsehay, Woldia University 42

43. Sex Role Refers to biological functions that are determined by one’s sex. For instance, pregnancy is a female sex role, because only the female sex can undertake this function. Women have special health needs as according to their specific sex roles; for instance, schoolgirls need special understanding during menstruation. 1/30/2024 Ermiyas Tsehay, Woldia University 43

44. Gender Division of Labor Gender division of labor can be defined as the way work is allocated between men and women according to their gender roles. Gender division of labor does not necessarily relate to only paid employment, it includes the tasks and responsibilities that are assigned to women and men in their daily lives, including the family sphere. The gender division of labor may also determine certain patterns in the labor market (ILO, 2008). 1/30/2024 Ermiyas Tsehay, Woldia University 44

45. Gender needs This could be divided in to practical needs and strategic needs. 1/30/2024 Ermiyas Tsehay, Woldia University 45

46. Practical needs These are needs to facilitate existing gender roles. For example, to enable women to do existing work better, to reduce work burdens within triple role and to overcome practical problems in all roles, health, food, tools, training, income, etc. 1/30/2024 Ermiyas Tsehay, Woldia University 46

47. Strategic needs These are needs to change the existing gender roles. For example, achieve greater equality with men, raise women’s status, power, choice, close access gap ( Equal wages , legal rights, asset ownership , non-traditional jobs, control of fertility, income, life-style ). 1/30/2024 Ermiyas Tsehay, Woldia University 47

48. Strategic needs cont … However, it is harder to achieve as it involves different time-scale and planning is needed. In reality both needs are important and as they are interlinked 1/30/2024 Ermiyas Tsehay, Woldia University 48

49. Access and control The analysis of the access to, and control over, resources from a gender perspective supports the identification of ‘who has or does not have access’ to resources: money , technology, training, information, credit , organisations, healthcare services, education , infrastructure, public services, social protection, and justice, amongst others . 1/30/2024 Ermiyas Tsehay, Woldia University 49

50. Access and control 1/30/2024 Access refers to the opportunity to make use of something.  Control refers to the ability to define how something is being used and impose that definition on others . Ermiyas Tsehay, Woldia University 50

51. Access and control Some examples of the difference between access and control are where: Someone is allocated a piece of land for farming by the head of the household, but the head of the household can decide to take back the land. Someone is allocated a piece of land to build and run a small store but 25 years later, when the head of the household passes away, the in-laws take possession of the store and expel the person from it . 1/30/2024 Ermiyas Tsehay, Woldia University 51

52. Someone can access their house, clean it, perform most of the tasks in it, but cannot decide to invite family members or friends to stay with them or decide to rent or sell the house to someone else. Someone can get, or access, a job but cannot decide when to come to work or not and also cannot decide on the salary. Someone can access a mobile phone to make a phone call but must ask permission to use it, and the owner can impose a time limit on the call. 1/30/2024 Ermiyas Tsehay, Woldia University 52

53. The Gender Dimension Of Access And Control Women and men do not have the same status in their household and society in general, and women are often in a subordinate position . This position limits their ability to gain access to and control of resources and benefits. In some cases, women may have access to resources but do not have control over them.  1/30/2024 Ermiyas Tsehay, Woldia University 53

54. The degree of access and control over resources depends to a large extent on the status of the individual: The higher the status in the family, the community, and the society is, the higher the access to and control over resources. The lower the status, the more limited the access and control over resources will be . 1/30/2024 Ermiyas Tsehay, Woldia University 54

55. Chapter Three Gender T heories and the Development of Feminist Framework 1/30/2024 Ermiyas Tsehay, Woldia University 55

56. Feminism Theories 1/30/2024 Ermiyas Tsehay, Woldia University 56

57. Chapter Four Critical Gender Issues in Development 1/30/2024 Ermiyas Tsehay, Woldia University 57

58. Chapter five Gender Issues in Rural development 1/30/2024 Ermiyas Tsehay, Woldia University 58

59. Chapter six Concept and Types of empowerment 1/30/2024 Ermiyas Tsehay, Woldia University 59

60. 1/30/2024 Ermiyas Tsehay, Woldia University 60

61. Chapter seven Rural youth in agricultural extension 1/30/2024 Ermiyas Tsehay, Woldia University 61

62. Chapter Eight Leadership and Development 1/30/2024 Ermiyas Tsehay, Woldia University 62

63. Chapter Nine Gender sensitization and main streaming 1/30/2024 Ermiyas Tsehay, Woldia University 63

64. Gender mainstreaming 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 the policies and programs in all political , economic and societal spheres so that women and men benefit equally and inequality is not perpetuated . From the perspective of this educational toolkit , gender mainstreaming is the process that will be used to achieve a gender-responsive education system. 1/30/2024 Ermiyas Tsehay, Woldia University 64

65. This includes consistent use of a gender perspective in all activities in all educational institutions and by all those working in the education sector. Gender mainstreaming requires education practitioners to examine and change those attitudes and practices that contribute to gender inequality in education. Some will be easier to change than others. 1/30/2024 Ermiyas Tsehay, Woldia University 65

66. It will take time and involve the need for professional development and the allocation of resources, so that gender mainstreaming becomes an integral part of educational planning and implementation . The process of building balanced relationships between women and men implies mobilization of legal instruments, financial resources, and human capacity . 1/30/2024 Ermiyas Tsehay, Woldia University 66

67. Goal of gender mainstreaming The goal of gender mainstreaming is to achieve gender equality at various levels: Equal distribution of workload Equal access to resources and opportunities Equal access to control over resources and benefits Equal access to participation in decision-making 1/30/2024 Ermiyas Tsehay, Woldia University 67

68. The process of mainstreaming The process of mainstreaming gender in education thus includes: Questioning the underlying paradigm on which the educational institution policy, goals , and objectives have been based Putting women in strategic positions (in policy-setting and decision-making) at schools and institutions 1/30/2024 Ermiyas Tsehay, Woldia University 68

69. process Making women and girls visible in all data (enrolment, attrition, dropout, high scorers , graduates , committee members, etc.) Providing training in gender analysis, methodology, and awareness. 1/30/2024 Ermiyas Tsehay, Woldia University 69