It doesn’t matter if you’re schooled in Belgium, Cambodia, or anywhere else… every education system should have a roadmap so it can transform into a gender responsive system.”, TIGER draws the attention of teachers and school leaders to their responsibility as pedagogues, Stereotyping in classrooms is also a big problem in Belgium, Capacity development from a distance: 3 good practices, Gender and Development for Cambodia: committed to constructive dialogue, Empowering primary school directors: shifting self-perception, Cambodia’s Minister of Education honours VVOB, Bridging initial and continued teacher training with UNESCO, ‘Is this an accurate reflection of reality?’, ‘Are women allowed to dream of a career, and men of spending more time with their children?’. “TIGER’s action guide will serve as the base for the professionalisation of teacher and school leaders on this, so these crucial actors become aware of gender challenges in the education system. Specifically, the department clarified that the justification for sex separation of students "may ‘not rely on overbroad generalizations about the different talents, capacities, or preferences of' either sex," and emphasized that "likewise, the evidence cited in the justification may not rely on these overly broad generalizations.". “We need to stop ourselves: because maybe whatever is going on isn’t, after all, because he’s a boy. The technology to maintain this privacy management relies on cookie identifiers. If a child has been permanently excluded from the school, an order can be sent to reinstate them. Hopefully that's about to change. Google Analytics cookies help us to understand your experience of the website and do not store any personal data. Regulations requiring separate toilet facilities for boys and girls can help. The Ministry of Women’s Affairs and the Ministry of Education, Youth and Sports are closely involved in the project. The good students are seen all the time as being good and bad ones even they have a real progress, objectively … In these cases the act itself is unlawful, not whether or not someone meant it. Pinkett’s Damascene moment came a few years into his teaching career while discussing a poem with a female colleague. Even though it’s the teachers that have such a big influence on their learners and even ask for help. The implementation of Ethiopia’s Code of Conduct on Prevention of School-Related Gender-Based Violence in Schools has been patchy. “With this reflex, we mean learning to consciously see and manage gender differences to counter stereotyping”, Christin enlightens. It breaks my heart that’s how boys prove their masculinity – by using sexual language and bravado in which girls, and female teachers, become the victims.”. The share of participating teachers who were aware of how to prevent gender-based violence in school increased from 56% to 95% after the intervention (C-Change, 2013). The program called for "large amounts of explanation for assignments" for girls and "limited teacher explanation" for boys. Registered no: OC322962. To learn more about how we keep your information safe please read our  privacy policy . After these trainings, they’ll be equipped with the necessary knowledge to create a (more) gender aware climate in their classrooms and schools.”. An example: a textbook overflows with images of caring women and working men. But it’s not just the appearance of teachers that Pinkett, who teaches at Kings college, Guildford, wants to challenge; it’s the bias that some have around their expectations of their male pupils, and what they can achieve. There are four main types of discrimination that are important in schools; direct discrimination and indirect discrimination, harassment and victimisation. The school environment hasn’t been exempted by the influence of the prejudices, stereotypes and discriminations. “What do they expect a head of English to look like – should I be wearing a tweed jacket with elbow patches?”. To control which cookies are set, click Settings. Victimisation occurs when a school does something which is disadvantageous to a pupil because either the pupil or the pupil's parent or sibling takes, or is thought to be about to take, action under disability discrimination law. In some cases, incomplete and sometimes inaccurate information was taught. • To order a copy of Boys Don’t Try? Only 20% learned about types of contraceptive methods, and even fewer learned how to use and where to get them (Figure 17). In the United Republic of Tanzania, over half of girls and boys who had experienced physical abuse identified a teacher as an abuser (HakiElimu, 2017). The Doorways programme in Burkina Faso, Ghana and Malawi trained upper primary and lower secondary school teachers on children’s rights and responsibilities, alternative teaching practices, basic counselling and listening skills, awareness of sexual harassment at school and teacher code of conduct (DevTech Systems, 2008; Queen et al., 2015). Harassment can occur when a school engages in unwanted conduct related to a disability which has the purpose or effect of violating a pupil's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for the pupil. Any claims that you make will be dealt with according to the situation. Students are also responsible for ensuring their behaviour does not impinge on others’ right to education (UNICEF and UNESCO, 2007). In any case, inspectorates are severely constrained by human resource shortages in many poor countries. In Governments, schools, teachers and students all have a part to play in ensuring that schools are free of violence and discrimination and provide a gender-sensitive, good-quality education (Figure 16). Inevitably the teacher has a pre-set optics, a series of stereotypes depending on which he/she actions and which guides the activities of training and assessment. It should be a foregone conclusion that treating boys and girls differently in school is sex discrimination. Girls around the world are experiencing gender discrimination from the age of just seven years old, with one in ten primary schoolgirls reported being unhappy being a girl, doubling to one in five by the time they reach secondary school. By continuing you agree to the use of cookies. Two in five girls were absent during menstruation for an average of three days during each cycle (Alam et al., 2014). And students must behave in a non-violent, inclusive way. Teacher codes of conduct can be effective in reducing school-related gender-based violence if they explicitly refer to violence and abuse and include clear breach reporting and enforcement protocols. School-based comprehensive sexuality education programmes equip children and young people with empowering knowledge, skills and attitudes. The initial training lasted for two days and was followed by two refresher training sessions. Does the action guide have a positive message? To be told about your school’s policies on gender discrimination — including how to report — in a way that you understand. In this paper we will investigate the aria of the behaviors influenced by prejudice and stereotypes and also the discrimination in schools. In West and Central African countries, sexual abuse and exploitation by teachers, school staff and others in position of authority is common practice (Antonowicz, 2010). There’s also this anti-school mindset fuelled by stereotypical masculinity – like the stereotype that schoolwork is something girls ‘naturally’ do best,” he says. Male teachers are more likely to specialise in STEM (science, technology, engineering and mathematics) and PE, whereas women are more likely to teach humanities and languages.