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Enabling Learning Environment

Enabling Learning Environment. Betty Ezati. Introduction. Enabling learning environment entails creating conditions which facilitate attainment of quality education for both boys and girls Twenty years after Beijing, Uganda has made great strides in education and training of girls and women

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Enabling Learning Environment

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  1. Enabling Learning Environment Betty Ezati

  2. Introduction • Enabling learning environment entails creating conditions which facilitate attainment of quality education for both boys and girls • Twenty years after Beijing, Uganda has made great strides in education and training of girls and women • More girls are at school (all levels). Gender parity achieved in primary, gender gap at secondary greatly reduced.

  3. Interventions • Appointment of the EPRC in 1987 and declaration and implementation of the UPE in 1996 marked the beginning of the drive to redress the problems of inaccessibility, inequity, low quality and inefficiency within the education system • Guided by Education Sector Investment Plan (ESIP, 1998-2003) and the successor Education Sector Strategic Plan (ESSP, 2004-2015) many interventions are in place.

  4. Legislations • 1995 Constitution of the Republic of Uganda recognizes girls’ education as a constitutional right Article 30 (Right to Education), 32 (Affirmative Action), 33 (protection -Laws, customes traditions against the diginity, welfate or interest of women are prohhibited • Gender Policy, • Gender in Education Policy • By laws e.g. defilement, early marriages, banning children from going to markets on school days

  5. Regulations and Guidelines • National Strategy for Girls Education in Uganda (NSGE) launched in 2005, revised in 2014 • Gender in Education Teacher’ Handbook • Achieving Gender Parity in Education in Uganda: A Strategy Paper and Framework for Action, June 2005. • Provides guide for the implementation of UNGEI activities from national to community levels • Entrenches young people’s participation in girls’ education initiatives at the national, district and school levels.

  6. Programmes and Projects • The Equity in the Classroom (EIC) program aimed at promoting equal participation of girls and boys in the classroom; • Growing Up and Management of Sexual Maturation (GUSM) program - meant to promote incinerators for safe disposal of sanitary materials; • The Childhood Development, Child Friendly Basic Education and Learning Program (2001-2005);

  7. Programmes and Projects • The Sara Communication Initiative (SCI); • Provision of bursary by some districts for girls • Advocacy for re-entry of child mothers and pregnant girls • School Facilities Grants (SFG) includes funds for compulsory provision of separate latrines for girls and boys.

  8. - Go to School, Back to School, Stay in School campaign Construction of separate latrines for boys and girls. Activities of GEM and UNGEI

  9. Global influence • Uganda is signatory to the several international conventions and declarations that safeguard the rights and educational interests and concerns of the girl-child and women.

  10. Interventions

  11. Gaps • Drop out remains high • Gender disparity at secondary and tertiary levels continue to be high especially in BTVET • Limited knowledge and understanding of gender by the actors in education • Biases at family, school and community • Child abuse (defilement, sexual abuse and child labour)

  12. Teachers role in creating an enabling environment • Teachers should be able to reflect and make consious choices on: • Central parts of the course/syllabus • Examples that will be used • Literature / textbooks • Guest teachers/lecturers • Interactio n with pupils and students • Attitude in class • Amount of talk The class should be a

  13. A gender sensitive teacher • Reflects and makes consious choices on: • Central parts of the course/syllabus • Examples that will be used • Literature • Guest teachers/lecturers • Interactio n with pupils and students • Attitude in class • Amount of talk

  14. Final thoughts • Are our teachers, parents etc able to: • analyze the world and all that is taken for granted with critical eyes. • Question present norms and values in relation to gender. • What are the impediments to creation of an enabling learning environment? • What actions and policies are required to address these impediments

  15. Final thoughts: Where do you want our students(girls and boys to be? Can we focus on the individual instead of levels of education as we create an enabling environment?

  16. Thank you for listening

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