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Gender Mainstreaming in Teacher Education

Gender Mainstreaming in Teacher Education Published Date : 12 Mar 2019
To promote gender equality in education, UNESCO conducted six different workshops in three provinces of the country, in which a total of 235 locally elected representatives, province assembly members, teachers, educators, curriculum developers, textbook and teacher training manual authors, members of civil society and policy level education planners and managers participated.

For gender equality to be a reality in classrooms, teachers themselves must practice gender-responsive teaching, underpinned by knowledge of gender-sensitive pedagogy. This training targeted the in-service teacher instructors from the districts of Kavrepalanchok, Nuwakot, Chitwan and Kathmandu in Province 3. Going forward, ideally both prospective and current teachers should be provided with appropriate gender-sensitive teacher education and training.

The province governments have the responsibility of designing a curriculum, developing educational schemes, managing teachers, staff, physical facilities and more. Three of the workshops targeted province assembly members, education planners, policy makers and managers from Province 2 and Gandaki Province.

Ministers of Social Development from Province 2 and Gandaki Province were present at these workshops and both were committed that their governments would target the promotion of gender equality. Minister Nardevi Pun from Gandaki Province shared that her ministry has allocated NPR 2.5 million to promote female literacy through non-formal education, while in his presentation, Minister Nawal Kishor Shah from Province 2 said that they are making efforts to empower women through self-defense training.

Chief Secretary of Gandaki Province, Laxmi Ram Poudel, highlighted that no person in society should face discrimination.

After hearing from Bhumika Shrestha, an activist from the LGBTI community, Deputy Chairperson of Ghyanglekh Rural Municipality of Sindhuli district Durga Devi Sunuwar realized her municipality needs to work towards integrating the gender minorities in their policies and programmes. She said, “I used to think that gender issues were meant only for women. Now I know it was my naïve understanding. This workshop has broadened my perception towards gender and swept away all my deeply held misconceptions.”

A further workshop targeted curriculum developers, teacher training manual writers, textbook writers, and officials from the University Grants Commission, Council for Technical Education and Vocational Training and Curriculum Development Center. Gender-responsive curricula are an important channel to build knowledge and skills that support learners to examine dominant power structures, question gender stereotypes, promote positive gender relations, and advance gender equality.

The Director-General of the Centre for Education and Human Resource Development (CEHRD), Baburam Poudel, recognized the effort of UNESCO as a complement to those of the government, and highlighted the need for the implementation of these policies.

Under the programme “Enhancing girls’ and women’s right to quality education through gender-sensitive policymaking, teacher development, and pedagogy in South, Southeast and Central Asia”, UNESCO organized these workshops with the support of the Regional Education Directorate (Gandaki province), Province 2 Secretariat, CEHRD, Education Training Center Dhulikhel, Videh Foundation and Educational Resource and Development Center Nepal.
Source:http://www.unesco.org/new/en/kathmandu/about-this-office/single-view/news/gender_mainstreaming_in_teacher_education/

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