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Enabling Learning Environment

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Enabling Learning Environment Betty Ezati ... Go to School, Back to School, Stay in School campaign Construction of separate latrines for boys and girls. – PowerPoint PPT presentation

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Title: Enabling Learning Environment


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 peoples 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
Pre-primary and primary secondary Tertiary and universities
Access UPE (by 2005 gender parity achieved) USE 1.5
GEM UNGEI lower entry requirements lower entry requirements
Loan scheme
Female scholarship scheme
completion Promotion of Girls Education (PGE) - facilitate the retention and performance construction of low cost incinerators ????
EIC aimed at promoting equal participation of girls and boys in the classroom
GEM
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
(No Transcript)
13
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
14
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

15
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

16
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?
17
  • Thank you for listening
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