1. Orientation on gender concepts and issues
KIGEPE & Gender Team, UNESCO Bangkok
UNESCO-KIGEPE- UNDP ROK Workshop on Gender Responsive Budget : A GENIA Sub-regional Capacity Building Initiative for South, South East and East Asia
3-5 December 2008
Seoul, Korea

2. Sex and Gender: What is the difference?
Born with
Biological characteristics
Universal
Not changeable
Learned
Social characteristics
Diverse, culturally different
Changeable
SEX
GENDER

3. Statements about Women and Men Quiz

4. Gender or Sex? S G _____ 4. Doctors are men; nurses are women. S G
_____ 1. Women give birth to babies, men do not.
_____ 2. Girls are gentle; boys are rough.
_____ 3. Women breastfeed babies; men can bottle-feed babies.
_____ 4. Doctors are men; nurses are women. G S G

5. Gender or Sex? G G G G _____ 5. Boys don’t cry.
_____ 6. Boys are good at math and science and girls are good at language and history.
_____ 7. When one thinks of an engineer, one hardly ever thinks of a woman.
_____ 8. Women work two-thirds of the world’s working hours, produce half of the world’s food and yet earn only 10% of the world’s income and own less than 1% of the world’s property. G G G

6. Gender or Sex? S
_____ 9. Boys’ voices break at puberty, girls’ do not.
_____ 10. A girl gets expelled from school for being pregnant, while the boy who impregnated her is neither judged nor expelled.
_____ 11. Kindergarten teachers should be women; men are not good at taking care of young children. G G

7. Your statements…

8. Some more statements on gender relations from our countries
Men are the front legs of an elephant and women are the hind legs
Men should not step into the kitchen
Women should walk 3 steps behind men
Women are flowers of the world
But… also
Women hold up half of the sky
Human race is a two-winged bird – one wing is female and the other is male. Unless both wings are equally developed, the human race will not be able to fly.

9. Gender Sex is a fact of human biology; gender is not
Gender and Policies
Gender
Sex is a fact of human biology; gender is not
The experience of being male or female differs dramatically from culture to culture

10. Gender: the definition
Gender, refers to 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 expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity).

11. Gender and Policies
Gender
The concept of gender is used by sociologists to describe all the socially given attributes, roles, activities, and responsibilities connected to being a male or a female in a given society; that is, the social classification into ‘masculinity’ and ‘femininity’
Our gender identity determines how we are perceived, and how we are expected to think and act as women and men, because of the way society is organized.

12. To sum up… Gender ≠ Women/female
=social and cultural construction or interpretation of differences between the sexes (masculinity/femininity)
Sex = biological distinction/differences (male/female)
Second sex, Simone de Beauboire: women are not born women, but born to become women.
Examples: male vs female colours, soft female subject =arts literature, male hard subjects engineering

13. Gender Equality vs. Gender Equity

14. Gender Equality Women and men have equal conditions
Gender and Policies
Gender Equality
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.

15. Gender Equality Gender equality is therefore the equal
Gender and Policies
Gender Equality
Gender equality is therefore the equal
valuing by society of the similarities and the differences of men and women, and the roles they play.
It is based on women and men being full partners in their home, their community and their society.

16. Gender and Policies
Gender Equality
The result of the absence of discrimination on the basis of a person’s sex

17. Gender Equity The process of being fair to women and men
Gender and Policies
Gender Equity
The process of being fair to women and men
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 of playing field.

18. Gender and Policies
Gender Equity
Therefore, the concept recognizes that women and men have different need and power and that these differences should be identified and addressed in a manner that rectifies the imbalances between the sexes.
Equity is a means.
A means for a society to overcome inequalities
Equality and equitable outcomes are the results.

19. EFA Goal 4
Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

20. EFA Goal 5
Eliminating gender disparities in primary and secondary education by 2005,
and achieving gender equality in education by 2015,
with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

21. EFA GOAL 5 : parity and equality “two-in-one” goal
Eliminating gender disparities in primary and secondary education by 2005,
and achieving gender equality in education by 2015,
with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
This is the time to for us to revisit the EFA Goal no. 5 here – EFA Goal 5 on gender is actually a two-in-one goal addressing both the issue of parity and equality. And the ultimate goal is actually to achieve gender equality in education by 2015 – and to be more specific, in education not just in basic or primary or secondary, but in “education”. Achieving gender parity thus is only meeting half way of this goal.
In fact, this goal EFA 5 is a very comprehensive goal. It is not only talking about “numbers”, It is not only about “women and girls”. It is telling us that we must put a “face” to the learners behind the numbers, And look into the learning environment in its entirety
Here, I wish to remind ourselves that MDG Goal 3 target 4 which refers to the gender goal in education only refers to Parity as such it is a more limited in scope compared to the EFA Goal 5.

22. Gender : a crosscutting issue
Gender is not a separate and special issue: EFA Goals 2, 4, and 5 all addresses the issue of gender disparities and achieving gender equality in education by 2015.
The goal is to achieve gender equality - Must look beyond parity (numbers)
Gender mainstreaming is a process to achieve it.

23. What is Gender Equality?
NOT about having same number of men and women in all spheres & activities;
NOT about treating men & woman exactly the same;
Equal opportunity and access to resources, decision making and control of the means of production and of their welfare in general

24. Gender Equality means
Different behaviours, aspirations and needs of women & men are considered and valued equally;
their rights, opportunities and responsibilities will not depend on whether they are born male or female;
free to develop their personal skills and make choices without limitations set by stereotypes, rigid gender roles and bias.
women and men can live equally fulfilling lives

25. What do we mean by achieving gender equality in education?
ACCESS
equal opportunities to attend and participate in educational programmes and learning (formal and non-formal)
QUALITY
equality in the learning process
equality of learning outcomes
equality of job opportunities and earnings

26. We must look beyond Parity…
Textbooks, literacy reading materials – projecting stereotypical images and messages
Factors affecting unequal educational opportunities
Burden of household chores, care of siblings usually falls on women and girls – lack of time for homework, review, continued studies
! Learning environments, either formal or non-formal, are often very gender insensitive

27. Formal & Hidden Curriculum
Formal curriculum
- Textbooks
- Sex differentiated subjects
- Different time allocation of subjects
Hidden curriculum
- teachers/students relationship
- peer pressure
- different subjects by teachers of different
sex
- different activities in playgrounds

28. Why Are Textbooks Important?
Reflection of socio-cultural and historical values of a given society
Contents of textbooks considered “legitimate knowledge”

29. Six Categories of Gender Biases in Textbooks
Invisibility
Stereotyping
Imbalance / Selectivity
Unreality
Fragmentation / Isolation
Linguistic bias

30. Parity on the road to Equality
achievement of equal outcomes for women and men
Broader social changes
PARITY
equal participation of both sexes in different levels of education
Focus on access, is a quantitative concept
People often ask why achieving gender parity is not enough – what is the major difference between gender parity and equality?
Parity is a numerical or quantitative concept. It focuses only on access and nothing more, but it is indeed the first step in the path to achieving equality.
Equality on the other hand, is a qualitative concept, looking beyond the numbers and at the learning process, achievements, transformation of an individual leading to a broader social change. As such, it is also very difficult to measure - as we have been hearing throughout the last 2 days – and also it is not only one-dimensional. That is to say…

31. What would a gender-responsive classroom look like?

32. Teaching-learning process
Does the teacher walk around the class and talk to girls and boys equally?
Does the teacher call on girls and boys equally?
Do girls and boys have equal opportunities to go to the chalkboard during a lesson?

33. Only boys in the front with the teacher?
Or teachers learning together with the children?

34. Materials How many girls and how many boys have textbooks?
Access
How many girls and how many boys have textbooks?
How many girls and how many boys have pencils or pens?
How many girls and how many boys have exercise books?

37. Materials
Content
How are girls and boys, women and men represented in textbooks?
Number of pictures
Balance of “mirrors” and “windows”

40. Classroom Environment
Posters and images
How are girls and boys women and men depicted?
Balance in the number of pictures of girls and boys, women and men?

41. Learning Environment In the classrooms:
How are girls and boys depicted in posters and images?
Balance in the number of pictures of boys and girls in posters and decorations?
School facilities:
Separate, working toilets for boys and girls?
What are girls and what are boys doing in the school yard?

42. School Environment and Facilities
Separate, working toilets for male and female?
What are girls and what are boys doing in the school yard?

43. Football only for girls?
Football only for boys?
Football only for girls? OR
Football for All?

44. Achievement and expectations
Are boys and girls encouraged to take and achieve in all subjects equally? Or are boys encouraged to take certain subjects and girls others?
What are the expectations for girls and boys to continue their schooling? What are the expectations for the role and jobs afterwards?

45. Do these reinforce gender stereotypes or encourage equal opportunity?
Do we see a mirror or a window?

46. What will you wish for….??