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Nigeria Needs A Gender-Responsive Approach To Education In

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Sustainable Development Goal 4, inclusive and equitable quality education for all, is about much more than education access. It calls for education policies to look beyond gender parity in school enrolment in order to put gender equality at the heart of education through gender-sensitive plans and policies. Gender-responsive education sector planning (GRESP) is an essential measure To bridge the divide in policy, Dayil said it was essential to adopt a gender-responsive approach that addresses the specific needs and experiences of men and women. For education to fulfil its potential as an essential pathway to a gender-just world, both girls and boys must equally benefit from it. Yet in many countries, girls are the first to drop out of school, the first to be failed by the system. In others, it is boys who consistently underperform. To close the gender gap we need education systems that are gender-responsive by design. UNGEI is

Gender-responsive education in emergency in Nigeria

Narrowing the gender digital divide for students in Nigeria ...

As a follow up to the gender analysis, a gender approach needs to be used during the validation process to ensure that the gender-sensitive process results in recommendations and outcomes that are gender responsive. Drawing on a selection of country experiences, this policy brief identifies emerging practices on gender- and disability-inclusive budgeting. These include the: collection, analysis and use of data and statistics on intersectional discrimination; integration of gender and disability inclusion in laws, policies, systems and institutional practice; integration of gender and disability inclusion Women play important roles in the Nigerian economy. However, some of the gender development indicators have not shown significant improvement in women empowerment and gender equality. Thus, the aim of the study is to understand the political and economic factors influencing budget allocation to women-oriented programmes and projects and to investigate

Changing gender stereotypes in education is the start to achieving women’s full and equal participation. Encouraging more students, especially young women and girls, to choose studies in the science, technology, education and mathematics fields is Gender-responsive education Toolkit for Teachers, Teacher Educators, School Managers and Curriculum Developers in AfricaEducation is UNESCO’s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations’ specialized agency for education and the Education Sector provides global This is a guide for Gender Responsive Pedagogy (GRP). I was informed by a rigorous process of desk review, interviews, and consultation

A gender-responsive pedagogy addresses this by integrating gender into the fabric of teaching and learning – including the processes of curriculum design, the management and facilitation of learners in the classroom, and approaches to assessment. These challenges point to the need for a new framework of reference to address gaps and strengthen the institutionalization of gender-responsive approaches

GENDER EQUALITY IN EDUCATION REQUIRES UNBIASED CURRICULA AND TEXTBOOKS To facilitate gender-responsive instruction, curricula and textbooks should be free from gender bias and promote equality in gender relations. How students perceive themselves and how they project their role in society is shaped to some extent by what they experience at school, SOR SPR STEM SURE-P TBAs Sexual and Gender Based Violence Strategic Gender Needs Small and Medium-scale Enterprises Sexual Offenders Register Service Provider Register Science, Technology, Engineering and Mathematics Subsidy Reinvestment and Empowerment Programme Traditional Birth Attendants TETFUND Tertiary Education Trust Fund TWG

Why is this tool important? Researchers committed to addressing gender and social inequalities for women’s and men’s benefit need projects and Executive Summary Gender equality and the empowerment of women and girls are key to an inclusive and effective humanitarian action. This case study is an effort to investigate the field-level dynamics, mechanisms, tools and practices that enable or hinder the integration of gender equality and the empowerment of women and girls in the humanitarian response in Nigeria,

Gender-Responsive Public Transport

  • Gender-responsive education systems
  • Mainstreaming gender into social protection strategies and
  • Gender-responsive restoration guidelines

The reality is that gender inequity and discrimination persist in Nigerian society and is prominent in all tiers of education. Teachers may

A gender-responsive transport system has a crucial role to play to address both women’s practical needs such as easy access to educational institutions, work places, and healthcare and the strategic need of women empowerment by

A gender-responsive education can promote equal learning outcomes by recognizing and addressing the specific needs and capacities of girls, boys, women, and men, empowering them equally. The result can be transformative, especially for girls and young women, who are empowered to make more positive life choices and reach their potential.

FOREWORD The National Gender Policy in Basic Education is the response to the challenges of achieving gender equality in education as expressed in the 1999 Constitution of the Federal Republic of Nigeria which states that access to quality education is the right of every Nigerian child. The attainment of gender equality is not only seen as an end in itself, being a human Background and objectives The importance of mainstreaming gender into social protection policies and programmes is increasingly recognized. However, evidence on the extent to which this is actually happening remains limited. This report contributes to filling this evidence gap by drawing on the findings of two complementary research projects undertaken by UNICEF Office

The absence of a comprehensive guidance and the lack of substantial empirical evidence on TB care approaches that are responsive to the needs of men in Nigeria exacerbates this problem. Therefore, this research aimed to co-create a gender-responsive intervention for men in peri-urban communities in Nigeria. Edem Dorothy Ossai highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies in Nigeria. The need for gender-responsive energy policies To address the gaps in Nigeria’s energy transition plan, gender-responsive energy policies must be implemented.

To ensure the promo on and adop on of gender sensi ve and gender responsive approaches to the agriculture sector planning and programming in a way that smallholder women farmers have equal access and control of produc ve resources and opportuni es in order to achieve their poten al, ensure sustainable livelihood, earn decent income and

Women who can freely travel to work or educational institutions, access markets, or engage in political and civic activities often experience greater economic independence and decision-making power. We need to build in gender responsive strategies and collect robust data on a regular basis. Gender-responsive pedagogy is one very important element of our holistic approach to empowering girls through quality teaching and learning – but it is not the only one. We offer a suite of tools and methods to engage with and influence communities and parents. The need for gender-responsive budgets is identified by Patel (2020), arguing that gender-responsive budgets demand a vision for gender justice, gender equity, and the translations of gender commitment into financial commitments.

Implementation of gender-responsive budgeting varies in nature and scope owing to its evolution over time and depending on the political context, entry points for engagement, and the level of capacity in country (Sharp and Elson, 2007). While there is no single, universal model, all countries typically follow a four-phase budget cycle 2 allowing for the use of common tools

Addressing the different situations, roles, needs, and interests of women, men, girls, and boys in the design and implementation of activities, policies, and programs. A program, policy, or activity that is gender-responsive addresses gender-based barriers, respects gender differences, enables structures, systems, and methodologies to be sensitive to gender, ensures gender parity is a

A gender-responsive school is one in which the academic, social and physical environment and its surrounding community take into account the specific needs of both girls and boys. A gender-responsive EiE approach in Nigeria must systematically address the root causes of differentiated patterns of male and female participation in formal education during crises in order to For this to happen, more research is needed to prioritize structural barriers that need to be removed and to identify effective gender transformative approaches.

Puting the gender-responsive approach into practice requires an analysis of policies and laws to understand how implementation will impact migrants of different sexes and gender identities and make changes as required. Some of the overarching issues that need to be addressed to ensure gender-responsiveness are:

Gender responsive and transformative approaches can help us build a more inclusive, sustainable peace and are a key part of our new gender strategy. In northeast Nigeria, we’ve been using these approaches to build more inclusive community peacebuilding processes in a region living under constant insurgencies.