Gender Role In Education

1160 Words5 Pages
The institutionalisation of the gender approach is not easy insofar as it involves political, cultural and ideological issues that are difficult to implement and generate significant resistance in society, in institutions, at the individual and family level. In turn, knowing that the dictating of a policy or new laws is not enough to bring about changes in social reality and cultural practices, even less in institutional practices it is necessary to tackle the problem of inequalities in an integral way. The inclusion of a gender perspective in the design of policies, laws, programs or other types of action involves considering the particularities of the relationships between men and women, their different family and social realities, their…show more content…
Thus, the improvement of teachers program requires a diagnosis to know what obstacles are limiting the participation of women and men in training processes. More broadly, it is necessary to include in the contents of the study materials and the programs from the primary, the promotion for the conclusion of the studies, as well as to combat the stereotypes related to the occupations defined as feminine and masculine; gender violence among others. In addition, studies that delves into the reasons that lead students to drop out of school, such as lack of interest in the study or other personal and family reasons to generate actions with the beneficiary population, should be resumed. That is to say, to complement the economic support with other strategies that try to reduce other obstacles, for example, for students with children, day care centers; define a system of tutors to provide support in the case of women who do not have family support to continue their studies, or with students who do not have work options and life project, etc. The suggestion is to create a component that includes as an objective that the students use the teaching work practice to contain themes in the matter of equality between men and women. Generate innovative classes in didactic terms for the treatment and inclusion of such topics according to the knowledge of the area, region or population. It is recommended to take advantage of training for mothers and fathers and caregivers to include issues such as: non-violence against women, equality of women and men, non-discrimination, the reflection on sexist stereotypes, the distribution of family responsibilities, among others. Manage actions so that the schools that are part of this program are also part of the program of open schools for gender equality to reinforce actions and rely on the work of parents ' associations. In the case of demand-side programs for adult education and the model of education for life and work, gender equity
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