Addressing gender stereotypes in the classroom

Gender stereotypes in the classroom

How to achieve a conducive environment for adolescent girls’ learning. (16 – 20 January 2017 ) Context Education is a proven driver of gender equality and sustainable development. Yet girls still have fewer opportunities than boys to gain access to, complete and benefit from quality education. Sustainable Development Goal (SDG) 4, which aims to “ensure… Continue reading Addressing gender stereotypes in the classroom

Gender assumptions that challenge a quality education for girls in Uganda

By Hawah Nabbuye. Uganda has made significant progress in promoting girls’ education in recent years. Policies improving access and enrollment have been reformed, primary enrollment rates have increased dramatically, and more girls than ever are completing school at all levels. Policies like the Gender in Education Policy and the National Strategy for Girls’ Education highlight the importance of gender mainstreaming—Integration of gender interventions,… Continue reading Gender assumptions that challenge a quality education for girls in Uganda

Strengthening Gender Responsive Pedagogy for STEM in Uganda

In Uganda, girls are particularly under-represented in science, technology, engineering and mathematics (STEM) education. There is low enrolment, poor performance, and high numbers of dropouts. In 2014, a government report revealed a severe drop between 2009 and 2014 in the percentage of girls passing biology and mathematics examinations. This gender gap reduces the number of… Continue reading Strengthening Gender Responsive Pedagogy for STEM in Uganda