In many crisis-affected contexts, girls and women face challenges in accessing quality education that is safe, protective and at the same time a positive, exciting and empowering experience. Gender perspectives and gender equality principles are critical for ensuring that all girls, boys, women and men benefit equally from education.
Healing Classrooms assessment findings show how important it is that different education actors – including IRC education staff, teachers, head-teachers, classroom assistants and other education personnel – as well as parents – recognize the roles gender and power can play in the school setting. Without this sort of discussion, efforts to promote girls' and young women's education may fail to address the underlying causes of girls' and women's non-participation. Without acknowledging the significance of gender within educational systems, opportunities for transformation in attitudes and behaviors may be missed, which may cause gender inequities to persist.
In Healing Classrooms, teachers refers to a diverse group of individuals facilitating learning, development and protection activities in IRC's education interventions. This may include primary school teachers, child-friendly spaces facilitators, vocational trainers or a variety of other educators and facilitators in the full range of education interventions.
Student is defined as any individual receiving instruction or training in a range of learning environments such as formal and non-formal schools, literacy and numeracy classes, vocational training and even apprenticeships.
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