Gender Dynamics

Gender Dynamics / Quiz / Module 3 Quiz Answers

Module 3 Quiz Answers

Check the answers below after you have reviewed the text and responded to the quiz questions.

1. When talking about education, what is meant by "supply"?

When talking about education, "supply" factors are associated with the educational provision, the schools, learning spaces and the current educational system.

2. In the context of education, what is meant by "demand"?

In the context of education, "demand" factors are associated with parental, community and students' ideas about education. The demand factors also include how the students and their families want and are able to participate in educational opportunities.

3. Name three possible gender-related supply factors.

Some gender-related supply factors include:

  • Schools are often at a distance and not easily accessible for girls. This is a double challenge for disabled girls.

  • The journey to and from school places girls at considerable risk of sexual violence, abuse and exploitation. The journey may also place boys at risk of different dangers, such as forced recruitment into militias.

  • Schools are often staffed mostly by male teachers, which may not make school a safe or comfortable place for girls. 

  • In schools without adequate water and sanitation facilities, separate latrines are particularly important for girls as a safer alternative to latrines shared with boys.

4. Name three possible gender-related demand factors.

Some gender-related demand factors include:

  • Poor families may not have the money to pay for school fees, uniforms and other supplies. When families have to prioritize their expenses, boys are usually more likely to have the opportunity to go to school.

  • Girls often have to do household chores, care for siblings and generate family income, making it difficult for them to attend school.

  • Early marriage and pregnancy are barriers for girls beginning or continuing their educations. Where girls are enrolled in high numbers, drop-out rates toward the end of primary school are usually high.

  • Fear of sexual violence and exploitation in school, or on the way to and from school, often deters families from allowing their daughters to get an education.

5. Name three ways in which male teachers may help to promote positive masculinities for boys in their schools.

Male teachers may help to promote positive masculinities for boys in their schools by:

  • Reading a story with a male protagonist and discussing which of the character's behaviors were positive and which were not.

  • Developing role-play activities on particular issues in which boys act out common masculine behaviors that may have negative impacts (such as using force to get their own way), then replay the same scene using positive behaviors instead.

  • Behaving respectfully in their relations with women and girls and having high expectations of female performance in a wide range of activities.

  • Assigning boys and girls to do classroom chores equally.

  • Role-modeling dialogue, compromise, consensus, etc., as means to resolve conflicts rather than violence and aggression.

6. With a gender mainstreaming approach, who is responsible for ensuring that gender perspectives are applied to all policies, activities, monitoring and evaluations, etc.?

With a gender mainstreaming approach, everyone is responsible for ensuring that gender perspectives are applied to all policies, activities, monitoring and evaluations. There may be an FP (focal point/coordinator) to support the process. However, assuring gender equality is not the job of that person alone.

7. What is meant by "strategic protection"?

"Strategic protection" refers to a balance between protection and participation. Strategic protection measures ensure that women and girls are safe and not at risk of abuse and exploitation. At the same time, these protective measures ensure that women and girls have opportunities to participate fully in community activities, to play active roles in decision-making processes, and to be leaders in their contexts.

8. What is a "Safe School" approach?

A "Safe School" approach is a holistic and strategic methodology addressing the protection needs of all students and teachers. Safe schools projects and policies engage all stakeholders in the process of creating safe and protective environments for quality teaching and learning. Women and girls in schools are key actors in the development, implementation, monitoring and evaluation of protection strategies.

9. True or False? Gender-related indicators are required only for gender-specific objectives.

False. Gender-related indicators can also be a measure of quality for non-gender-specific project objectives.

10. True or False? Gender-related indicators in education are the ones related to girls' enrollment and numbers of male and female teachers trained.

False. There are many important gender-related indicators for education projects; for example, the participation of women in education policy development, women's involvement in SMC/PTAs, the content of teacher education curricula, etc.

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