We have provided a Workshop Guide for teachers, administrators, education authorities and communities on the theme of Gender Dynamics in Education. We hope you will use this guide as a tool to create an expanded, relevant and informative training. Take the objectives and the activities and adapt as appropriate in your context. Handouts are prepared for you to use directly with participants, but you may want first to adapt them to your context.
By the end of the section, you should be able to:
Use your new understandings and the tools provided to develop and deliver context-relevant training to teachers, communities and government authorities on the topic of gender dynamics in education in contexts of crisis, post-crisisS and state fragility.
You and your colleagues are encouraged to adapt this Workshop Guide. With this tool, you can develop a training that is at the appropriate level for your workshop participants and focused on the priority issues for your context. The main objectives of the workshop are:
To raise awareness of the critical role of gender in the experiences and perceptions of students and teachers
To raise awareness of the potential for interventions to address gender inequalities and gendered vulnerabilities, and to promote gender equality
To help participants understand the relationship between gender and student well-being
To build commitment to supporting gender equality through initiatives such as safe schools
Activity: Workshop Planning
1. Review the Workshop Guide and consider which elements would be most appropriate for your priority target group.
2. How would you need to adapt this guide to meet their needs and fit with their realities? Think about some of the challenges you may face, including resistance, difficult questions, etc., and identify some strategies to address such possible challenges.
3. Develop and conduct a workshop, and then provide feedback to the IRC Healing Classrooms team on how it went. Describe what sort of reactions you got from the participants. What was the feedback? What were the ultimate results?
4. Plan ahead and make enough copies of any resources for distribution at the workshop.
5. As part of the process, develop a pre- and post-training assessment tool. Often such tools measure only the short-term memory of participants – i.e., how well they can remember certain terms and definitions from the training. Try to think about how to measure the extent to which the participants actually apply the new knowledge and skills they might have gained. What are your ideas for moving beyond that sort of assessment to something that might be more meaningful and more useful to you in the future?
6. Workshop participants are encouraged to develop their own action plans for promoting gender equality and their experiences working as agents of change. Be sure to think about and plan for ways to follow up with the participants. Consider the kind of ongoing support trainees may require for implementing their plans. Consider ways that trainees might be encouraged to review their action plans with the IRC, with peers, supervisors, etc., after the workshop.
7. Not all participants may wish to share their action plans with you. For those who want to, make copies of their plans and share them with your Technical Advisor and/or send them to the IRC in New York at children@theIRC.org. These examples will be a great addition to future versions of the eLearning Program.
Activity: Workshop Debriefing
Reflection on program activities is a critical tool to improve the quality, relevance and effectiveness of our interventions. In addition to what you learn from your pre- and post-training assessment tools, the following questions may also be useful prompts for your team's post-workshop debriefing:
In general, what do you think went well in the workshop?
In general, what was less successful, and what would you do to change that part for another workshop?
What did you learn from the participants in the workshop?
What did you learn from the co-facilitators/organizers?
How did the participants relate to the Healing Classrooms framework in this situation?
Did the workshop bring out new or as yet unexplored issues?
Did the workshop help to clarify the relationships between different issues related to gender?
What are the concrete next steps, and who will take them?
How could the framework be adapted for other situations and different groups of participants – for example, for social workers?
As you adapt and develop the workshop, be sure to share the results of the initiative with the IRC Unit. Other country programs will benefit from the insights gained through your experience.
Click here to print a copy of the Module 3 Workshop Guide.