1.
Gender Mainstreaming through
Education
REHMAT WALI KHAN
Education Officer
(Focal Person), SHRDC-Islamabad
rehmatwalikhan@yahoo.com
00923442312524
00923335983705

2.
Curriculum
Curriculum is a reflection of implicit and explicit
knowledge that informs the development of textual
materials, pedagogical processes and techniques of
evaluation at different levels of education. It is a repository
of ideology and policies formulated by the state and are
subjected to changes taking place in the socio-economic
and political scenario. It also weaves societal concerns that
vary from country to country. Hence, it is not a static but a
dynamic document. Societal concerns such as gender,
environmental sensitivity, peace and conflict management
strategies are also stated but they are prioritized
differently by nations world over. Curriculum is totality of
learning experiences provided to students so for their
holistic development.

3.
• Curriculum is an applied branch of study that attempts to
bring about change in text and context of school education.
• It reflects the guiding philosophy that influences the
content and process of education.
• A National Curriculum sets out a clear, full entitlement to
learning for al students. It determines the content of what
will be taught and sets attainment targets for learning. It
also determines how performance will be assessed and
reported.
• A National Curriculum framework must be both clear and
flexible. It should define and defend the knowledge and
cultural experience which is the right of every student, and
at the same time be flexible enough to give teachers the
possibility of building their teaching around it, in ways
which promotes learning for their students.

4.
PARAMETERS FOR MAKING
CURRICULUM GENDER SENSITIVE
 Building
a positive self-image and self-confidence;
 Developing ability to think critically;
 Building up group cohesion and fostering
decision-making and action;
 Ensuring equal participation in the process of
bringing about social change;
 Encouraging group action in order to bring about
change in the society;
 Providing the wherewithal for economic
independence.

5.
Textual Materials from a Gender
Lense
Textbooks are the most popular teaching aid used in
the teaching and learning process. They are
storehouses of implicit knowledge centred on time,
space and institution. Textbooks are also repository
of values, beliefs and norms upheld by different
nations of the world. Textbooks and teachers are
together kernel of secondary agent of socialization
that has a substantial influence on the overall
personality development of children.

6.
Evaluation Tool from the Perspective of
Gender Sensitivity
A. IDENTIFICATION DATA
1. Title of the text book –
2. Class –
3. Subject –
4. Language –
5. Authors/writing team –
No. of females No. of males 6. Editors –
No. of females No. of males –
7. Month and Year of Publication –

7.
8. Total no. of pages –
9. Total no. of lessons 10. Publisher’s Full Address –
11. Cover page/back page from the perspective of gender
bias and stereotyping –
a. Description of visuals (Masculinity/Feminity/Gender
Neutral/Any other)
b. Description of content
12. Inside of cover page/back page from the perspective of
gender bias and stereotyping -
a. Description of visuals
b. Description of content
13. Any other information
14. Suggestions

8.
B. CONTENT AND VISUAL ANALYSIS
1. Lesson/chapter/unit –
2. Title/theme Total No.
of Pages
Content
Visuals Comments
Suggestions
Exercises /
Projects /
Activities
While analyzing the content and visuals, there is a need to look into the following
parameters –
(a) Content analysis should clearly reflect whether there is any form
of gender bias, gender stereotyping or is it gender neutral or
gender inclusive.
I.
Content allocation
II. Adjectives used for boys and girls, men and women in the theme
III. Diversity in men and women reflected in the text
IV. Gender representation of occupations
V. Roles assigned – boys/men/girls/women /both

9.
vi. Human values in relation to men/boys and
women/girls
vii. Reference to customary practices
viii. Weight-age given to the contributions/achievements
of boys/girls, men/women or both.
ix. Are marginalized groups and their cultures and
lifestyles represented?
x. Are prejudices mentioned?
xi. Does the narrative speak only of a particular caste and
class?
xii. How is power relations reflected?
xiii. Who takes the decision in the area of food, education,
all money matters, health, occupation and any other?
xiv. Does the theme reflect diverse areas of contributions
of women substantially or in a tokenistic manner?

10.
xv. How are women reflected in different domains of society
in relation to –
- Family
- School
- Workplace
- Society
xvi. Distribution
of workload by gender in a framework of
fairness.
xvii.Who performs productive activities related to production
of goods and services for income generation?
xviii.Who performs activities related to collection of water,
nursing, child care, fetching fuel wood and all activities
related to household chores?
xix. Who performs community activities – welfare related,
organizing meetings, marriage, funeral, religious activities,
neighbourhood meetings, any other?
- Who takes the initiative in such activities – Men/Women/Both

11.
xx. Who are shown as agents of change :
1.
2.
3.
4.
5.
struggle
dissent
movements
scientific attitude/temper
scientific achievements
(b) Visuals
Representation of men and women
Active Role –
Passive RoleI.
II. Depiction of men and women related to Roles –
Occupations –
Dress –
Appearance –
III. Positioning of men and women in visuals –

12.
IV. How have men and women, boys and girls portrayed in
doing different activities?
V. Who is active (the ‘protagonist’) in the visual?
VI. Who is passive (the ‘receiver’) in the visual(s)?
VII.Status of men and women reflected in the visual(s).
VIII.What does the body language in visuals communicate?
IX. What does the clothing communicate?
C. TOTAL NUMBER OF CHARACTERS IN CONTENT AND
VISUALS
• Male • Female –
• Both—(such as humans, they, them, people, us, you, we, he/she,
etc.)

13.
D. EXERCISES/PROJECTS/ACTIVITIES
Does the exercise explore issues related to gender,
class, and caste?
Do exercises attempt to question power relations?
Do they help children to connect with their lived
realities?
Does it promote critical thinking and problem solving
skills?
Does it promote imagination and creativity among
children?
Does it encourage team spirit and cooperation among
them?

14.
E. OVERALL EVALUATION OF THE TEXTBOOKS RELATED TO
CONTENT AND VISUAL PORTRAYAL
Perception of the book from the view point of –
 Gender Bias
 Gender Stereotyping
 Gender Inclusive
 Gender Neutral
 Power Structure
 Thematic consistency, coherence and contextualization
 Reference to Technology and its use by men/women, boys/girls, both
 Progression of the discipline and its positioning at various class levels
(Thematic)

15.
Classroom and The Gender Question
The destiny of a nation takes shape in the
classrooms. The art of teaching has a deep
imprint in crafting of personalities.
Schooling and classroom processes helps in
transacting learning to do, learning to be,
learning to know and learning to live
together.

16.
Classroom Processes
Sl. No. Classroom Management
1.
Sitting Arrangements
2.
Teaching Learning Materials available
3.
Bulleting Boards
4.
Roles Assigned
5.
Monitors
6.
Assignment of Responsibility
7.
Cleaning Classrooms, Blackboard, Bulleting Board, any other
8.
Getting water, chalk, duster, copies, books, registers, any other
9.
Leaders of different groups
Academic groups such as – Debates and quiz, reading, writing,
essay any other
10.
Cultural Group
11.
Any other activities
12.
Participation in classrooms
13.
Questioning
14.
Answering
15.
Providing Additional Information
16.
Any Other
Boys
Girls
Both

17.
Hidden Curriculum in Classrooms (for Teacher)
Sl. No.
Criteria Hidden Current
1.
Eye Contact
2.
Hand Gestures
3.
Facial Expressions
4.
Language used for communication
•Pleasant
•Derogatory
•Harsh
•Satisfactory
•No comments
5.
Posture
•Sitting
•Standing
•Walking
6.
Any Other
Boys
Girls
Both

18.
Visible Human Values in Teaching and Learning Process
Sl.
No.
Values
1.
Sharing and
carrying
2.
Equality
between saxes
3.
Valuing each
other’s
contributions
(men/women)
4.
Dignity of labour
5.
Tolerance
6.
Bravery
7.
Honesty
8.
Patriotism
9.
Non-violence
10.
Any other
Related
to
Content
Specially imparted by
mentioning role models
and their contribution
Through
Activities
Personal Any
Examples other

19.
Details of Curriculum plus activities designed for boys and girls
Sl. No.
Criteria
1.
Sewing
2.
Knitting
3.
Handicraft
4.
Clay Modelling
5.
Carpentry
6.
Reading
7.
Writing
8.
Dancing
9.
Debates
10.
Vocal Music
11.
Instrumental Music
12.
Computers
13.
Any Other
Boys
Girls
Both

20.
Addressing behavioural issues concerning both gender
Sl. No. Criteria
1.
Counselling
2.
Peer group interactions
3.
Disciplinary measures
4.
Discussing with parents
5.
Punishments
6.
Any other
7.
None of the above
Boys
Girls
Both

21.
Education
• Is there a discrepancy in equal opportunity to education?
• Is there a difference in access to education, higher, lower,
urban, rural?
• What is the education occupation segregation? Who does
what?
• Is the drop-out rate a gender issue?
• What is the impact of the drop-out trends on gender relations
in the future?
• Is the enrollment rate at higher education differentiated?
• Is there an impact on enrollment rates in higher education on
gender relations in the future?

22.
• Studies have shown that the economic rate of
return of investing in girls education is at least
as high, and usually higher than the return on
investing in boys education.
• Social returns on girls education (improved
health and education levels of children, lower
population growth rates etc.)

23.
Thank YOU