Proposed School-Based Gender and Development Program (SB-GADPROG)

Abstract

INTRODUCTION

Through enlightening spheres, there exist a widespread possibility that the transmission of knowledge is, by and large, free of gender bias and that therefore learning for girls and boys receive an equal education. The school is an ideal environment to raise their awareness about stereotypes and encourage critical analysis in pupils so they're equipped to come to their own informed conclusions.

METHODS

The methodology used in this research is descriptive qualitative. Due to the fact that pupils are not totally motivated and their level of gender awareness is low, the teachers' duty must be focused on raising it, thus, promoting gender development and integrating its perspectives. Also, descriptive research is aimed at casting light on current issues or problems through a process of data collection.

RESULTS

The efficacy of the existing school's gender and development program pertaining to instruction, interaction and school activities extolled to be the package of implementation to developed an action plan that will enhance gender awareness, sensitivity and equality among learners. The impact of the instruction, interaction and school activities was measured through the effect of it to the school-children in the community of learners. This is done through the improvement observed and noted by the school facilitators like teachers and principal.

DISCUSSIONS

The dimension of classroom interaction is gender relations. The teachers need to be aware that boys and girls have specific gender needs. Nevertheless, the gender roles and relations impact on the classroom interaction processes that promote self-confidence among learners. The school-based gender and development program provides school personnel like teachers and principal evidence-based experiences and observations which are ways to promote gender awareness in the classroom and to the whole community of learnersin the institution.