A REPORT ON GENDER SECURITY AND EDUCATION FOR ALL - Essay Example

?A REPORT ON GENDER SECURITY AND EDUCATION FOR ALL Lecturer: CONTENTS 2 INTRODUCTION 2 Gender security 2 Usefulness of gender security for planning learning resources 2 Responding and acknowledging different educational and justice needs 4 Ensuring equal and full participation of women and men within learning institutions 4 Local participation 4 Delivery of justice and security 5 Accountability and oversight of security and education system 6 Conclusion 6 ABSTRACT Gender security is one of the most complicated issues, where this report found out that there are various ways of understanding planning concepts of learning resources in order to address gender disparity. These disparities in behavior, learning and biases affect the security of women in various communities. Particularly, the manner in which the personnel understand, accept and perceive gender security tells how they are exposed and their reactions towards various situations. Planning for learning resources in learning institutions will assist in ensuring that there is equality in all the learners thus reducing gender violence. INTRODUCTION A secure world has a believe that gender security should not be regarded as a separate work stream within institutions and processes working on security and peace issues, instead should be a contemplation of everyone working on security and peace issues. Nevertheless, different scholars have come up with different definitions of gender security. Gender security Gender refers to social, economic, cultural and political opportunities and attributes related to being either a female or a male (Brehm, 2006). For this case, gender security takes into consideration particular needs of women, men, girls and boys. This is done by promoting equality and participation of persons of all genders during the process of making decisions. This is mainly done through mainstreaming of gender in both local and international organizations. Usefulness of gender security for planning learning resources Education is an imperative thing to everybody, but it is very significant to women and girls in the society (Anderlini, 2008). This is because education has a great effect to both the family and generations to come. It is also considered as an entry point to various opportunities in the competitive world. Putting more resources in the girl’s education is one of the ways of curbing poverty and also reducing the gap between the rich and the poor. To ensure that there is no disparity in accessing education for both genders; teachers should ensure that there is proper planning for learning resources. This will ensure that there is a reduction of gender violence against women in the society. Education empowers women and girls to be familiar with their rights and claim them confidently. It also helps them in identifying the significance of health care facilities. A broad incorporation of dimensions of gender equality into learning processes is very important in ensuring effective delivery of security services and local ownership as it ensures accountability, oversight and strengthens the inclusion of security services (Adler, 2009). Nevertheless, planning of learning resources in many educational institutions does not involve both men and women during decision making processes and does not acknowledge adequately gender dynamics in trying to get the insight of such issues as gender and sexual violence. This leads to disparities in distribution of learning resources thus penetration the violation of learner’s rights which may lead to harassment and discrimination (Bastick, 2011). In most learning institutions, both women and men may have some differences in the learning activities they undertake. Such differences may be hindrances to the development since they restrict women from exercising their full potential. Men, boys, women and girls have various learning experiences, priorities, roles and needs. Planning of learning resources requires close attention to these disparities. It also ensures that capabilities and security needs of girls and women are taken into consideration as those of boys and men. For that reason, incorporating gender matters into education reform system implies the following: Responding and acknowledging different educational and justice needs People have various justice and educational needs depending their ethnicity, gender, sexual orientation, age and religion. For example, in Celtic community, women are subjected to domestic violence while men are prone to gun violence (DCAF, 2008). It is only through a deeper understanding of these differences can planning of learning resource strategies increase justice and security for both men and women. Ensuring equal and full participation of women and men within learning institutions In several countries, as a result of inequitable gender stereotypes and roles, women have been mostly barred from taking part in the learning process (UNIFEM, 2004). Several measures are needed so as to ensure that there is equal representation of men and women. Measures have to be put in place to enhance the recruitment and retention of women in marginalized areas. Full involvement also involves consulting with women and men on learning issues matters and incorporating them in effective public oversight. Incorporating gender equity in a learning environment ensures everybody will benefit from the process of reformation. Furthermore, it ascertains the need to conform to both local and international instruments and laws that ensure that there is equality. Furthermore, inclusion of issues related to gender into learning activities provides a lot of other benefits which includes the strengthening of the following: Local participation Considering various threats in the education sector, priorities and needs of a population by discussing with women and men from different geographical, social and age groups enhances inclusion, sustainability and legitimacy (Oelke, 2007). Such consultations must ensure that planning for learning resources should be conducted in a manner that values the local particularities and culture. In order to increase the local ownership, there should be collaboration between women civil society organizations and policy makers so as to enhance communication on security and justice issues. Delivery of justice and security Enhancing the competence and the mandate of security system so as to prevent gender based violence, respond effectively and increase security for all the people (Hair, 2009). Gender violence is a kind of violence that is related to gender inequalities and differences. It includes sexual violence, domestic violence, gang sexual violence, anti-gay violence and human trafficking. Since gender violence is usually based in gender disparities, it is important to ensure that there is an active involvement of women and women in curbing gender-based violence. According to various researches, it has been found that in every three women, one has experienced gender-based violence. In essence, every learning institution should ensure that all the learners get equal access to learning resources, be it reading or writing materials (GTZ, 2005). A teacher should ensure that there are no biases in providing these facilities. In contrary, most teachers may favor some gender more than the other for some reasons. For instance, girls may not access some learning resources as their male counterparts. This may be due to cultural strings attached or male chauvinism. This hinders the security of female education. Accountability and oversight of security and education system Increase in the participation of gender experts and women stakeholders in supervision processes contributes to more efficient and representative supervisory bodies. In turn, this will create accountability in providing and protecting justice and security for both genders. Increased accountability of security and education system assists in prevention of criminal activities that include gender-based violence and enhances learning activities. Everybody is accountable for his/her action. Female students should hold their teachers accountable if they deprive them the right to get the right learning resources. On the other hand, teachers should plan adequately for all students’ learning recourses to ensure good delivery of services and avoid unnecessary gender violence (D, 2004). Conclusion Among the crucial aspects of the action plan of the government are the monitory, evaluation and planning of learning resources with more emphasis on gender security in Celtic community. In order to achieve this, it is important that more resources should be made available for precise planning. In order to assist in creating a secure security system that addresses gender violence, policies should be implemented that promote enrollment, retention and development of women and other marginalized groups (Dickson, 2002). Specifically, it is paramount to create apolitical and socio-cultural support for the participation of women within secure learning institutions, both private and public. This can be done through training, education, enhanced awareness and promoting women mentorship. Nevertheless, it is worth knowing that including women alone does not give a guarantee that issues relating gender violence will be tackled. Enhancing gender balance at all the departments of an institution boosts effective operations and ideological diversity. On the other hand, female and male employees with appropriate expertise are still required in ensuring proper integration and equity in learning institutions (Bastick, 2011). REFERENCES Adler, J, 2009. Stress. 56th ed. (1999). , 133(24), 56. Alok Goyal, M.G., 2010. Gender Disperity and Learning. FK Publications. Anderlini, S.N.a.C.P.C, 2008. Negotiating the Transition to Democracy and Transforming the Security Sector: The Vital Contributions of South African Women, Women Waging Peace. Washington, DC.: Apprentice. Bandura, A, 2007. Social Learning Theory. New Jersey: Prentice Hall. Bastick, M, 2011. Women in Prison: A Commentary on the Standard Minimum Rules for the Treatment of Prisoners, Quaker United Nations Office, Geneva. Geneva: McgrawHill. Brehm, J.W, 2006. A theory of gender. New York: Academic Press. Cartwright, B, 2004. 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