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 refers to social, economic, cultural and political opportunities and attributes related to being either a female or a male. 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.
Education is an imperative thing to everybody, but it is very significant to women and girls in the society. 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