A PAPER PRESENTED AT A ONE DAY CONFERENCE

A PAPER PRESENTED AT A ONE DAY CONFERENCE ON EDUCATION AND TRAINING AT MAKERERE UNIVERSITY KAMPALA ON 19 TH FEB, 2015 ON GENDER SENSITIVE PEDAGOGIES AND THE NEED FOR FEMALE INVOLVEMENT IN EDUCATION. BY ENYUTU SAMUEL PRINCIPAL – SOROTI CORE PTC

INTRODUCTION. This is another opportunity for us to share facts, research findings, testimonies, initiatives and reports in view of the dynamic nature of gender related issues. Today’s conference is intended to inspire us to learn, un-learn and re-set our minds to accommodate gender sensitive pedagogies and the need for female involvement in education. This is a bold venture to change from a fundamental assault of gender. In an ideal situation in life, it is how we treat others and what we do with the much or little that we have that people will live to remember. This fact should be engraved in our conscience. In respect of the concept of genesis and revelations in this context, we should avoid lamentations and get set for exodus. It is true that most people have knowledge on gender issues. However, if we fail to understand what we know, it becomes difficult to appreciate concerns in order to take appropriate actions. Inability to take appropriate action is a significant concern which we are now wisely trying to address. VSO Uganda Strategy (2012 -2015) personnel believe that change happens because people make it happen. It is important that we create more time to interface with individuals, families and partners in order to agree on strategies that work

APPRECIATION I do recognize and appreciate the Government of the Republic of Uganda, the Ministry of Education and Sports, Partners in Education, Makerere University, other stakeholders and UNESCO in particular for the commendable input towards Education for All

GENDER SENSITIVE PEDAGOGIES. According to the constitution of the Republic of Uganda, all persons are equal before and under the law in all spheres of political, economic, social and cultural life and shall not be discriminated against on the grounds of sex, race, colour, ethnic origin, tribe, birth, creed or religion. Discrimination means giving different treatment to different persons (pp 41). The teacher’s Handbook on Gender Responsive Pedagogy interprets gender pedagogy as the study of teaching from a gender perspective while gender sensitive pedagogy is interpreted as ability to recognize gender related issues. It marks the beginning of gender awareness. Alexander (2004) defines pedagogy as what one needs to know, and the skills one needs to command, in order to make and justify the many different kinds of decisions of which teaching is constituted. In general terms, pedagogy refers to appropriate strategies used to cause effective teaching and learning. One strategy among others is introducing Music, Dance and Drama activities that facilitate exploration of key concepts linked to gender issues. As situations change in various contexts, we should use our discretion to engage or disengage available strategies. In principle and practice, when individuals experience loss of meaning and significance in what they are expected to understand to do, their commitment erodes and performance gaps emerge. Findings and reports reveal that we rely on the faith that parents, guardians and teachers are doing what they are expected to do. Otherwise, translating gender theories and ideas into practice will continue to be a daily challenge.

FEMALE INVOLVEMENT IN EDUCATION Although we have made significant progress, there is much more to be done. This conference is a confirmation of a deliberate move to involve females in education. Education is the cornerstone of economic and social development. Education facilitates individuals and societies to unlock their potentials, expand their horizons and adapt to a changing world. Education is an investment whose returns are highly valued throughout the world. Therefore, we should view life long education as a major hope for survival in a dynamic society. Some of the recorded achievements are as follows. • More than 75% of females are struggling to raise school fees and funds for basic needs. Some of the women and men who are now placed in recognized positions are beneficiaries of female support. • Available information highlights that there is enough evidence to justify the need to involve females in education. Females have progressed extensively to serve in various departments at National and International levels. Now that, informed and reformed females are willing to be involved in Education, who are we to say no? .

CHALLENGES I am aware that challenges have continued emerging. Challenges are like road humps, which cause one to slow down a bit but progressively move on. So long as we never chose to be created male or female, we should avoid discrimination, rigidity and restrictions on gender related issues as we strive to promote natural justice. Therefore, we should overcome our differences in order to welcome and address the gender concerns and gaps It is obvious that disturbing situations will continue emerging at different levels of seriousness. However, these should be handled through informed and meaningful responses. Some of the challenges are as follows; • Inability of teachers to provide essential attention to individual needs of male and female learners during the teaching and learning processes. This is clearly seen in the notes, instructional materials and learners activities. For how long should we tolerate this confusion in and out of the classroom? . • Inadequate gender knowledge and skills for effective teaching and learning. • Un-called for gender discrimination.

RECOMMENDATIONS I call upon individuals and stakeholders to continue doing what they are mandated to do within the limitations of what they are able to add to the gender advocacy network. As we generate ideas for the way forward, my contribution is as follows; § Situational classroom based action research on gender sensitive pedagogies should be conducted whenever need arises. § Replication of evidence based good practices from compliant institutions should be upheld. § Stakeholders should be given opportunity to tell their testimonies. § We should continue speaking for those who cannot speak for themselves. § We should provide daily prayers for individuals who are beyond human help. § Promotion of regular and effective communication. According to Michael Armstrong (2000), communication is one of the dynamics in the entire field of organizational behavior because human beings spend nearly 70% of their time communicating either by speaking, listening, reading or writing.

CONCLUSION I may not say it all because all should be said by you and others when all must be said. If we don’t stand up for something, we shall for anything. I say this for God and My Country Thank you.

REFERENCES. Constitution of the Republic of Uganda , 1995. VSO – Uganda strategy (2012 – 2015). Alexander, R(2004) still no pedagogy? Principle, Pragmatism and Compliance in Primary Education, Cambridge Journal of Education, 34(i), 7 -33. Handbook. 2005, Forum for African Women Educationalists (FAWE) By Penina Mlama, Marema Dioum, Herbert Makoye, Lornah Murage, Margaret Wagah and Rose Washika. Armstrong, M. (2000) How to be an even better manage, Universal Bookstall New Delhi.