I had great experiences of sharing the ideas with talented teachers of KVs of Kolkata Region.
A REPORT
ONHUMAN RIGHTS AND GENDER SENSITIZATION—CLUSTER LEVEL WORKSHOP FOR TEACHERS
CLUSTER VENUES
—KV BALLYGUNGE, KV DURGAPUR, KV DUMDUM, KV IIT
KHARAGPUR, KV PORT BLAIRE,KV KANCHRAPARA, KV MALDA
Master trainers:
Mrs.Pratima Nayak & Mrs.C.P.Bhatia
DAY 1
Inaugural
ceremony
The workshop on Human Rights and Gender
Sensitization at cluster level for teachers began with the traditional lighting
of the lamp and the venue principal outlined the objectives of the workshop and
highlighted on the fact that this workshop will raise the awareness of teachers and train them
to address the prevailing gender and social issues in academic settings and in
the society at large. The very aim of this two-day
Teachers’ Workshop is to foster and carry forward the message, spirit and
skills of self-defence and self-management through a plethora of activities,
thereafter this will be followed by sensitization of students on the issue to
enable them to stand up against odds and face untoward situations in future
through capacity building activities.
The
Session began by exploring Life skill module
where participants were made aware of Ten Core Life
Skills. Life-skills based education is behavior change or
behavior development approach designed to address a balance of three
areas: knowledge, attitude, and skills. Life
skills arethe abilities for adaptive and positive behavior
that enables individuals to deal effectively with the demands and challenges of
everyday life, there after the Framework for life skills was discussed. Through
the story THE CROW AND THE PITCHER
participants were taught how to integrate skills through fables and stories.
Immediately
after the orientation to the concept of life skill education, participations
were divided into groups and situations were assigned for Role Plays where
participants enjoyed preforming. The aim of Role Play was to give the message
that role development can be influenced by a number of
additional factors, including social,
genetic predisposition, cultural or situational.
SESSION ON EXPLORING BELIEFS,VALUES AND ATTITUDES
The session started with brainstorming
questions that what are beliefs, values and attitudes the characters of the
role plays had to emphasize that the behaviour reflects the values as deep
rooted beliefs. An attitude is the way a person expresses or applies their
beliefs and values, and is expressed through words and behaviour.
Through power point
presentation, the components of attitudes as well as learning theories were
discussed about how attitudes can be changed for positive and desirable
behaviour. It was discussed how the attitudes are learned and relearned.
Value education is the need of the hour. Value education is needed in
school to guide the human beings in the right path, to inculcate the concept of
‘universal brotherhood’ and to achieve the absolute values of Truth, Goodness
and Beauty and to give direction to life to preserve our culture and heritage
and to develop morality and character and
positive behaviour.
Value education can be
promoted through different Learning Approaches .
THE RIGHTS OF THE CHILD .
There after The Universal Declaration of Human
Rights and The Convention on the Rights of the Child were discussed. The
Convention sets out these rights in 54 articles and two Optional Protocols. It
spells out the basic human rights that children everywhere have: the right to
survival; to develop to the fullest; to protection from harmful influences,
abuse and exploitation; and to participate fully in family, cultural and social
life. The four core principles of the Convention are non-discrimination; devotion
to the best interests of the child; the right to life, survival and
development; and respect for the views of the child. Every right spelled out in
the Convention is inherent to the human dignity and harmonious development of
every child. The Convention protects children's rights by setting standards in
health care; education; and legal, civil and social services.
NCF-2005
AND FOCUS PAPER ON GENDER.
The
Gender Focus Paper argues for bringing gender into the core domain of knowledge
– of curricula and pedagogy and suggests that it should be integrated into the
subject that a teacher transacts because Education is a project of possibility,
which expands the notion of what it is to be human to make the realization of
new forms possible- both for the learner and the teacher. The fundamental
starting point for thinking about gender-responsive education programming is
the fact that education is a basic human right for everyone
During
the session Difference between Gender and sex, gender equality,gender biases
and gender stereotyping in textbooks, Case studies were also highlighted. Video
clippings in between the session created an impact.
Copies of the Justice Verma committee Report
were distributed amongst participants also.
Role of Teacher in gender sensitization.
It was
discussed that teacher must understand different components of gender concepts
such as difference between “sex” and “gender” ,” gender stereotype” ,”gender
role”, gender discrimination and “gender socialization”. Since adolescence
period is very important the teacher has the responsibility to change the
stereotype attitudes what the children from the parents and family. Teacher
should use “gender lens” to see the needs and participation of girls through
one lens and needs and participation of boys through other. He must use the
lens while planning, implementing and executing whole activities of school to
promote the gender equality. Teacher must be aware of the rights of child and must
not discriminate and deprive any child from his/her right.
DAY
2
Second day began by exploring the manual.
Participants were divided in groups in which participants were asked to Review
the Trainers manual. Session focused on group discussion.Participants presented
the assigned content with enthusiasm and vigor.
Understanding and challenging Sexual abuse:
It started with brain storming questions
taking some case studies.Different forms of Violence including abuse and harassment were
highlighted. Activities in training
module 6 were dealt with length and breadth by thetrainer. The facilitator discussed
that abuse, is often linked with power,
patriarchy and the rules and regulations laid down by society on howpeople
should behave, and what types of roles they should conform to.
Under
no circumstances can abuse or violence be justified. Learners have to be
empowered to find ways to say ‘No’ to abuse and violence, whatever kind it may
be At the same time, we have to acknowledge that sometimes, abuse and
violations exist in very close relationships and families and that it may be
very difficult to actually find ways to end or stop it from happening.
The
teachers were empowered with law THE PROTECTION OF
CHILDREN FROM SEXUAL OFFENCES ACT, 2012Chapter 2 (SEXUAL OFFENCES AGAINST CHILDREN)and
different skills attitude to cope with peer pressure and human right. Child
help line number 1098 was given.
Before lunch break a session where gender was explored from the curriculum point of view.
The aim of the session was to examine critically
the existing gender bias in curriculum, school programmes, text-books and
learning materials and understand his/her role in gender sensitive
transaction of the content and process of education _ textbooks and curricular
areas.Prof .Krishna Kumar claims that. "It is the biased nature of the
present curriculum against girls and marginalized groups that's partly
responsible for making present-day education an alienating experience in such
circumstances, textbooks – which are a valuable source of information and
skills – can be a genuinely efficient variable in terms ofEducation for All
Understanding and challenging Domestic Violence.
Different
kinds of violence were discussed and how it has harmful effects on the society
as well as on our children. The Domestic Violence Act, 2005, was also
highlighted and discussed to empower the children to challenge domestic
violence. E4SD (Education,Employment,Economic Status, Self-confidence and
decision making skills )empowering model was discussed to make female
self-confident.Violence in any form is bad we all need to reduce
violence as it hurts the body, mind and the soul of the victim. Video clippings in between the session created an
impact. Help line number 1091 was given.
A quiz on “Gender equity and equality” was
conducted.
During the question
answer session participants were informed the need to take the programme within
a week into their classrooms.Different related activities to be conducted with
the students were discussed.
To sum up the training programme focused on knowledge building through modules.
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