Brussels: Education International, 2007. 45 p.
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Construire un environnement scolaire sûr pour tous : manuel pratique à l'usage des enseignants
Education International
Education Development Center, Inc.
Building a gender Friendly School Environment is edited by Education International, Education Development Center, and the World Health Organization in 2007. It is a toolkit for educators and their unions for helping them to create a healthy, safe environment in learning institutions for learners of all ages. The goal is to challenge and change negative gender stereotyping and gender inequalities in all aspects of learning institutions and to promote equal opportunities for female and male learners to develop a healthy gender identity and complete a quality basic education. The kit aim is to be used by union leaders and educators in the EFAIDS programme coordinated by Education International together with its partners the WHO and EDC in 35 countries around the world. The toolkit starts by discussing how prevailing gender roles can negatively influence health and livelihood. It goes on to offer a vision for a learning institution that promotes gender safety, equity, and equality, and it provides background information on action already taken on these issues. The main focus of the kit is the tools to help educators and unions conduct activities in the five educator union priority working areas listed below: (I) Union Policy Development: Focuses on developing a code of conduct for educators, which is a crucial part of maintaining a safe learning institution environment. This and other policy changes demonstrate the union's leadership and broad-based commitment to affect all educators and learners. (II) Research: Enables educators and staff to study all aspects of the learning environment to determine where improvements need to be made to eliminate gender stereotypes and promote gender equality. Steps are suggested for using the results to create change in the learning institution through advocacy, policy development, training, and publicity. (III) Advocacy: Provides information on engaging the government and learning institutions to affect change in policies and the learning institutions. (IV) Training: Provides activities for learners and educators to increase their awareness of gender issues and the role of bystanders in unsafe interpersonal situations so that they can become more involved in creating healthy and safe learning institution environments. Also focuses on developing skills so that educators create change and affect learners. (V) Publicity: Helps create a strategy to reach all union members and the larger community with key messages focused on gender issues and the union's work to promote gender safety and equality in learning institutions. It is the integration of the five working areas as a coherent package that makes them most effective. The tools will enable unions and educators to create change that leads to equal opportunities for female and male learners so that they can receive an education that allows them to reach their full potential.
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