e-book Equality in the Secondary School: Promoting Good Practice Across the Curriculum

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Innovative interventions have included pairing volunteers from the community with children to walk with them to and from school to ensure their safety.

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Reforms aimed at improving the quality of education are also an important part of stimulating demand for schooling. Such reforms can include the improvement of school facilities e. Gender-responsive teacher training, both in-service and pre-service, is also seen as an effective way to support gender equitable teaching and learning in the long term, and as such represents a valuable policy lever available to governments and an area for serious investment.

Promoting the establishment of school-based clubs e. A further supply-side intervention to support gender equality in education is curriculum reform and textbook revision to remove gender bias and promote gender awareness. First, the elimination of school fees has been critically important. Second, many governments offer financial subsidies to help off-set the direct and indirect costs of schooling for the most vulnerable groups, particularly girls.

Conditional cash transfer CCT incentive schemes are a more recent policy innovation that have been used with considerable success in a number of sectors, including education, to change behaviour and promote gender equality in education. Additionally, the documented success of school-based feeding programs and reproductive health education as well as other child-health supportive programming support the claim that multiple and multi-sectoral interventions are necessary to address educational challenges related to poverty.

Enacting and promoting gender equality in education involves institutional reform and transformation. Gender mainstreaming and gender-responsive budgeting represent two of the most important policy approaches that governments have adopted to demonstrate their commitment to the realization of gender equality in education and beyond. Institutional reform also covers the need to develop strong monitoring, accountability and enforcement mechanisms for successful policy implementation and development.

The collection of sufficient and appropriate data concerning participation, gender relations, context, experience, learning and outcomes is critical here, and a commitment to the collection and analysis of sex-disaggregated data is of paramount importance for monitoring progress and identifying challenges to the achievement of gender equality in education. Effective enforcement mechanisms are also needed to ensure, among other things, the implementation of gender equality policies, including anti-sexual harassment policies and others aimed at combating gender-based violence in schools.

More recent research and advocacy has sought to highlight the importance of engaging all stakeholders — government, school administrators, teachers, parents and students — in gender equality in education policy processes, a critical component of which is dialogue and debate. Value differences associated with varying socio-economic, political and cultural contexts are a reality and such differences need to be recognized and engaged in order for societies to develop the policies that best reflect the needs and aspirations of the communities they serve.

Thus, reforming policy processes to create genuine spaces for dialogue and debate represents a further critical component of gender equality in education strategies.

Equality and Diversity Policy and Action Plan

In addition to the creation and support of Parent-Teacher Associations, School Management Committees and the like, national and regional forums must be established where actors can come together to take stock, assess challenges, identify assets and plan accordingly for taking the necessary actions to achieve gender equality in and through education.

Given that education is a human right and a cornerstone of human and national socio-economic development, promoting gender equity in and through education ought to remain a policy priority for governments, donors and civil society in the 21st century. It is hoped that the trends, challenges and strategies discussed above can help support and guide effective gender equity policy and practice going forward.

With over 15 years of research and teaching experience in the broad area of gender and education, Caroline has examined the scope and nature of gender-based inequalities in education, their connections with social, economic and political processes, and a variety of policy responses in North American and African school systems and classrooms. A one page profile outlining the strengths and development points for learners who have been identified will also be kept in the file.

Appropriate training is arranged as needed and is provided from a number of sources. Multi-agency planning meetings are held annually to facilitate liaison with Outside Agencies who offer advice, guidance and support in meeting the needs of the pupils we support. These agencies include:. All pupils follow a full and balanced curriculum, appropriately differentiated according to their needs and are encouraged to take a full and active part in school life, including extra-curricular activities, off-site and residential visits.

New curriculum implementation for secondary schools

Provision maps show the range of resources and support mechanisms in place for pupils with special educational needs across the school. Effective systems are in place to identify and support staff with disabilities and is included as part of positive recruitment practice.

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Parents also have the opportunity to express their views either in writing or verbally at the meeting. The views of all other pupils, including those with a disability, are regularly sought on a wide range of issues through the School Council. Annual review of the plan will be made by the Leadership Team led by the Inclusion Specialist and reported to governors. The Governing Body has key duties towards those with Protected Characteristics PC : — not to treat pupils less favourably for a reason related to their PC; — to make reasonable adjustments for disabled pupils and staff, so that they are not at a substantial disadvantage; — to plan to increase access to education for disabled pupils and those with PC — to plan how they can make sure their work supports equality and diversity, and reduce socio-economic inequality This plan sets out the proposals of the Governing Body of the school to increase access to education for pupils with PC.

Definition of disability The disability discrimination duties are owed to all pupils who are defined by the DDA as being disabled, and under the planning duties schools and local authorities have a general duty to improve the accessibility of schools for disabled pupils.

New research project: Developing whole school Gender Equality Charter Marks

Normal day-to-day activity The test of whether the impairment affects normal day-to-day activity is whether it affects one or more of the following: mobility; manual dexterity; physical co-ordination; continence; ability to lift, carry or otherwise move everyday objects; speech, hearing or eyesight; memory or ability to concentrate, learn or understand; perception of risk of physical danger Disability and special educational needs Many children who have SEN will also be defined as having a disability under the DDA.

Procedures are in place for the smooth transition of pupils from Norbury Hall to Hazel Grove High School to which the majority of children transfer. Liaison with other primary or secondary schools also takes place but on a less formal basis. Reviews of progress are held for all children termly. Additional visits to high schools, during the Summer Term prior to transfer, are arranged where appropriate. The number of children and young people becoming looked after has increased year on year over the last two decades. The reasons for children becoming looked after are more complex but the overwhelming majority are placed for care and protection reasons and that number is increasing annually.

It spells out the basic human rights that are the rights of children everywhere — without discrimination. It is delivered by a range of providers, including community learning and development, colleges, schools and voluntary sector organisations. Provision is publicly funded but there is also a growing number of private language schools that tend to provide intensive English language courses for people visiting Scotland on a short-term basis. ESOL takes place in settings such as schools, colleges and community based settings, as well as in workplaces and the home.

It supports the language learning needs of a diverse range of people, living in Scotland, whose first language is not English. These include refugees, asylum seekers, migrant workers, settled minority communities and their families.

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  • ESOL provision is one way to enable people to contribute fully to Scotland's society and economy. Learning the English language can help to: reduce isolation and improve mental health and wellbeing; encourage social networks; support progression into further learning; support integration and community cohesion; improve employment opportunities; and promote positive working relations within the workplace. Equality Act Technical guidance for schools in Scotland for the Equality Act regarding discrimination.

    What equality law means for you as an education provider — Schools. Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your child's learning. Turn on more accessible mode. Turn off more accessible mode.

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