gdp's Comments

E4 Conference : e4e Week 5

Mon, 10 May 2010 10:51:10 +0000

Q3 What key actions should be highlighted in a Dakar Declaration for action on gender equality and girls’ education? Note: You can also send your ideas to declaration@e4conference.org

E4 Conference : e4e Week 5

Mon, 10 May 2010 10:50:32 +0000

Q2 What do productive partnerships look like?

E4 Conference : e4e Week 5

Mon, 10 May 2010 10:50:18 +0000

Q1 Main challenge highlighted: poverty, climate change, intersecting inequalities, achieving quality education & breaking the silence on violence. Have we missed anything?

E4 Conference : e4e Week 4

Mon, 3 May 2010 12:15:49 +0000

Q5 What kinds of interventions are needed to successfully intervene against the negative impacts of HIV and AIDS as well as of climate change on gender equality in education, and particularly on girls education?

E4 Conference : e4e Week 4

Mon, 3 May 2010 12:15:39 +0000

Q4 In what ways has climate change impacted on girls’ lives and their participation and success in education?

E4 Conference : e4e Week 4

Mon, 3 May 2010 12:15:23 +0000

Q3 In which ways have particular understandings of gender and discourses around gender and education been used in work on HIV and AIDS? What have been the consequences of this?

E4 Conference : e4e Week 4

Mon, 3 May 2010 12:15:11 +0000

Q2 What are the effects of the HIV and AIDS epidemic on girls’ education?

E4 Conference : e4e Week 4

Mon, 3 May 2010 12:14:57 +0000

Q1 What are the consequences of divided approaches to social protection?

E4 Conference : e4e Week 3e4e Semaine 3

Mon, 26 Apr 2010 09:38:52 +0000

Q5 What 10 points would you include on a ‘people’s charter’ against gender based-violence? Quels sont les 10 points que vous mettriez dans une «charte du peuple» contre la violence basée sur le sexe?

E4 Conference : e4e Week 3e4e Semaine 3

Mon, 26 Apr 2010 09:38:11 +0000

Q4 Can you share examples of child-participation, particularly girls? At the national and international level in particular? Do you have examples of participation by other actors – parents, teachers, etc. - What was the goal of the activity, outcome - How do you address issues of protection? (Figue et al.) - Challenges? Pouvez-vous donner des exemples de participation des enfants, en particulier des filles? Et en particulier au niveau national et international? Avez-vous des exemples de la participation d’autres acteurs - parents, enseignants, etc. - Quels étaient l'objectif et les résultats de l'activité - Comment traitez-vous les questions de protection? (Figue et al.) - Quels sont les défis lies a la participation des enfants?

E4 Conference : e4e Week 3e4e Semaine 3

Mon, 26 Apr 2010 09:36:23 +0000

Q3 How do you engage teachers and teacher unions in combating violence against girls in education? - What happens if a teacher has exploited, abused or sexually violated a female student? - What policies does the Teachers Union have to address this violation? - How can you work together with the Union on this important issue? Comment pouvez-vous impliquer les enseignants et les syndicats d'enseignants dans la lutte contre la violence faite aux filles en milieu scolaire? - Qu'advient-il si un enseignant a exploité, abusé sexuellement ou violé une étudiante? - De quelles politiques/outils les syndicats des enseignants disposent ils pour lutter contre cette violation? - Comment pouvez-vous travailler avec les syndicats sur cette importante question?

E4 Conference : e4e Week 3e4e Semaine 3

Mon, 26 Apr 2010 09:35:22 +0000

Q2 Can you provide an example of a strong policy framework or legislation which addresses gender-based violence in education? - What makes it a good policy? - What is lacking? - Is it enforceable? Pouvez-vous donner un exemple de cadre politique solide ou d’une législation qui traite de la violence fondée sur le sexe dans l'éducation? - Qu’est ce qui en fait une bonne politique? - Quelle est sa faiblesse? - Est-elle applicable?

E4 Conference : e4e Week 3e4e Semaine 3

Mon, 26 Apr 2010 09:08:05 +0000

Q1
Why has progress on addressing gender-based violence in education been so slow?
Pourquoi les progrès sont-ils aussi lents dans la lutte contre les violences basée sur le genre en milieu scolaire?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:28:29 +0000

Gender inequalities experienced in the school as symptomatic of wider societal inequalities 6. What examples are there of transformative teachers and transformative training?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:27:10 +0000

Gender inequalities experienced in the school as symptomatic of wider societal inequalities 5. What kind of training do they or should they get?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:26:29 +0000

Gender inequalities experienced in the school as symptomatic of wider societal inequalities 4. How do teachers see their role in terms of promoting gender equality?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:26:04 +0000

Understanding gendered issues and the problems in the classroom 3. What new methods and approaches are proving useful?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:25:37 +0000

Understanding gendered issues and the problems in the classroom 2. What methods are helpful in overcoming different perceptions about what the problems are for girls?

E4 Conference : e4e Week 2

Mon, 19 Apr 2010 08:24:41 +0000

Understanding gendered issues and the problems in the classroom: 1. In what different ways do policy makers, teachers and learners link quality education with gender equality?

E4 Conference : Literacy and gender-focused school management in Northern Tanzania and Northern Nigeria (PDF)

Thu, 15 Apr 2010 22:27:06 +0000

Dear Azaveli, this paper is scheduled for the Dakar conference 17-20 May, so we do not have a draft yet. Best wishes, Tim Tim Neumann, E4 Conference Team