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This pamphlet contains a summary of Saskatchewan Education's Gender Equity Policy and Guidelines for Implementation. The complete version of this document contains policy statements in which Saskatchewan Education makes a commitment to gender equity and encourages schools and school divisions to incorporate gender equity into all aspects of their educational programs. The document also includes an action plan describing specific activities which can be undertaken by Saskatchewan Education, school divisions and schools to implement gender equity.
The Gender Equity Policy and Guidelines for Implementation was developed in collaboration with the community. A Gender Equity Advisory Committee, made up of representatives from Saskatchewan's major educational organizations, provided direction during the development of the policy. Draft versions of the policy were circulated widely to people in the field of education. Their comments and suggestions are reflected in the final draft.
What is Gender Equity?
Gender equity is defined as: the provision of equality of opportunity and the realization of equality of results for all students based on individual aptitudes, abilities and interests, regardless of gender.
Why Gender Equity?
Saskatchewan Education's Gender Equity Policy and Guidelines for Implementation grew out of a recognition that gender bias is detrimental for students, for communities and for society as a whole. It limits individuals' personal growth and career opportunities, and restricts the social and economic contributions of people of both genders.
Some reasons for making achievement of gender equity an objective of Saskatchewan's educational system are:
To provide basic human rights to all students. Both the Canadian Charter of Rights and Freedoms and the Saskatchewan Human Rights Code prohibit discrimination in education and employment on the basis of gender.
To provide an example of fairness and justice to students and to the community, because students learn by observing the world around them as well as through direct instruction.
To promote the economic and social development of Saskatchewan and of Canada by ensuring that all individuals are equipped to contribute to the maximum of their ability.
Saskatchewan's educational system has recently developed a new Core Curriculum. Implementing gender equity at the same time as Core Curriculum will mean that gender equity becomes a part of the overall curriculum plan and of individual courses of study.
Basic Principles of Gender Equity
The principles which follow are fundamental to achieving gender equity. They provide a basis for planning and action by teachers, schools, school divisions, educational organizations and communities.
Students, in consultation with their families, have a right to make individual decisions about the roles, programs of study and careers that are appropriate for them. The school can help students choose by making them aware of the many, varied options available.
Attitudes and behaviours which contribute to gender equity are learned and therefore can be taught to both students and teachers.
Female and male students have had different experiences in school and in society and thus may have different ways of learning. In a gender-equitable educational system, all ways of learning are respected equally.
Achieving gender equity will require the examination of all aspects of the school environment and may necessitate change in many of them.
Language influences the way in which people understand and interpret the world around them. Therefore, language which includes both genders and gives them equal status is important to achieving gender equity.
To a large extent, teachers structure what happens in classrooms. Therefore, it is vitally important that they have the skills and attitudes necessary to create gender-equitable classrooms.
Because students observe and imitate the behaviour of others, role-models are very important. Teachers, administrators and other school staff are very powerful role-models.
Achieving gender equity is an ongoing task that will require effort and energy over the years.
Achieving gender equity will require cooperation between students, teachers, educational organizations and communities.
Aspects of Gender Equity Policy Statement
The intent of the Goals of Education in Saskatchewan is "to develop the potential of each person to the fullest extent". In recognition of this, Saskatchewan Education encourages the achievement of gender equity within the province's Kindergarten to Grade 12 system. Gender equity will be promoted as an integral part of all aspects of the educational system including: curriculum, resource materials, instructional and assessment practices, school environment, student development, the relationship between the school and the community, and monitoring.
The curriculum is the formal program of studies taught in the school.
Curricula which make it clear that both genders are of equal value and importance in today's world:
include information on the contributions that both genders have made to society
are written from viewpoints which include both genders
feature both genders in the examples offered
Policy
All curricula developed by Saskatchewan Education shall be gender-equitable. Assisting students to be aware of gender bias is one of Saskatchewan Education's curriculum objectives. Saskatchewan Education encourages schools and school divisions that prepare locally developed courses and alternative education programs to ensure that these curricula are gender-equitable and to also make awareness of gender bias a curriculum objective.
Resource materials are the books, videos, filmstrips, computer software, assessment instruments, and other materials used during instruction as well as the materials in the school resource centre.
Gender-equitable resource materials:
present the experiences and viewpoints of both genders
show males and females as having a wide range of abilities, personality characteristics and emotions
show both genders as being equal; neither is consistently subservient nor dominant
show benefits and privileges being assigned on the basis of ability and individual preference, rather than gender
Policy
Saskatchewan Education considers fair and equitable treatment of the genders to be an important criterion when evaluating resource materials and recommending them for use in the schools. Saskatchewan Education encourages schools and school divisions to also consider fair and equitable treatment of the genders as an important criterion when selecting classroom and library materials, and to design instruction so that students develop the ability to recognize bias in the materials they read, view and hear.
Instructional and Assessment Practices
Instructional practices are the interactions that take place between teachers and students, the strategies that teachers use when teaching the various subjects, and the assessment techniques that teachers use to evaluate student progress.
Instructional and assessment practices which offer equal opportunity to both genders:
give all students equal amount and types of teacher attention, praise and encouragement
use the same criteria when evaluating female and male students
create an expectation that both male and female students will do their best in all subject areas
Policy
Saskatchewan Education shall provide leadership to schools and school divisions in promoting development and use of gender-equitable instructional and assessment practices. Saskatchewan Education encourages schools and school divisions to ensure that all instructional and assessment practices are based on students' individual aptitudes, abilities, interests, and needs, not on their gender.
School environment refers both to the school's physical environment and to the atmosphere or feeling which gives each school (and school system) its unique character.
A gender-equitable school environment:
makes it clear that both genders have equal ability and potential
treats students and staff of both genders with the same dignity and respect
Policy
Saskatchewan Education endeavors to create a gender-equitable environment at all levels of the Department. Saskatchewan Education encourages schools and school divisions to ensure that school environments are gender-equitable and that students and school staff of both genders are given a wide range of opportunities and treated with the same dignity and respect.
Student development includes career education, personal counselling, and education programs which relate to personal growth and to functioning effectively in the home, the family and the community.
Student development programs which are gender-equitable:
make all students aware of a wide variety of career options
assist both genders to develop self-confidence, to relate well to others and to develop decision-making skills
Policy
Saskatchewan Education shall provide leadership to schools and school divisions in the development of gender-equitable student development programs. Saskatchewan Education encourages schools and school divisions to ensure that student development programs (including career education programs) provide both genders with the knowledge, skills and values they need to live successfully in the years ahead.
The school is an important part of the community. It interacts with parents, the media and the general public. Schools can make gender equity a part of their relationship with the community by:
ensuring that all interactions with the community are gender-equitable
involving the community in planning and implementing gender equity programs
providing leadership to the rest of the community regarding this very important issue
Policy
Saskatchewan Education shall ensure that its interactions with parents, the media and the general public are gender-equitable. Saskatchewan Education encourages schools and school divisions to ensure that contacts with their communities are gender-equitable and to involve their communities in planning for gender equity.
Monitoring refers to the education system's ability to determine the extent to which progress has been made toward achieving gender equity. Monitoring includes:
establishing goals and periodically measuring the progress made toward achieving those goals
re-evaluating goals as social and economic change occurs and technology progresses
School and school divisions that include plans for monitoring in their gender equity programs will be able to identify both their successes and those areas that need continuing work.
Policy
Saskatchewan Education shall monitor its own progress toward gender equity goals and provide leadership and assistance to schools and school divisions in the monitoring of progress toward their goals. Saskatchewan Education encourages schools and school divisions to develop systematic assessment processes to determine whether gender equity goals have been met.
A copy of the complete Gender Equity Policy and Guidelines for Implementation has been distributed to every school in the province. To read the full policy or to discuss what gender equity means for your school or your community contact your local school principal.