Women perform 66% of the worlds work, and produce 50% of the food, yet earn

only 10% of the income and own 1% of the property.

-Royal geographical Society under the title 21st Century Challenges
Barriers to education
Poverty means women and girls in many parts of the world are still forced to spend hours
a day doing chores, fetching water and caring for relatives and boys sent over girls with
limited funds
Unsafe roads leading to schools
Lack of sanitation facilities in schools
Lack of security in schools: Dramatically highlighted by Malala Yousafzai, shot by the
Taliban on her way to school for speaking out about education rights, and the kidnapping
this year of 276 school girls by the militant Islamist movement Boko Haram and the
resulting Bring Back Our Girls campaign.
Sexual violence and discrimination and are not allowed to continue school if they become
pregnant or forced into child marriage.
Lack of female role models
A tradition and culture of not valuing girls education

The ABC of Gender Equality in Education, The min between low and high achieving percentage of
girls in term of academic is in between -20 and -5.
Source: OECD, PISA 2012 Database, Table 1.4a .

In a speech at an event marking the occasion in Kuching, the Chief Ministers wife, Puan Sri Jamilah Anu,
cited the World Economic Forums Global Gender Gap Index 2015 which placed Malaysia in 111th place
out of 145 countries.

Aiyoh Watlah Awards 2015 in association with Joint Action Group for Gender Equality, they have
witnessed a few humiliations and discriminations against women which took place in Malaysia.

The Polis Diraja Malaysia treated the two victims of the gang rape by allegedly more than 30 men in
Kelantan with an utter lack of sensitivity. The older victim of 17 years who went to the police to report
the attack was handcuffed and remanded as an accomplice. The police made a further statement that
the actions of the rapists may have been influenced by drug use.

Statement by Timbalan Mufti Negeri Sembilan, Nor Azamir Alias that women ought to avoid leadership
roles in order to preserve their purity and honour: Oleh sebab itu, wanita dinasihatkan supaya tidak
dilantik menjadi pemimpin demi menjaga kesucian dan kehormatan mereka. (20 August)
Gender equality in the UAE: Dr Shamsa Salehs speech

Emirati women began entering the workforce over 30 years ago, going from 3.4 per
cent in 1975, to 11.7 per cent in 1995. Today, we hold 66 per cent of all public sector
jobs and 30 per cent of all decision-making positions within the government sector
Emirati women also represent 71 per cent of all graduates and we have more
than 1,500 Emirati women in Dubai Police 93 of whom hold leadership positions

Give all students equal attention in advising and mentoring.

Dont overlook capable but quiet students.

Revise curricula if necessary to include female experiences and to include them in more than just
stereotypical ways.

Give each student equal attention and equally specific feedback.

Monitor classroom dynamics to ensure that discussion does not become dominated by verbally
aggressive students.

Vary the structure of the classroom to include more than just competitive modes of learning.

Teachers guide individuals to become valuable members of society. Teachers educate, inspire and
facilitate the learning process that helps build and shape nations.

Teachers help promote gender equality in education not by treating boys and girls the same but by
appreciating and supporting their different needs, aspirations and potentials in the classroom. In South
Asia, the presence of well-qualified female teachers can often be critical in encouraging and motivating
girls access to and completion of education

Ensuring the presence, visibility and active engagement of positive role models for boys and girls is a
key factor in improving gender equality in education. The mere presence of same-sex teachers however,
may not be enough to promote gender equality in education.

Teachers male and female - come with their own social-cultural values and practices, and may
reproduce gender-stereotypes in the classroom without being aware. In addition, being a female
teacher does not necessarily imply that gender issues are better addressed, or that male teachers are
less gender aware. Gender discrimination and inequality in education will persist if teachers are gender-
biased or fail to appreciate the diversity the different needs and aspirations of girls and boys bring to the
classrooms.

Therefore, training in gender sensitive and responsive teaching must become an integral and regular
part of initial and in service teacher training, so that teachers will be able to appreciate and respond to
the different learning and developmental needs of girls and boys in an inclusive manner.
This will better enable teachers to support the development of their students full potentials to achieve
gender equality in education Equality in the teaching profession must also be realized in order for
teachers to be effective advocates for gender equality in education in the teaching profession.

Studies show that countries with higher gender disparities have fewer female teachers. 1 At the same
time, the higher numbers of female teachers in the East Asia and Pacific region has not necessarily led to
their improved status female teachers in the lower education levels receive lower pay, while male
teachers dominate the top hierarchies in the education system.

The proportion of female teachers in the system at different levels is thus an equally important
indicator of progress towards gender equality and empowerment of women through education.

Inequalities in the teaching profession could be addressed by making working conditions more gender-
responsive, by enhancing professional development opportunities - especially for female teachers - and
increasing the number of female managers and leaders in the teaching force.

Actively promoting gender responsiveness among both female and male teachers will improve gender
equality in the classroom and the staffroom. The East Asia and Pacific and South Asia Regional UNGEIs
urge countries to ensure the provision of quality education

through quality teachers - for all, regardless of their sex, ethnicity, caste, income level, disability or any
other factor which might impair a persons enjoyment of the right to quality education

Governments should take concerted action to develop inclusive education policies and ensure equal
rights and equal opportunities for girls and women. Such efforts must seek to address the cultural,
institutional, and economic barriers that prevent women and girls from accessing education, in order to
ensure lifelong-learning opportunities for girls and boys.