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Early in my work as the president of my local teacher’s union I was invited to a community leader meeting about reforming the teaching profession. Amidst the discussion of harsher teacher evaluations, raising standards for teaching, creating easier entry into the profession, merit pay for “good” teachers, and more, I brought up the fact that working conditions and salaries hadn’t meaningfully changed since the 1960s. “We’re in favor of paying math and science teachers more so they can be compensated closer to what they’d get in the private sector,” a business community representative replied, offering an idea that was not new to me. Full disclosure: my dad was a career math teacher from that era of math and science majors who answered their government’s call to become math and science teachers who would boost the United States of America’s bench in the space race. I could easily picture how a larger salary could have changed our family’s budget. Teachers’ unions like mine (and my dad’s) addressed pay disparities based on gender that were common a generation earlier by fighting for a salary schedule focused on experience and education. So, I offered back, “If we want to differentiate pay related to the most important job in education, then we should seriously consider paying kindergarten and first grade teachers more than anyone because they teach students to read, which is the rocket science of education,” alluding to an influential issue of AFT’s American Educator magazine from 1999. “Well, I’m sure those teachers are fine but I have volunteered in first grade classrooms and their work doesn’t compare to math and science teachers.” Oh. Interesting. We clearly weren’t going to see eye to eye in our differentiated pay conversation. More so, there are decades long gender stereotypes lurking behind that conversation. In addition to the history of gender based pay inequities, elementary school teachers are assumed to be female while more secondary teachers are male. There has long been a disconnect between the importance communities, elected officials, and countries have placed on education. From local funding efforts to the United Nations Sustainable Development Goal 4: Quality Education, support for education is nearly universal in most communities. That support for education doesn’t always translate to support for educators and, with a majority of educators worldwide being female, that sets a dangerous precedent. Our teachers deserve professional working conditions because teaching and learning begins with their expertise. Additionally, a teacher’s working conditions are a student’s learning conditions and so administrators, public officials, or policymakers mistreating, undermining, or disrespecting teachers sends a message to students that teachers do not deserve respect, fair treatment, or professionalization. In addition to a stubborn lack of recognition of teachers as professionals, a vicious cycle exists around salary. Teachers have historically low wages because it is feminized and because it is feminized teacher’s wages are suppressed. The evidence that belonging to a union, with the ability to negotiate collectively, improves teacher compensation is key in disrupting this vicious cycle. Teaching has been a feminized profession for over a century and, despite efforts to diversify the profession, remains a feminized profession. In fact, the OECD reports that the gender gap increased from 2005 to 2019. In order for our students to have the most representative learning conditions, we need the most representative teachers so we must continue to diversify teaching to represent everyone in our communities, including by gender. Efforts like Black Men Teach, active in my home state of Minnesota, can make a meaningful difference. I would posit treating the current majority female teaching population as professionals—with professional wages, recognizing their expertise in teaching and learning rather than infantilizing them, respecting their commitment to education rather than exploiting it—would both model for students the way to treat women (and thereby model for female students how they can expect to be treated in any profession) and create the conditions for everyone to see teaching as a profession worth pursuing.

Recently in the UK, there has been a discussion on twitter about whether or not students should be allowed to leave the classroom once a lesson has started. Some assert that letting a child out of a classroom implies that the education in the classroom is not valued highly enough. To paraphrase, ‘students need to know that the lesson is vital, therefore they have to remain in it’. The conversation then moved on to behaviour of students, specifically the idea that students leaving classrooms may engage in graffiti, vaping and smoking in the toilets. Onward, to the lack of support from school leaders who promote poor behaviour by not dealing with it strongly enough. As someone who has been an Assistant Principal for Behaviour and Attitudes, I fully understand the importance of boundaries and structure for young people to learn in. Indeed, for some children school can be their safe space. Order and calm is essential for them. We know from a range of different sources such as Teacher Tapp and articles in the TES, that poor behaviour is often cited as the reason for poor retention of staff. I can simultaneously hold the belief that order, structure and calm are necessary for good learning to take place, and that young people can generally be trusted to take ownership of that learning and their own bodies. Young people are well aware that their education is vital. I think they know this too well and feel pressured. When I was at school, the world was a significantly different place. Education was different. Industries and jobs were very different. Societal pressures were very different and social media didn’t exist. Technology is moving apace, and the jobs of the future don’t exist yet. So why are we so confident that our current ways of teaching and learning are suitable for today’s learners. Our education system is largely unchanged since the Victorian era. The world, however is completely different. This view that learning has to take place in a classroom, with everyone facing forward, in the quiet is not in tune with our modern lives or modern ways of work. I work with organisations who are purposefully giving staff more agency and trust. They support staff to take breaks when they need to and trust them to get the work done to a high standard. They support flexible working. They are working to challenge discrimination. They listen to staff to create a comfortable working environment because they know that this is key to retention and productivity. Education doesn’t seem to be anywhere near this, and more importantly, it isn’t preparing young people for this way of working. What about staff? Post covid the world is changing and teachers continue to vote with their feet choosing different career paths which are more in tune with modern life and reasonable expectations of a person’s stress and work levels. What are we really doing to make education an attractive work environment (note I didn’t say career)? Teachers expect more. As the exchange on Twitter implies, we are not tolerant. We can’t understand that a young person may need to take breaks from pressure. We don’t seem ready to understand that trauma exists, that this might be a factor in a child’s response to what is happening to them and the stressful environment they are in. There continues to be a failure to recognise protected characteristics and the specific challenges these bring to all stakeholders. What if we were able to create a flexible education system which prepares young people for modern ways of working? What if we replicated those ways of working to meet the needs of teachers? Are we making our young people culturally aware so that they can excel in international collaboration that hybrid working has encouraged? If we look at the etymology of the word, ‘educate’, we might want to reflect on: to what extent we are leading our young people and showing them the way? How are we revealing the outside world to them? How are we nurturing and supporting them? Are we looking after their minds? Do we promote intellectual and cultural development?

Gender equality is an international human right – but is it a reality? UN Women was founded in 2010 to accelerate progress in achieving international gender equality. Their key goals are empowering women, reducing economic and political disparities and reducing violence against women and girls.1 But the organisation’s findings are stark. Globally, women earn 20% less than men; only 25% of all national parliamentarians are female; and at least 35% of women have experienced physical and/or sexual violence.(1) Reading these statistics prompted me to reflect on what it’s like to be a woman at this moment in time. At this moment in time, Barbie the movie(2) has just been released to (mostly) critical acclaim across Europe and the US. It is promoted as a movie about a living doll that suffers an existential crisis, exploring matters of life and death, relationships, feminism and patriarchy through glorious – mostly pink – technicolour, sunshine, song and dance. Sounds like harmless fun and potentially a commendable way to provoke conversations about gender equality, right? Not everyone agrees. Barbie has been banned in several countries for reasons including: the promotion of feminist ideologies that demean men (Saudi Arabia), objectionable LGBTQ+ content (Pakistan), promoting homosexuality, sexual deviance and transsexuality (Lebanon) violating Islamic values (UAE), damaging moral standards (Algeria) and inaccurate portrayal of geographical maritime borders (Vietnam).(3) So, not fun, not harmless and not commendable. According to Greta Gerwig, the movie’s director, young girls are funny, brash, confident and play with Barbies, and then they suddenly abandon their confidence along with their dolls.(4) Anyone who has been [or seen] a girl maturing into a young woman knows this is a stereotypical and reductionist description of development. I wonder how valuable Barbie – the doll – is as a ‘source of enrichment’ and as a model of womanhood, when she is eternally adolescent, has unrealistic (and potentially unhealthy) proportions, is sexless, and can seemingly turn her hand to any number of careers at the flick of a debit card, no training required. Barbie is a toy, not a human, and for me the blurring of this boundary blurs the line between fantasy and reality. This can be harmful when the target demographic of Barbie the movie is young women and girls, in particular (the movie is rated PG13). Barbie is a brand, and, at this moment in time, the Western world is in the clutches of Barbie-mania, or, as publicists would have it, ‘Barbie-core’. This is also aimed at women and girls who are being enticed to buy into the fantasy with Barbie shoes, Barbie clothes, Barbie sportswear, Barbie haircare, Barbie toiletries, Barbie jewellery, Barbie sex toys, Barbie home accessories and even Barbie snacks. We are also being bombarded with yet more unrealistic, reductionist, stereotypical, culturally biased images of what a woman looks like in the form of Margot Robbie, the white, blond-haired, blue-eyed actress who plays the leading role. She has model proportions – reportedly 34–24–34 – and a ‘snatched’ jawline – reportedly the ‘perfect’ 125 degrees. Most women and girls do not and cannot match these statistics, but many will try, through restricted eating, skin lightening, hair bleaching or surgery. And when they still don’t ‘measure up’, their confidence will plummet. I have read that Barbie is a ‘commentary on what it’s like to be a woman in the ‘real world’.(5) The reality is that at this moment in time women are still judged on their appearance and sexuality, are still the victims of economic and political disparities, are still likely to experience cultural and age biases, and are still more likely than men to experience physical and sexual violence. I don’t think that Barbie is doing much to change that. References: Gender Equality. www.un.org/en/global-issues/genderequality#:~:text=The%20United%20Nations%20and%20women&text=Among%20the%20purposes%20of%20the,%2C%20language%2C%20or%20religion (accessed August 2023). Barbie. www.imdb.com/title/tt1517268/ (accessed August 2023). Barbie: Which countries have banned the movie?https://uk.news.yahoo.com/barbiemoviebanlis100541130.htmguccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAHilWlmnpk_EFd6VZewfkHMvk6eyEZ5k4lexjW19kClehBfx4t85ceGK4-10zvbwzyQctqSiG-Ulkkv4aDuz6Dwh-MqHkmoUJ7C4OtEzLWaq-fIF8QPZ7pI5Ag7ZBbILrPBKSGr5S_NCMkhnbiy6l5VD4yDQlLzghgjDaZjhJWd-(accessed August 2023). Barbiemania! www.vogue.com/article/margot-robbie-barbiesummer-cover-2023-interview (accessed August 2023). Grazia View. Grazia. 8 August 2023.

In the modern world, access to education is a fundamental human right, being Article 26 in the Universal Declaration of Human Rights. However, the reality for many women and girls around the globe remains starkly different. Despite significant progress in recent decades, gender disparities in education persist, with the UN estimating that in 2023 130 million women are still denied access to education. In this article, I explore the importance of addressing these disparities and the steps that can be taken to ensure women and girls have equal access to education. The Gender Gap in Education Education is not just about acquiring knowledge; it is a catalyst for empowerment, self-determination, and economic independence. It is the first step in development. Unfortunately, many women and girls continue to face barriers to education. Cultural norms, early marriage, household responsibilities, and economic constraints often limit their access to education. Discriminatory attitudes and violence against girls who seek an education further exacerbate inequalities. Breaking Down Barriers To address this issue, we must prioritise a multifaceted approach. Governments and communities must work together to change cultural norms and attitudes that perpetuate gender disparities in education. This involves challenging harmful stereotypes, promoting gender equality, and celebrating the value of educating women and girls. Additionally, policies and programs must be implemented to provide economic support and incentives for families to send their daughters to school. Scholarships, cash transfers, and initiatives that provide school supplies, healthcare and uniforms can help alleviate the financial burden that education often places on families. Quality Education Matters Equal access to education is not just about getting girls into classrooms; it’s also about ensuring the quality of that education. Schools must be safe and supportive environments for women and girls, free from discrimination, harassment, and violence. Teachers should receive training in gender-sensitive teaching methods, and curricula should be updated to reflect gender equality principles. Empowering Women Beyond the Classroom Education is a powerful tool for women and girls to break free from the cycle of poverty and discrimination. When they have access to quality education, women are more likely to find better job opportunities, participate in decision-making processes, and contribute to their communities’ development. Studies have shown that an extra year of schooling can increase a girl’s future earnings by 10-20%. Empowered women can also serve as role models and advocates for gender equality, helping to drive lasting change in their community and the wider society. The Road Ahead Achieving equal access to education for women and girls is not a one-size-fits-all solution. It requires a concerted effort from governments, communities, and international organizations. Progress is being made, but there is still much work to be done. By investing in girls’ education, we are not only improving the lives of individuals but also creating a brighter and more equitable future for all. In conclusion, the fight for equal access to education for women and girls is a battle that affects us all. It’s a fight for human rights, gender equality, and social justice. As we move forward, let us remember that educating women and girls isn’t just about changing lives; it’s about changing the world. Together, we can break down the barriers that stand in the way and ensure that every girl has the opportunity to learn, grow, and achieve her full potential. 

In the 1st rural section of Basse Plaine, commune of Limonade where the Cima Community School of Hope is located, there is no access to electricity. A minority of the people who can afford a mobile phone, much less a smartphone, find it difficult to keep it charged. This is a problem in today’s technology-driven world. To combat this problem, Cima Community School of Hope (CCSH) joined forces with the Steve Sinnott Foundation to launch The CCSH Resource Learning Center to facilitate education focused on multimedia and information technology. The Center is available to our staff and students from 1st Grade to High School. Today, our CCSH-RLC is equipped for audio-visual language learning. Students can learn English, Spanish, and many other languages in a participatory way, while we encourage the self-study method. With 25 computer workstations and 19 tablets, powered by a 6-kw solar system, the space is conducive to learning. We promote inclusive education, we have knowledgeable IT and language teachers, and we are user friendly. The Resource Learning Center serves: The staff and students of Cima Community School of Hope. The 21 children of Caring for Haitians Orphans with AIDS (CHOAIDS). More than 50 community youth enjoy interactive weekend courses. Students are eager to connect to the global village and acquire innovative technological knowledge. A computer Lab is no longer a luxury for our rural school. They use basic software like Microsoft Office, they can navigate the internet and operating systems easily. They learn through audiovisuals and in a very interactive environment. It helps develop their ability to learn by listening, reading, and writing in their language, often through playing fun and engaging games. In addition to learning a foreign language and navigating a computer, the CCSH-RLC helps to better prepare the students for a successful professional career. It may even serve as their main profession in the future; students can freelance anywhere. They understand this and show interest and motivation to learn at every opportunity. The use of information and communication technologies in education plays a crucial role in providing new and innovative platforms of support for teachers, students, and the learning process more broadly. We encourage students to read through our book club and use social media to their advantage. Students were able to participate in the Virtual Global Classroom Event on June 16th for the Day of the African Child and connected in solidarity with children in the USA, Brazil, DRC, and other African Diaspora countries. We have initiated a film based project called “Cine Changement”. Every Wednesday students watch a short film or documentary that fosters open debate. They ask questions about current events, issues that jeopardize their future, and propose solutions and alternatives for a fragile country like Haiti. We also took advantage of our CCSH-RLC to integrate our adult literacy parents and community members so that no one is left behind. All 3 Alfa classes (about 93 students) were invited to watch the Maestra documentary about the 1961 Cuban Literacy Campaign. The literacy students admired the sacrifices made by young students to eradicate Cuban illiteracy within one year. They have a chance to reflect on and evaluate their civic engagement as Haitian citizens. Regardless of their social rankings and age, they can make a difference, be an agent of hope, and their voices count. Sonje Ayiti recently acquired Starlink for reliable internet capability to boost innovative virtual learning opportunities for staff, students, parents, and the community. The CCSH-RLC now has reliable internet access to promote more cultural and educational exchange activities with other schools in the diaspora, which would be even better for a global connection to the outside world and help teachers to have more content for their lessons. 

International Women’s Day Message – Isata M Kamara, Sierra Leone

This February, the National Association of Graduate Teachers (NAGRAT) in partnership with the Foundation delivered training for 60 teachers and 60 students in the Volta region. The cohort represented 22 schools. The training was facilitated by Marie Antoinette Corr GS of GTU (Gambia Teachers Union) and Rebecca Aidoo (NAGRAT).  The training was opened by Mama Adom Dakesi IV, queen mother of Gbi Kpoeta Traditional area in Hohoe and here is her speech.

Background Gender Equality and Development for Social Action (GEDSA) was born from the experience and passion of the lead founder during her childhood and teenage years. Gender discrimination and cultural practices have forced many girls out of school and made their dreams of a better life collapse along the way. The organisation is registered with the Bombali District Council and the Ministry of Social Welfare in Sierra Leone. In Africa, Sierra Leone in particular is a society that still sees the position of women to be just housewives and cooks for their husbands. Sierra Leone is rated among one of the poorest countries in the world, the country has a population of over seven million according to the 2021 National Census (Male 3,716,263, Female 3,825,378, Total 7,541,641¹) and the priority according to culture is to prioritise boys’ education over girls. This is reflective of the education rates in the country as only 47% of the population was educated between the period 2004-2022. (2) Impact of The Steve Sinnott Foundation in supporting education Since the establishment of the partnership between The Steve Sinnott Foundation, the Sierra Leone Teachers Union, and Gender Equality and Development for Social Action, many interventions have been taken in the Bombali District in Northern Sierra Leone, Porto Loko District in the North-Western Region and Bo District in the Southern Region of Sierra Leone. These range from the training of school leaders on gender based violence, supporting school girls in the making of reusable sanitary pads, engaging teenagers on election violence, continuous engagement with schools to ensure girls have the space to speak up and report any form of violence (physical, sexual or psychological) through established structures like school mentors and guardian counsellors. Funding support from The Steve Sinnott Foundation UK has seen girls making their own reusable sanitary pads, which has helped many girls come to school during their menstrual periods as they could not always afford to buy them, and become confident in speaking up. GEDSA continues to make inroads in engaging stakeholders through radio discussions and community meetings in making sure children, especially girls and children with disabilities, are provided with support and care. The provision of learning materials including bags, books, pens, pencils, mathematical sets, sharpeners were provided for 100 children. The first phase targeted 50 beneficiaries and offered training for school leaders and parents to provide them with the skills and techniques to support them. Governments are charged with the responsibility to ensure all economic, social and political aspects of a country are fully provided, but the status of Sierra Leone makes this impossible. So the need for partnerships and support from like minded organisations is essential for the achievement of SDG4. The Steve Sinnott Foundation is fundamental in supporting GEDSA towards the achievement of this goal. Over this period of supporting GEDSA, over 2000 girls and boys in 15 schools have been taught about hygiene, drugs and violence, the importance of education and much more. 60 school leaders and over 100 parents have been reached with educational messages through support from the Steve Sinnott Foundation over a four year period. The aim is to continuously engage schools as an ongoing process each school year. References: https://www.statistics.sl/images/StatisticsSL/Documents/Census/MTPHC_Provisional_Results/2021_MTPHC_Provisional_Results.pdf https://www.macrotrends.net/countries/SLE/sierra-leone/literacy-rate