Through the GESI Diagnosis tool building on Children’s Valued Capabilities, the students and teachers will experience a safe, inclusive and supportive school environment.
The project, titled “Promoting Gender Equality and Social Inclusion (GESI) in Schools Building on What Children Value and Aspire To Do and Be,” is a collaborative project between Samtse College of Education (Bhutan), Kathmandu University School of Arts (Nepal), and RDRS (Bangladesh) funded by the International Development Research Centre (IDRC). The project spans three years.
Updates
Promoting Gender Equality and Social Inclusion in Bhutanese Schools: Key Findings and Future Directions
The Drukrig Network of Bhutan Scholars hosted its 51st colloquium on October 23, 2024, to present key findings from the ongoing Gender Equality and Social Inclusion (GESI) project, led by Dr. Kinley Seden and Ms. Sonam Zangmo. The session, titled “Promoting Gender Equality and Social Inclusion in Schools: A Situational Analysis Study,” discussed the results of a pilot study conducted in five Bhutanese schools, involving over 100 students and 20 teachers. The study aimed to understand the perceptions of students and teachers on GESI issues.
Advancing Gender Equality and Social Inclusion: Researchers Meet in Kathmandu, Nepal
During the Researchers Meet held from August 25-30, 2024, Samtse College of Education was a central participant in this crucial milestone of the project “Promoting Gender Equality and Social Inclusion (GESI) in Schools, Building on What Children Value and Aspire to Do and Be.”
Overall Objectives
Scale children’s valued education capabilities to address gender responsive and socially inclusive education and safe school experiences, especially for those children facing overlapping issues of gender inequality and social marginalization.
Identify and analyze children’s valued education capabilities and their role in promoting gender-responsive and socially inclusive education, ensuring safe and supportive learning experiences for all children.
Adapt, contextualize, and scale children’s valued education capabilities effectively, equitably, and sustainably within diverse educational settings.
Examine the factors that enable, incentivize, or hinder the scaling of children’s education capabilities.