Gender Equity Movement in Schools (GEMS)

GEMS used group education activities (GEA) and a week-long campaign to engage students in the school setting. Both were developed based on findings from formative research.

The GEA used participatory methodologies such as role plays, games, debates, and discussions in an effort to engage students in meaningful and relevant interactions and reflection about key issues of gender and violence. These sessions were conducted during regular school days. Each session lasted for about 45 minutes. The first year covered 3 themes: gender, the body, and violence. The sessions in year 2 focused on: deepening students' understanding of gender, as well as building understanding and skills around relationships, emotion, and communication to respond positively to discrimination and violence. In year 1, sessions were conducted separately for girls and boys, keeping in mind their relative ease and comfort in discussing these issues. The second year sessions were conducted in mixed groups in response to requests from the students. A total of 25 sessions (10 in year 1 and 15 in year 2) were conducted. The following materials were developed to support GEA:

• My GEMS Diary [PDF] - "Dear Children, Girls and boys are not treated alike - whether it is at home, at school, or in society. Why are they treated differently? Are a girl's dreams and desires different from those of boys? Why are both boys and girls not given similar opportunities to live life the way they want? This discrimination is not right and needs to be removed. This is the reason we have begun discussions to promote equality with you in your schools. This diary that you hold in your hand has exercises and games on these. Through these we will understand the different ways discrimination raises its ugly head in your everyday lives - at home, in school and at play. Where there is equality there is no scope for violence. A person who believes in equality and resists all forms of violence is a GEM [gender equity monitor]..."
• GEMS Training Manual for Facilitators

The GEMS school campaign was a week-long series of events designed in consultation with the students and involved games, competitions, debates, and short plays. This campaign guide walks facilitators through steps and ideas to organise similar campaigns on gender and violence in schools.

Gender.

According to ICRW: "The public education system is uniquely placed to influence and shape children’s thinking and understanding of gender stereotypes and roles as well as around violence. The United Nations Secretary-General's Report on Violence against Children (2006) notes that 'children spend more time in the care of adults in places of learning than they do anywhere else outside of their homes.' The report also emphasizes the role that education can play in 'encouraging children to learn self-respect, respect for others and how to express their feelings and negotiate for what they want without resorting to violence.' Despite high level acknowledgment of schools' potential to shape norms and behaviors, educational institutions more often than not reinforce gender stereotypes and do little to change patterns of violence. The GEMS program offers a game-changing model for schools in the fight against gender inequality and violence."

A survey of participants shows that many students' impressions of traditional gender roles have shifted during the course of the programme, particularly among girls. (See Related Summaries, below).