Abstract
The terrain of gender inequities in education has seen many changes in recent times. The purpose of the study was to find out the gender sensitivity in pedagogical practices in secondary education in Bhutan. The study was qualitative and used non-probability convenient sampling techniques. The study used classroom observations to gain the first-hand experience of a normal classroom and focus group discussions with teachers and students to get in-depth views. The classroom observation and focus group discussion data were analysed using the process of emerging themes. The study revealed that teachers were not gendered sensitive in pedagogical practices in the secondary education level. There were challenges in understanding gender in education both by teachers and students. There was neither gender awareness nor conscious effort made by teachers to address gender inequality in the classroom. A gender-responsive education that supports the realization of student full potential requires the teachers to practice gender-sensitive pedagogy. To address the issue, there is an immediate need for gender awareness and sensitization among teachers and school leaders. Teacher education colleges should introduce modules such as gender and education or gender and development so that the classroom environment is gender-sensitive and gender friendly.
Highlights
In 2017, the Gender Inequality Index value of Bhutan was 0.476, ranking Bhutan 117 out of 160 countries (UNDP, 2018). 6% adult women have reached at least a secondary level of education compared to men with 13.7 %
6.1% of female labour has paid regular jobs compared to 17.8% male labour force. 81% of female labour work is unstable, unprotected, and unregulated low paying jobs (NSB & ADB, 2012). 59.3% of females were employed and engaged in the agriculture sector compared to males at 34.2% (NSB, 2017)
Students were seated in groups of four and five except in a few classrooms where students were seated in traditional rows facing the blackboard
Summary
In 2017, the Gender Inequality Index value of Bhutan was 0.476, ranking Bhutan 117 out of 160 countries (UNDP, 2018). 6% adult women have reached at least a secondary level of education compared to men with 13.7 %. 6% adult women have reached at least a secondary level of education compared to men with 13.7 %. 6.1% of female labour has paid regular jobs compared to 17.8% male labour force. 59.3% of females were employed and engaged in the agriculture sector compared to males at 34.2% (NSB, 2017). It is very important to deliver high-quality teaching in schools and raise the bar of learning for the girls (iDiscoveri Education & REC, 2009). The gender gap is closing, Bhutan is still far from reaching gender equality in education, health, labour force, and decision making. Where schools fail to deliver quality education, girls are dropping out early (UNESCO, 2014). Education for girls must be seen as part of a much larger societal issue (UNESCO, 2004) in overcoming gender inequality
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
