Source: Amanda Lasik, 2011 Peace Fellow for BERDO
Teaching has historically been viewed as a “woman’s job” – a perception that still dominates the profession today. This ‘feminization’ has resulted in a significant, and growing, gender gap in the teaching profession. Data from the UNESCO Institute of Statistics (UIS) indicates that the proportion of women in the teaching profession has grown globally, from 56% to 62% since 1990. This widening gap is a global issue, afflicting developed countries as much as developing countries.
But these statistics only show a global picture and leave out many details; different gender issues affect different levels of education, as well as different countries and regions. The gender gap usually refers to a lack of male teachers, which is predominantly the case in early childhood and primary education due to the historical perception that women are the primary caregivers. However, it’s interesting to note that in many developing countries, there is a shortage of female teachers, particularly at secondary and tertiary levels and in subjects such as science and maths. For example, in sub-Saharan Africa, only 42% of teachers are women (UIS). A shortage of female teachers is more often the case in societies that are more conservative about women’s rights (e.g. in the Middle East). A shortage of female teachers in particular subjects can be explained by the historical perception of these (e.g. science, math, etc) as ‘male subjects’.
One would expect that because the profession is largely dominated by women, the system would be in their favour. However, gender inequality remains a critical issue in many areas, particularly concerning pay equity, benefits, opportunities, violence against teachers and discrimination. Even if measures to ensure gender equality are enshrined into the policies and constitutions of many states, for millions of female teachers, the goals remain unfulfilled.
Why is a gender-balanced teaching staff necessary? One reason is because it’s important for learners to have both male and female role models to look up to. But the challenge is more than one of numbers. The quality of teachers and teaching is also essential to good learning outcomes. This implies an education system that attracts and retains a well-trained, motivated, effective and gender-balanced teaching staff.
And how is the UN involved in this issue? For example, UNESCO works to support gender equity in education, in terms of access and achievement, through:
- partnership with key organizations;
- research; and
- production of guidelines and policy briefs (e.g.: The ILO/UNESCO Recommendation concerning the Status of Teachers).
Capacity development and awareness-raising are also essential to empower both men and women teachers to be both effective practitioners and gender advocates. Another example is that UNESCO uses World Teachers’ Day on October 5th to raise awareness about issues that face the teaching profession, such as gender equality.
To learn more about the gender gap in the teaching profession, check out the following resources:
- Global Education Digest 2010 – Focus on Gender
- Teachers and Educational Quality: Monitoring Global Needs for 2015
- Percentage of Female Teachers
- Speaking out about the teacher shortage and what to do about it in Africa (radio)
Do you, or did you, have primarily female teachers or male teachers? What kind of impact do you think this has/had on your education? Share your thoughts in the comments!
Education UNcovered 