Informal curricula, also defined as hidden or unofficial, refer to attitudes, values, beliefs, assumptions, behaviours and undeclared agendas underlying the learning process.
Physical education (PE) is particularly delicate, as gender equality issues coming from preconceived stereotyping of boys and girls often arise.
The students state that ... the pronoun system of English allow[s] them to position and express themselves differently as more independent individuals than when speaking Japanese.'
[1] Many Teacher Education Institutes (TEIs) around the world, which set curricula, that is; teaching diplomas, show a worrying shortcoming regarding issues of gender equality.
For instance, students who prove being prepared to become schoolteachers are taught on education theories, the psychology of learning, teaching methodologies and class management, among others and one or two practical courses.
Typical examples given include, roles of the father (reading the newspaper) and the mother (serving dinner); the doctor (male) and the nurse (female); playing ball (boy) and combing doll's hair (girl).
Educational systems that adopt gender equality aspects are able to: It is possible to integrate school-related gender-based violence (SRGBV) prevention into the curriculum for children of all school-going ages.
Evaluation of the programme (with the use of a quasi-experimental design) showed a significant positive effects on non-coercive sex within students in intervention groups.
[7][4] This programme is based on the belief that relationship knowledge and skills can and should be taught in the same way as reading, writing and arithmetic, which gives the program its name.
[8][4] This Second Step program teaches skills such as communication, coping and decision-making with the objective to help young people navigate peer pressure, substance abuse and in person and online bullying.
[4] A two-year cluster-randomized clinical trial of Second Step was carried out with over 3,600 students at 36 middle schools in Grades 6 and 7 (aged 11–13 years) in Illinois and Kansas.
This project began in the sixth grade and worked for two years with boys and girls between the ages of 12–14 in public schools in Goa, Kota and Mumbai.
Over the course of the programme, the study found that participating students were more supportive of girls pursuing higher education and marrying later in life, and of boys and men contributing to household tasks.