Opinions of students of lower secondary schools about gender equality

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The aim of this paper is to highlight the students’ opinions about various issues related to the gender equality. The paper discusses also some factors that have affected the gender equality and the difficult position of females in Kosovo society during different periods as a result of gender differences.

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International Journal of Management (IJM) Volume 7, Issue 7, November–December 2016, pp.172–180, Article ID: IJM_07_07_018 Available online at http://www.iaeme.com/ijm/issues.asp?JType=IJM&VType=7&IType=7 Journal Impact Factor (2016): 8.1920 (Calculated by GISI) www.jifactor.com ISSN Print: 0976-6502 and ISSN Online: 0976-6510 © IAEME Publication OPINIONS OF STUDENTS OF LOWER SECONDARY SCHOOLS ABOUT GENDER EQUALITY Dr. Bahtije Gerbeshi Zylfiu University of Prishtina, Hasan Prishtina Faculty of Education, Kosovo ABSTRACT In Kosovo, especially from the beginning of the new century, are made major social changes. Changes that are made in our society have contributed to the promotion of gender equality in education, politics, employment, leadership, etc. To achieve the results in this direction, the education of youth in democratic spirit, regarded as one of the main factors. The aim of this paper is to highlight the students’ opinions about various issues related to the gender equality. The paper discusses also some factors that have affected the gender equality and the difficult position of females in Kosovo society during different periods as a result of gender differences. In this paper are presented results of research conducted in 142 lower secondary schools in Kosovoin urban areas (49.4%) and rural (50.6%).The research included 1700 respondents male and female. For the realization of this research have been used qualitative and quantitative methods. Questionnaires were conducted with eighth grade students. Students, who have participated in this research, were selected randomly. Based on the survey results, we can conclude that the younger generation has a possitive attitude towards gender equality, although the students, in some cases, it is noted that they are still under the influence of traditions and practices of cultural communities in which they live. In the end we must say that the outcomes of this research will help the wider public to create a clear picture of students’ opinions about gender equality and will help educational institutions to focus on these issues. Key words: Education, Gender Equality, Kosovo, Schools, Students. Cite this Article: Opinions of Students of Lower Secondary Schools about Gender Equality, Dr. Bahtije Gerbeshi Zylfiu. International Journal of Management, 7(7), 2016, pp. 172–180. http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=7&IType=7 1. INTRODUCTION In Kosovo the achieving the gender equality in all areas of life is one of the main goals of the century. To achieve this goal, education has the key role. For this reason, the educational system of Kosovo is paying significant attention to gender equality. Achieving gender equality continues to be a serious challenge in our society because the long domination of certain social norms. These norms have dominated for http://www.iaeme.com/IJM/index.asp 172 editor@iaeme.com
Opinions of Students of Lower Secondary Schools About Gender Equality centuries and they have been determined by society itself. Social norms have regulated people’s relations. According to these norms and social organization within Albanian family and society, the woman was considered with inferiority in many life aspects and activities. Males were the major family caretakers, and women were destined to take care for bringing up children and for house maintenance [1]. Housework was not valued; therefore, as a consequence, social status of women was lower. The woman's task was focused especially in food preparation and better education for children. Moreover, the women also worked in the field, especially when the work was not very hard and needed to be done quickly. On the other side, men undertook hard work, such as house constructions, restorations in and outside of the house, firewood collection, field work, field tillage etc. Besides social norms, religion, tradition, and customs have been factors that have negatively affected gender relations. All these together have been main factors that have affected females not to be equal with males. However, since the beginning of the new century, there have been many transformations in the political, economic, cultural and social life. As a result of these transformations, gender equality has become imperative in achieving international and global standards. Nowadays, gender equality in our society is guaranteed by law. The existing legislation in Kosovo, have paved the way for achieving gender equality. In this context, Law on Gender Equality guarantee, protect and promote equality between genders as a basic value of democratic development of society. This Law is in accordance with the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). “This Law applies to men, women and persons who have a protected characteristic of gender identity or sex determination, and guarantees equal opportunity and treatment in public and private areas of social life, including political and public life, employment, education, health, economy, social benefits, sport and culture and other areas set out by the present or other law”(Law on gender equality, Republic of Kosovo[2]. This Law guarantees equal education for men and women. Besides law, in the gender role transformation has strongly influenced the approval of more than one hundred documents, UN treaties and other universal documents. In legislative aspect, the various international conventions, Convention on the prohibition of torture, people ill-treatment and their degradation; convention banning domestic violence; numerous UN recommendations for woman etc. In this context, we can say that some reports of various organizations have offered a concrete contribution. For example, according to the one USAID report: Kosovo has made important strides in increasing the number of women in political leadership. Though the number of women in executive leadership positions remains low, the presence of influential women in a handful of key positions is changing public attitudes about women and creating momentum for increased women’s leadership in the future [3].Based on these universal documents in many countries all over the world were adopted relevant documents and laws against any form of gender discrimination and for gender equality, including equality in the area of education. Given the facts and all materials that were mentioned above,we express our conviction that, in our society there are possibilities for the education of students in favour of improving gender equality in all areas of life. The impact of education on eliminating gender differences is great. So, to achieve gender equality, education has a crucial role. With the increasing level of education and the respect of the law on gender equality, there are good opportunities for improving the status of women in society. The purpose of this paper is to analyze and present the students’ opinions about some specific issues related to the gender equality in Kosovo. With the help of questionnaire’s data, their analysis, and the analysis of concrete situation from various sources relevant to gender issues, it has been attempted to make an assessment of the students’ opinions on gender equality. Questions that will be discussed are: (If) Men and women should have equal rights in every aspect?(If) Political parties should have certain rules to support women to become political leaders?(If) Men and women should be paid equally when working in the same jobs? (If) Men should have more right to be employed than women when jobs are scarce? Etc. http://www.iaeme.com/IJM/index.asp 173 editor@iaeme.com
Dr. Bahtije Gerbeshi Zylfiu Research results show that young Kosovars have positive beliefs and attitudes toward equality between men and women. Despite this, the Kosovo society still faces various problems that are a result of gender differences, although the emancipation of women and gender equality are considered as basic and universal issues, while both of these are fundamental values of democracy, democratization and general development of the society. Given the fact that Kosovo is intended to be an integral part of the European Union, in Kosovo, gender equality should be consider important for achieving this goal. In our opinion, education directly affects the students’ beliefs and attitudes related to gender equality. 2. IMPROVING GENDER EQUALITY THROUGH EDUCATION Century, which we have left behind, was the century that began educating women. In the middle of XX century, due to parallel political, social, economic and cultural changes, among main common features were noticed some distinguished features too, especially for women’s education. Seeing such situation, various intellectuals started to express their dislikes against these taboo created for female gender. The women education started to become, not just preoccupation, but also a task that was imposed from the common interest of society and interest of all human beings. Debates about education of female always have been inextricably connected to society’s understanding of gender equality. So, many scholars and progressive people started to raise the voice for women’s education right, as a basic term for their progress. For the welfare of the society, but also for their own civilization, girls should be educated along with the boys. To achieve gender equality, undoubtedly, it will help the raise of cultural and educational level of the new generation, in particular of girls. Education has a powerful impact on the development of one culture which promotes gender equality. It is known that “ Culture in a macro sense is a system of values, rights, exchanges, obligations, opportunities and power” and in the micro sense “it examines how the demands of the “macro” affects those who must operate within it; how the individual makes meaning out of experiences” [4]. Generally, human development must be understood as a cultural process[5].So, efforts to improve gender equality without the help of education and culture are useless. Education had a direct impact on the promotion of women’s rights, legal rights, employment rights, etc. According to Nind et.al.“Educational issues are complex and contentious and often involve passionately held beliefs and values. These entail making connections between schools and the wider society of which they are a part” [6]. Education aims to ensure gender equality, equality which is already became one of the most important components of modern politics and civil society, not only in Kosovo but also in a global level. Gender equality consist one important element of European Union Strategy, which aims the development and improvement of women and men’s conditions in all walks of life. A full equality can be expected only after the elimination of all discrimination forms. But, the difficulties in law implementation and gender stereotypes created earlier in society are some obstacles that hold up achievement of gender equality purpose. We are pleased that today, it is noticed that in primary and secondary education, the number of boys and girls is almost the same, while in higher levels of education this balance is disturbed. So, we have to commit that women become equal to men in all levels of education. Education for gender equality is achieved through school programs, special textbooks and courses that create a broad cultural background, so that young people have sufficient knowledge about the role and importance of gender equality. This means that schools, curriculum and teachers are important factors that contribute in eliminating gender differences. Not only teachers, while the students should contribute in this respect because gender equality is guaranteed by law. The students need to know the laws of their country and to act in conformity with them. Accordin to the Law on gender equality (Article 21: Education of Gender Equality), “In schools and other educational institutions the teaching aids used shall be based on gender equality and gender equality http://www.iaeme.com/IJM/index.asp 174 editor@iaeme.com
Opinions of Students of Lower Secondary Schools About Gender Equality education should be included in school curricula at all levels. Also, preparation, adoption and implementation of educational programs - education, drafting materials, textbooks and reviewing existing materials and textbooks should be done by including gender perspectives and eliminate negative stereotypes, prejudices, traditional practices and other practices that are contrary to the principle of gender equality. Except this, incorporation into school curricula education and training activities aimed at sensitizing young people about gender equality and preparing them for democratic citizenship ”. In this regard, teachers have special significance.“Teachers help their students to become “social critics who can make reflective decisions and implement their decisions in effective personal, social, political and economic action” [7]. As informed citizens of the classroom, school, local community, or world, students then work for personal and societal change. Students are thus empowered to make curriculum decisions, to work out of the curriculum, and to go beyond it. The curriculum becomes the process, progress, and product of making a better world for all[8]. For a better world for all, students should be educated to contribute to the achievement of gender equality, which is one of the main objectives of the 21st century. We should mention that the first foundations of a culture in a fair and equal society, inter alia from gender perspective are made in school. Interventions that are being made in the field of education can solve the problems of gender inequality. Teachers should educate students to accept gender equality as a fundamental social value. Also, the learning materials should improve gender equality. We should say that women are the “new majority” and different groups of women bring varying educational needs to the classroom [9]. For this reason we need to focus on the elimination of gender differences. Elimination of gender differences enables gender equality achievement in a more satisfactory level. In this context it should be repeated for many times that education is one of the most important tools that modern society has in eliminating gender discrimination by aiming equality among people. An end to discrimination in schools depended on decreased discrimination in society[10]. To achieve this goal, not only women of Kosovo but all participating actors in this process have faced different challenges. Also, in this context, the education of the students is an extraordinary role to contribute to the building of a society without gender differences. 3. RESEARCH METHODOLOGY To accomplish this research paper have been used the data from a survey that we carried out in Kosovo lower secondary schools. The research was conducted by the Kosovo Education Center (KEC), University of Education in Zurich and the University of Prishtina, Faculty of Education. We have done research in 36 Kosovo municipalities, namely in 142 elementary schools in both rural and urban areas. Population of this problem consists of eighth grade students. The survey was conducted with students of all nationalities living in Kosovo: Albanian, Serbian, Bosnian, Turkish, Gorani, Roma, Ashkali and Egyptian communities. The selection of the students involved in the research is done randomly. To complete this survey, we used mixed, quantitative and qualitative methods, including method of literature review, observation, and statistical methods as well. There were also used standardized questionnaires as research instruments. The questionnaire was divided into sections. Since the data emerging from each session of the questionnaire, may appear as themes in themselves, our goal has been to publish this data either as a whole or as separate topics. To accomplish this research paper, we have used some of the data derived from this research. It means that in this paper are analyzed and presented only some results derived from questions dealing with gender equality. These data present some important issues that have to do with the opinions of students regarding gender equality. During the research phase there were respected ethics researchers. Ethical principles have been at the forefront of research to its completion. Time for completion of the questionnaires was 45 minutes. After completion of field work, data from the questionnaires were recorded on computer. Data analysis was carried out by SPSS program. http://www.iaeme.com/IJM/index.asp 175 editor@iaeme.com
Dr. Bahtije Gerbeshi Zylfiu 4. RESULTS AND DISCUSSIONS The results of this research have shown the students’ opinion about certain issues related to gender equality, for example. political rights, leadership, equal pay, employment rights, etc. According to the students answers to the question: Men and women should have equal rights in every aspect, it appears that the majority of students, 83. 16% gave a positive answer. 13.47% of the pupils agree partially, but only 1.10% of them expressed against of equal rights between men and women in every aspect. (See. Chart.1) Chart 1 Men and women should have equal rights in every aspect 90 83.15 80 70 60 50 40 30 20 13.47 10 1.1 2.27 0 I fully agree I partly I d not agree I do not agree at all Today, women’s participation in political life is in disproportion to the men even though European Citizens program aims to achieve equal participation of men and women in politics, decision making etc. In Kosovo, political parties with their acts are obliged to implement measures to promote equal participation of men and women at authorities and bodies of the parties in accordance with provisions of Article 6 of the Law of gender equality. According to the Report: Kosovo: Overcoming Barriers to Women’s Political Participation, “Although political parties may claim to take an interest in women’s advancement, this rhetoric does not necessarily translate to real commitments and parties face multiple challenges during implementation”. Achieving meaningful women’s political participation requires building the capacities of women candidates, increasing space within political parties, and fostering political will among party leadership. According to Färnsveden, the main political parties differ regarding their inclusion of women in decision-making and the extent to which they attend to gender disparities within their party platforms [11]. Regarding this issue, we have researched and analyzed the opinions of students. Inthe question: Political parties should have certain rules to support women to become political leaders?, students responded: 51.57 % said “fully agree”. 37.99% of them said “agree”, while only 7.61% of them said “disagree” and 2.82 “do not fully agree”. (See. Chart. 2.) http://www.iaeme.com/IJM/index.asp 176 editor@iaeme.com
Opinions of Students of Lower Secondary Schools About Gender Equality Chart 2 Political parties should have certain rules to support women to become political leaders 60 51.57 50 40 37.99 30 20 7.61 10 2.82 0 I fully agree I agree disagree do not fully agree Although women make up more than half of the population, the difference between men and women for equal opportunities is huge. This inequality is a result of disengagement of the countries institutions to changing social practices. Setting Quotas for incentives and supporting the participation of women in political life, it is not a factor that can seriously affect the improvement of the existing situation. Quotas do not present equality between men and women, and women’s representation in parliament cannot be regarded as proportional representation and equal status of men and women in parliament. According to the Law on Gender Equality, “The implementation of a legislative gender quota has opened greater avenues for women’s political participation and assists women in overcoming barriers to political participation. By increasing the number of women serving as public role models it also is helping change public opinion about women’s ability to participate in politics”. A majority of interlocutors agree that the gender quota has helped to increase women’s representation in parliament and in decision-making positions. Another gender discrimination known is the discrimination in salary, which is a special segment on gender equality. Women, even though they do the same jobs as men, in many cases they get paid less than their male colleagues. Regarding this kind of discrimination, students were asked: Men and women should be paid equally when working in the same jobs, students responded: 85.20% “I fully agree”, 10.04% “partially agree”, 6.33% “disagree”, while only 1.43% of them “do not fully agree” to this equality in this aspect. (See. Chart 3). http://www.iaeme.com/IJM/index.asp 177 editor@iaeme.com
Dr. Bahtije Gerbeshi Zylfiu Chart 3 Man and women should be paid equally when working in the same jobs 90 85.2 80 70 60 50 40 30 20 10.04 6.33 10 1.43 0 I fully agree I partically disagree do not fully According to the Law on gender equality in Kosovo, if a woman and a man are equal competitor, then women should be given priority. To see the opinion of students regarding this issue, we are providing the following results derived from questionnaire. According to the students answers to the question: Men should have more right to be employed than women when jobs are scarce, respondents gave the following answers:20. 6% gave a positive answer. 21.6% of the pupils “agree partially”, 28.7% “disagree”, and 29.2% “do not fully agree”. (See. Chart.4) Chart 4 Men should have more right to be employed than women when jobs are scarce 35.0 30.0 25.0 28.7 29.2 20.0 21.6 20.6 15.0 10.0 5.0 0.0 I fully agree partially disagree do not fully We should mention also that through the UNDP Kosovo Gender Equality Strategy (2014 – 2017), in partnership with other UNKT agencies, Kosovo institutions, CSOs and broader civil society, will strive to promote spaces for inclusive participation reflective of 21st century dynamics – in social, environmental, economic, political, and technological fields. “At the heart of these dynamics lay the commitment to change, based on sustainable and equitable development. According to the global UNDP Gender Equality Strategy this entails growth that “is inclusive and sustainable, incorporating productive capacities that create employment and livelihoods for the poor and excluded”. In this context, UNDP Kosovo requires the recognition of the unutilized capacities of women, and youth” [12]. http://www.iaeme.com/IJM/index.asp 178 editor@iaeme.com
Opinions of Students of Lower Secondary Schools About Gender Equality Regarding gender equality, Hilary Clinton in January 2012, expressed her conviction. According to her: “Achieving our objectives for global development will demand accelerated efforts to achieve gender equality and women’s empowerment. Otherwise, peace and prosperity will have their own glass ceiling”. Based on this document, “Gender equality and female empowerment are core development objectives, fundamental for the realization of human rights and key to effective and sustainable development outcomes. No society can develop successfully without providing equitable opportunities, resources, and life prospects for males and females so that they can shape their own lives and contribute to their families and communities” [13].In this context educational institutions can be powerful mechanisms for social change [14]. 5. CONCLUSION Positive changes that have been made in Kosovo society, in many areas of life, have impacted improvement of females’ position in the society. Improving the social position of women in our society is the result of education in the spirit of democracy. In this aspect, one of the main factors has been education of male and female students about gender equality. Their education has affected students' beliefs and attitudes regarding gender equality. From the survey results we see that students have a positive attitude towards equality between men and women, however, to achieve this purpose, except schools, also other Kosovo institutions have an obligation to work more seriously in this regard because despite women permanent engagements in private and political sphere, they are still in disadvantage concerning their career. On the other side, encouraging fact is that Kosovo women with their engagements in different spheres, they managed to line up themselves among their male colleagues. Although the higher education concerning gender issues in Kosovo does not have any disproportional extension, lately, the number of educated women is increasing. Many women who are completing high level and post-university studies are qualified women who can be serious competitors parallel to men, in order to be employed in various institutions. Education is very important in nation’s welfare, and the nation’s welfare looks for equal conditions and opportunities for all people, regardless their gender. Education has been an important factor that today Kosovo women are deputy ministers, artists and scientists, professors and researchers. Finally, we should say that no doubt that the increase of education will help overcome these obstacles, and will help in achieving gender equality. Also, there is no doubt that the education of students in the democratic spirit will help in achieving gender equality in our society. REFERENCES [1] B. G. Zylfiu,Hyrje në studime gjinore (Introduction to the gender equality). (Prishtinë, 2008). [2] Law on Gender Equality: http://www.kuvendikosov es.org/common/docs/ligjet/05-L-020%20a.pdf [3] USAID Report:Kosovo: Overcoming Barriers to Women’s Political Participation, National Democratic Institute (NDI)( Prishtina, 2015). [4] J. Bruner, The culture of education (Cambridge, 1996). [5] B. Rogoff, The cultural nature of human development (Oxford: University Press, 2003). [6] M. Nind, et.al. Inclusive education: diverse perspectives (David Fulton Publishers: London, 2003). [7] J. A. Banks, Multiethnic education: Theory and practice (3rd ed.). Boston, Allyn and Bacon, 1994b). [8] S. C. Brown,.&M. L. Kysilka, Applying Multicultural and Global Concepts in the Classroom and Beyond (Boston, 2002). http://www.iaeme.com/IJM/index.asp 179 editor@iaeme.com
Dr. Bahtije Gerbeshi Zylfiu [9] R. D. Crabtree, D. A. Sapp, &A. C. Licona, (Ed.), Feminist Pedagogy: Looking Back to Move Forward (USA, 2009) [10] Prof. R. S. Pathani And Sapna Sah, A Qualitative Investigation Into How Yoga Can Elevate Learning Capabilities In School-Going Children, International Journal of Advanced Research in Management, 6(3), 2015, pp. 152–156. [11] Nishanur Rahman, Sanjana Kumari, Anukul Prakash Anurag and Ajeet Kumar Rai, Design of Photovoltaic System for School Library: A Case Study. International Journal of Advanced Research in Engineering and Technology, 7(5), 2016, pp 07–17. [12] Sidramappa Shivashankar Dharane and Archita Vijaykumar, Malge. Enhancement of Quality of Education Through Strengthening of Schools and Colleges, International Journal of Management, 6(10), 2015, pp. 09-10 [13] J. Nelson, et.al. Critical Issues in education: dialogues and dialectics (New York, 2004). [14] U. Färnsveden, A. Qosaj&N. Mustafa, Country Gender Profile, An Analysis of gender diferencës at all levels in Kosovo. Kosovo Program for Gender Equality: Kosovo Framework for Gender Equality (Prishtina, 2014). [15] UNDP Kosovo Gender Equality Strategy 2014 – 2017, (Augus, 2014), http://www.ks.undp.org /content/dam/kosovo/docs/womenPub/Kosovo%20GES%202014-2017.pdf [16] USAID. Gender equality and female Empoverment policy (Washington, DC, 2012). [17] J. Neubeck,&G. D. Silfen, Sociology, Diversity, Conflict, and Change, (New York, 2005). http://www.iaeme.com/IJM/index.asp 180 editor@iaeme.com