Curriculum is a reflection of implicit and explicit
knowledge that informs the development of textual
materials, pedagogical processes and techniques of
evaluation at different levels of education. It is a repository
of ideology and policies formulated by the state and are
subjected to changes taking place in the socio-economic
and political scenario. It also weaves societal concerns that
vary from country to country. Hence, it is not a static but a
dynamic document. Societal concerns such as gender,
environmental sensitivity, peace and conflict management
strategies are also stated but they are prioritized
differently by nations world over. Curriculum is totality of
learning experiences provided to students so for their
• Curriculum is an applied branch of study that attempts to
bring about change in text and context of school education.
• It reflects the guiding philosophy that influences the
content and process of education.
• A National Curriculum sets out a clear, full entitlement to
learning for al students. It determines the content of what
will be taught and sets attainment targets for learning. It
also determines how performance will be assessed and
• A National Curriculum framework must be both clear and
flexible. It should define and defend the knowledge and
cultural experience which is the right of every student, and
at the same time be flexible enough to give teachers the
possibility of building their teaching around it, in ways
which promotes learning for their students.
PARAMETERS FOR MAKING
CURRICULUM GENDER SENSITIVE
a positive self-image and self-confidence;
Developing ability to think critically;
Building up group cohesion and fostering
decision-making and action;
Ensuring equal participation in the process of
bringing about social change;
Encouraging group action in order to bring about
change in the society;
Providing the wherewithal for economic
Textual Materials from a Gender
Textbooks are the most popular teaching aid used in
the teaching and learning process. They are
storehouses of implicit knowledge centred on time,
space and institution. Textbooks are also repository
of values, beliefs and norms upheld by different
nations of the world. Textbooks and teachers are
together kernel of secondary agent of socialization
that has a substantial influence on the overall
personality development of children.
Evaluation Tool from the Perspective of
A. IDENTIFICATION DATA
1. Title of the text book –
2. Class –
3. Subject –
4. Language –
5. Authors/writing team –
No. of females No. of males 6. Editors –
No. of females No. of males –
7. Month and Year of Publication –
8. Total no. of pages –
9. Total no. of lessons 10. Publisher’s Full Address –
11. Cover page/back page from the perspective of gender
bias and stereotyping –
a. Description of visuals (Masculinity/Feminity/Gender
b. Description of content
12. Inside of cover page/back page from the perspective of
gender bias and stereotyping -
a. Description of visuals
b. Description of content
13. Any other information
B. CONTENT AND VISUAL ANALYSIS
1. Lesson/chapter/unit –
2. Title/theme Total No.
While analyzing the content and visuals, there is a need to look into the following
(a) Content analysis should clearly reflect whether there is any form
of gender bias, gender stereotyping or is it gender neutral or
II. Adjectives used for boys and girls, men and women in the theme
III. Diversity in men and women reflected in the text
IV. Gender representation of occupations
V. Roles assigned – boys/men/girls/women /both
vi. Human values in relation to men/boys and
vii. Reference to customary practices
viii. Weight-age given to the contributions/achievements
of boys/girls, men/women or both.
ix. Are marginalized groups and their cultures and
x. Are prejudices mentioned?
xi. Does the narrative speak only of a particular caste and
xii. How is power relations reflected?
xiii. Who takes the decision in the area of food, education,
all money matters, health, occupation and any other?
xiv. Does the theme reflect diverse areas of contributions
of women substantially or in a tokenistic manner?
xv. How are women reflected in different domains of society
in relation to –
of workload by gender in a framework of
xvii.Who performs productive activities related to production
of goods and services for income generation?
xviii.Who performs activities related to collection of water,
nursing, child care, fetching fuel wood and all activities
related to household chores?
xix. Who performs community activities – welfare related,
organizing meetings, marriage, funeral, religious activities,
neighbourhood meetings, any other?
- Who takes the initiative in such activities – Men/Women/Both
xx. Who are shown as agents of change :
Representation of men and women
Active Role –
II. Depiction of men and women related to Roles –
III. Positioning of men and women in visuals –
IV. How have men and women, boys and girls portrayed in
doing different activities?
V. Who is active (the ‘protagonist’) in the visual?
VI. Who is passive (the ‘receiver’) in the visual(s)?
VII.Status of men and women reflected in the visual(s).
VIII.What does the body language in visuals communicate?
IX. What does the clothing communicate?
C. TOTAL NUMBER OF CHARACTERS IN CONTENT AND
• Male • Female –
• Both—(such as humans, they, them, people, us, you, we, he/she,
Does the exercise explore issues related to gender,
class, and caste?
Do exercises attempt to question power relations?
Do they help children to connect with their lived
Does it promote critical thinking and problem solving
Does it promote imagination and creativity among
Does it encourage team spirit and cooperation among
E. OVERALL EVALUATION OF THE TEXTBOOKS RELATED TO
CONTENT AND VISUAL PORTRAYAL
Perception of the book from the view point of –
Thematic consistency, coherence and contextualization
Reference to Technology and its use by men/women, boys/girls, both
Progression of the discipline and its positioning at various class levels
Classroom and The Gender Question
The destiny of a nation takes shape in the
classrooms. The art of teaching has a deep
imprint in crafting of personalities.
Schooling and classroom processes helps in
transacting learning to do, learning to be,
learning to know and learning to live
Sl. No. Classroom Management
Teaching Learning Materials available
Assignment of Responsibility
Cleaning Classrooms, Blackboard, Bulleting Board, any other
Getting water, chalk, duster, copies, books, registers, any other
Leaders of different groups
Academic groups such as – Debates and quiz, reading, writing,
essay any other
Any other activities
Participation in classrooms
Providing Additional Information
Hidden Curriculum in Classrooms (for Teacher)
Criteria Hidden Current
Language used for communication
Visible Human Values in Teaching and Learning Process
Dignity of labour
Specially imparted by
mentioning role models
and their contribution
Details of Curriculum plus activities designed for boys and girls
Addressing behavioural issues concerning both gender
Sl. No. Criteria
Peer group interactions
Discussing with parents
None of the above
• Is there a discrepancy in equal opportunity to education?
• Is there a difference in access to education, higher, lower,
• What is the education occupation segregation? Who does
• Is the drop-out rate a gender issue?
• What is the impact of the drop-out trends on gender relations
in the future?
• Is the enrollment rate at higher education differentiated?
• Is there an impact on enrollment rates in higher education on
gender relations in the future?
• Studies have shown that the economic rate of
return of investing in girls education is at least
as high, and usually higher than the return on
investing in boys education.
• Social returns on girls education (improved
health and education levels of children, lower
population growth rates etc.)