Women’s equality in the UK – A health check

10.17
10.18
10.19
10.20
10.21
This is disappointing because research shows that teachers are not confident in understanding
how to apply the Equality Duty to schools, or to education services, and do not understand the
importance of doing so. In 2007, the Equal Opportunities Commission (now EHRC) 28 carried
out research into levels of confidence in schools about understanding the Gender Equality
Duty, which was then in force in relation to schools. The Commission found that schools
did not know where to begin in setting gender equality objectives. Schools were under the
impression that if they treated girls and boys ‘equally’ this was sufficient and would ensure
gender equality is achieved. The spirit of the Gender Equality Duty (and now the new general
Equality Duty) required schools to consider the impact of their policies and to consider ways to
use education to prevent gender stereotypes and sexist attitudes. Without training, this was not
understood in schools.
Recommendation:
Deliver training to teachers and head teachers on how to apply the Equality Duty in
schools and education services and provide on-going support for schools in setting
and meeting gender equality education objectives
Equality in primary and secondary education
Personal, Social and Health Education
One of the only areas in the UK Government’s report to CEDAW in which it recognises
education as being relevant to discrimination against women is in the Personal, Social and
Health Education (PSHE) curriculum. Although PSHE education is an important part of
the curriculum, it is, as the report states, non-statutory and the Violence against Women
and Girls Advisory Group, referred to in the UK’s one year on report to CEDAW in 2009, 29
has been disbanded.
Good PSHE education supports young people to make safe and informed choices. It can help
young people to have healthy respectful relationships, be informed about reproductive choices
and help tackle social issues such as VAWG (See General Recommendation 19) or prejudice
related bullying.
Taken alone PSHE will not provide a vehicle for challenging sexism and reducing discrimination
against women, therefore a cross-curricular and whole school approach 30 is needed as gender
stereotypes are reinforced by language, attitudes and behaviours across the whole life of a
school. There needs to be room within educational institutions for an exploration of wider social
issues that contribute to the wellbeing and engagement of all pupils.
Sex and Relationships Education (SRE) is a key part of PSHE. However, there are Christian and
anti-choice groups across the country providing talks in schools, colleges and other educational
settings which are misinforming young people about their sexual and reproductive health and
may be discriminatory towards young people who have experienced pregnancy, who are LGB&T,
or who are from single-parent or ‘non-traditional’ families. 31 Educational establishments which
28. Equality and Human Rights Commission http://www.equalityhumanrights.com/ Accessed 25/03/13
29. Government Equalities Office (2009) One Year on Report: Response by the United Kingdom (UK) and Northern Ireland (NI) to select
recommendations of the United Nations Committee on the Elimination of all forms of Discrimination Against Women following the
examination of the UK and NI’s 5th and 6th periodic reports on July 10th 2008. GEO: London http://www.wrc.org.uk/includes/documents/
cm_docs/2011/u/ukfollowuprep2009.pdf
30. Womankind Worldwide (2010) Freedom to achieve. Preventing violence, promoting equality: A whole school approach. http://www.
womankind.org.uk/wp-content/uploads/2011/02/WKREPORT_web-24-NOV-2010.pdf
31. Education for Choice (2011) ‘Safe at school? Abortion education’, EFC blog, 28th October 2011 http://educationforchoice.blogspot.
co.uk/2011/10/safe-at-school-abortion-education.html
88 Women’s equality in the UK: CEDAW shadow report 2013