Women’s equality in the UK – A health check

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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
10.22 10.23 allow speakers to promote misinformation to young people about subjects like abortion, or invite groups unchallenged who produce homophobic and sexist materials, should be held accountable to legislation (such as the Equality Act 2010) which seeks to protect young people and ensure that they feel safe and have access to reliable information and education. (See Appendix: 11 for more information) We are also concerned by the Government’s approval of the newly established Sex and Relationships Education Council. 32 This body is comprised of a number of organisations with strongly held opinions in opposition to women’s existing reproductive and abortion rights. 33 Although this organisation was launched independently of the DfE at an event in Parliament hosted by Conservative MP, David Burrowes, it has received public support from Michael Gove, the Secretary of State for Education. It is a matter of significant concern that this group has been formed at all, and that it appears to have been offered the prospect of a sympathetic hearing from Ministers. It is unclear what the long-term status of PSHE and SRE education will be in the growing number of academies and ‘free’ schools, given that they do not have the same requirements placed on them as maintained schools do with respect to the curriculum. As approximately one third of secondary schools are academies, and the number of alternative types of schools is increasing, due to the pressure on schools to convert to academy status and the introduction of a plethora of types of schools including ‘free’ schools, studio schools, and university technology colleges, the importance of the personal and social curriculum is being diluted. We are also concerned that the educational opportunities that are presented by ‘free’ schools may not be available to all. Similar policy initiatives in the United States and Sweden have led to ethnically and socioeconomically segregated school systems in many local areas, with huge gaps in the quality of service provision. 34 We are concerned that this will exacerbate existing inequalities amongst communities that already face educational disadvantages. As these schools are increasingly exempt from legislation covering public bodies it will be harder to monitor and challenge discriminatory practices which may impact on equality. 35 (See Article 5) Recommendations: • Make Personal, Social and Health Education and Sex and Relationship Education a statutory requirement for all schools. We support Ofsted’s recommendation 36 that “schools should ensure that their curriculum, including their Personal, Social and Health Education and citizenship curriculum systematically teaches pupils about all aspects of individual difference and diversity, including those related to appearance, religion, race, gender, sexuality, disability and ability” • Regulate groups providing information on contraception and abortion to schools to ensure that misinformation is not given to children • Primary schools should make specific reference to the influence of the media on body image and personal identity within a new programme of study on ‘Understanding Physical Development, Health and Wellbeing’ 37 32. Care (2011) ‘Press release: Sex and Relationships Education Council launched in Parliament this week’, 20th May 2011 http://www.care.org. uk/news/sex-and-relationships-education-council-launched-in-parliament-this-week 33. Including LIFE, The Family Education Trust and Right To Life. 34. Race on the Agenda (2011) ‘Press release: Coalition’s free schools project spells disaster for many already facing acute educational disadvantage’, ROTA, 5th September 2011 http://www.rota.org.uk/content/coalition%E2%80%99s-free-schools-project-spells-disastermany-already-facing-acute-educational-dis-0 35. For example LGB&T equality: Exall, M. (2011) ‘Free schools and academies: A risk to LGBT equality gains?’, Touchstone, 17th May 2011 http:// touchstoneblog.org.uk/2011/05/free-schools-and-academies-a-risk-to-lgbt-equality-gains/ and BAME equality: Race on the Agenda (2012) Inclusive Schools: The free schools monitoring project. ROTA: London http://www.rota.org.uk/webfm_send/180 36. Ofsted (2012) No Place for Bullying http://www.ofsted.gov.uk/resources/no-place-for-bullying 37. Hannah, V. (2012) ‘How to teach...Positive body image’, The Guardian, 11th June 2012 http://www.guardian.co.uk/education/2012/jun/11/ teaching-resources-body-image-report Women’s equality in the UK: CEDAW shadow report 2013 89
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Women’s equality in the UK - A he
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Women’s equality in the UK - A he
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Appendices (online only) Appendix 1
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• the continued discrimination ag
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• Develop a common model of analy
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Article 9 - Nationality: One third
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investment in social infrastructure
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and increase the marginalisation of
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have been no prosecutions in Englan
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1 2 3 4 5 Introduction This is a Un
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10 11 12 13 housing crisis, a ‘lo
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1.1 1.2 1.3 Article 1 - Overarching
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1.7 1.8 1.9 1.10 1.11 1.12 Women’
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1.17 1.18 1.19 Young women We are a
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2.4 2.5 2.6 2.7 consult to “remov
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2.12 2.13 discrimination”. Howeve
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2.17 2.18 2.19 2.20 2.21 worsen gen
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2.26 2.27 2.28 2.29 CEDAW and the l
Page 37 and 38: 3.7 3.8 3.9 3.10 would “increase
Page 39 and 40: 3.15 3.16 3.17 and accountable EHRC
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Page 43 and 44: classes, migrants, and Gypsy, Trave
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Page 61 and 62: 7.1 7.2 Article 7 - Political and p
Page 63 and 64: 7.7 7.8 7.9 7.10 The House of Lords
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13.36 13.37 allocation of resources
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13.41 13.42 Homelessness, including
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13.47 13.48 BME women would be left
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13.52 13.53 13.54 13.55 with some l
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13.60 13.61 13.62 effect to their p
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14.6 14.7 14.8 disabled and lesbian
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14.14 Gypsy and Traveller women suf
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15.6 15.7 15.8 15.9 15.10 15.11 The
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15.14 15.15 15.16 purport to be vic
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15.21 15.22 15.23 Case study: 35
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15.28 15.29 15.30 15.31 has not pro
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15.35 15.36 behaviour by male priso
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16.5 16.6 people being forced into
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16.21 16.22 frequently women’s ac
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Recommendations: • Parents with c
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19.6 19.7 19.8 as well as for our c
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19.13 19.14 19.15 19.16 The Governm
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19.22 19.23 19.24 19.25 VAWG is a c
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19.30 19.31 19.32 19.33 DV is still
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19.38 19.39 19.40 perpetrators thro
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19.43 19.44 19.45 Support for victi
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19.49 19.50 19.51 19.52 Recommendat
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19.57 19.58 19.59 19.60 BMER VAWG p
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19.62 19.63 19.64 19.65 VAWG in hea
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19.70 19.71 19.72 Invisibility of s
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19.77 19.78 19.79 A number of repor
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19.85 19.86 means more provision. T
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Annex 1: The Devolved Administratio
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to 41.8% of rural men. 16 Rural are
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Annex 2: The UK’s relationship wi
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Annex 3: UK reservations and declar
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ESA - Employment and Support Allowa
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Annex 5: Acknowledgements Many than
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Women’s Resource Centre is suppor
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