Contained in:
Book Chapter

Are Teachers Agents of Change? Teacher Training and The Gender Dimension in Adult Education: Italy and Nigeria in Comparison

  • Bolanle C. Simeon-Fayomi
  • Valentina Guerrini
  • Denise Tonelli

Adult education can play a fundamental role in changing existing gender hierarchies, breaking down gender stereotypes, and promoting gender equality. Teachers can be important agents of change, but they not only have to be aware of their behaviours, attitudes, and views, they also have to be able to understand the specific needs and interests of learners, to use gender-based methods, and to implement practices free of gender stereotypes. In order to do this, adequate education and training are needed, but both in Italy and Nigeria, gender issues are not part of the education and training curriculum, and much remains to be done for raising awareness of this issue.

  • Keywords:
  • Teacher training,
  • gender equality,
  • women's empowerment,
  • adult education,
  • lifelong learning,
+ Show More

Bolanle C. Simeon-Fayomi

Obafemi Awolowo University, Nigeria - ORCID: 0000-0001-6951-0963

Valentina Guerrini

University of Florence, Italy - ORCID: 0000-0003-0137-8817

Denise Tonelli

University of Padua, Italy - ORCID: 0000-0003-1261-4694

  1. Akpakwu O.S., Bua F.T. 2014, Gender equality in schools: Implications for the curriculum, teaching and classroom interaction, «Journal of Education and Practice», V (32), 7-12.
  2. Akpan C.P., Ita A.A. 2015, Teacher professional development and quality universal basic education in Lagos State Nigeria, «Global Journal of Arts, Humanities and Social Sciences», III (9), 65-76.
  3. Aluko O. 2017, FG introduces 780 adult education classes nationwide. The Punch, <https://punchng.com/fg-introduces-780-adult-education-classes-nationwide/> (07/2020).
  4. Amadi M.N. 2013, In-service training and professional development of teachers in Nigeria: Through open and distance education, <https://files.eric.ed.gov/fulltext/ED567172.pdf> (07/2020).
  5. Assemblea Generale delle Nazioni Unite 1979, Convenzione sull’eliminazione di tutte le forme di discriminazione nei confronti della donna (CEDAW), <https://www.unicef.it/Allegati/Convenzione_donna.pdf> (07/2020).
  6. Biemmi I. 2010, Genere e processi formativi, Ets, Pisa.
  7. Bohan M. 2015, Combating gender stereotypes in and through education, Council of Europe, Strasbourg.
  8. Chijoke N. 2010, Adult education in Nigeria, <http://caponic.blogspot.com/2010/08/adult-education-in-nigeria.html> (07/2020).
  9. Commissione Europea/EACEA/Eurydice 2018, Teaching careers in Europe: Access, progression and support. Ufficio delle Pubblicazioni dell’Unione Europea, Lussemburgo. DOI: 10.2797/309510
  10. Connell R. 2006, Questioni di genere, il Mulino, Bologna.
  11. Council of the European Union 2009, Council conclusions of 12th May 2009 on a strategic framework for European cooperation in education and training, <https://publications.europa.eu/en/publication-detail/-/publication/f349e9ff-9cb8-4f73-b2f6-0a13452d22b4/language-en> (07/2020).
  12. EIGE 2009, Glossary of gender-related terms, <https://eige.europa.eu/rdc/thesaurus> (07/2020).
  13. Eurydice 2010, Gender differences in educational outcomes: Study on measures taken and the current situation in Europe -Italy, Education Audiovisual and Culture Executive Agency, Brussels.
  14. European Commission 2013, Supporting teacher competence development for better learning outcomes, <https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf> (07/2020).
  15. — 2018, Teaching careers in Europe: Access, progression and support, <https://www.zrss.si/ups/wp-content/uploads/Teaching-Careers-in-Europe-Access-Progression-and-Support-2018.pdf> (07/2020).
  16. European Parliament 2013, Resolution 12 March 2013 on eliminating gender stereotypes in the EU (2012/2116), <https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013IP0074&from=HR> (07/2020).
  17. Fareo D. O. 2013, Professional development of teachers in Africa: A case study of Nigeria, «The African Symposium», LXIV (13).
  18. — 2015, Professionalization of teaching in Nigeria: Strategies, prospects and challenges, «Journal of Education and learning», IX (3), 190-196.
  19. Fasoyiro O. 2016, Developing as a teacher: A study of Nigerian teachers, <http://epapers.bham.ac.uk/2141/1/Fasoyiro.pdf> (07/2020).
  20. Federal Ministry of Education 2014, National teacher education policy, <https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/nigeria_teacher_policy.pdf> (07/2020).
  21. Federal Republic of Nigeria 2013, National policy on education, NERDC, Yaba.
  22. Federighi P., Boffo V. (eds.) 2014, Primaria Oggi. Complessità e professionalità docente, Firenze University Press, Firenze.
  23. Gender Equality Commission 2015, Equals always, Council of Europe, <https://rm.coe.int/1680590fe0> (07/2020).
  24. Guerrini V. 2015, La dimensione di genere nella professionalità docente. Prospettive per un rinnovamento delle competenze degli insegnanti dai risultati di una ricerca in Toscana, «Formazione & Insegnamento», XII (2), 209-217.
  25. Italian Government 2014, Response of the Italian government to the UNECE Questionnaire on the implementation of the Beijing Declaration and Platform for Action (1995) and the outcomes of the 23rd Special Session of the General Assembly, <https://sustainabledevelopment.un.org/content/documents/13103Italy_review_Beijing20.pdf> (07/2020).
  26. Lorber J. 1994, Paradoxes of gender, Yale University Press, New Haven.
  27. Miur 2015, La Buona Scuola, <http://www.istruzione.it/allegati/2017/La_Buona_Scuola_Approfondimenti.pdf> (07/2020).
  28. Nuffic 2017, Nigeria described and compared with the Dutch system, Nuffic, Den Haag.
  29. Obasi S. 2014, Adult education in Nigeria: A discipline in search of scope and direction?, «Journal of education and practice», V (11), 27-31.
  30. Okoli N.J., Ogbondah L., Ekpefa-Abdullahi J.Y. 2015, Preparing teachers for the contemporary Nigeria, «Journal of Education and Practice», VI (14), 129-134.
  31. Oyebade S.A. 2008, Gender participation in university education in Nigeria and some Commonwealth countires In A. S. Mukoro, Gender Participation in University Education in Nigeria: Closing the Gap, International Letters of Social and Humanistic Sciences, 34, 53-62. https://www.scipress.com/ILSHS.34.53.pdf
  32. Raghavendra T. 2014, Understanding gender: A training module for teachers, <http://strive.lshtm.ac.uk/resources/understanding-gender-training-module-teachers> (07/2020).
  33. Smith M.K. 2007, Introducing adult education. The informal education homepage, <www.infed.org/lifelonglearning/b-adedgn.htm> (07/2020).
  34. The Federal Ministry of Women Affairs and Social Development 2016, National gender policy: Federal Republic of Nigeria, The Federal Ministry of Women Affairs and Social Development, Abuja.
  35. Ukwuaba L.C. 2015, Constraints on the implementation of adult education programmes in Nigeria, «International Journal of Educational Research», III (7), 247-254.
  36. UNESCO 1976, Recommendations on the development of adult education, UNESCO General Conference, Nairobi.
  37. — 2011, Teacher training modules that address gender issues and promote gender equality UNESCO, , Hoa Binh, Geneva, Ha Noi, Do Son.
  38. — 2015, Re-thinking women’s empowerment and gender equality in 2015 and beyond, UNESCO, Paris.
  39. Ulivieri S. (ed.) (1996), Essere donne insegnanti, Rosenberg & Sellier, Torino.
  40. Unterhalter E., Poole N., Winters N. 2015, Education, information, and knowledge, in J. Waage, C. Yap (eds.), Thinking beyond sectors for sustainable development, Ubiquity Press, London, 51-61.
  41. World Economic Forum 2018, The global gender gap report 2018, <http://www3.weforum.org/docs/WEF_GGGR_2018.pdf> (07/2020).
PDF
  • Publication Year: 2020
  • Pages: 149-164
  • Content License: CC BY 4.0
  • © 2020 Author(s)

XML
  • Publication Year: 2020
  • Content License: CC BY 4.0
  • © 2020 Author(s)

Chapter Information

Chapter Title

Are Teachers Agents of Change? Teacher Training and The Gender Dimension in Adult Education: Italy and Nigeria in Comparison

Authors

Bolanle C. Simeon-Fayomi, Valentina Guerrini, Denise Tonelli

Language

English

DOI

10.36253/978-88-5518-155-6.10

Peer Reviewed

Publication Year

2020

Copyright Information

© 2020 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

International and Comparative Studies in Adult and Continuing Education

Editors

Regina Egetenmeyer, Vanna Boffo, Stefanie Kröner

Peer Reviewed

Number of Pages

238

Publication Year

2020

Copyright Information

© 2020 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-5518-154-9

ISBN Print

978-88-5518-153-2

eISBN (pdf)

978-88-5518-154-9

eISBN (epub)

978-88-5518-155-6

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

375

Fulltext
downloads

346

Views

Export Citation

1,346

Open Access Books

in the Catalogue

2,262

Book Chapters

3,790,127

Fulltext
downloads

4,420

Authors

from 923 Research Institutions

of 65 Nations

65

scientific boards

from 348 Research Institutions

of 43 Nations

1,248

Referees

from 381 Research Institutions

of 38 Nations