{"id":5,"date":"2022-09-09T11:33:02","date_gmt":"2022-09-09T10:33:02","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/?page_id=5"},"modified":"2024-01-16T16:31:02","modified_gmt":"2024-01-16T16:31:02","slug":"1-leadership-of-establishment","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/1-leadership-of-establishment\/","title":{"rendered":"Session 1. Leadership of Establishment"},"content":{"rendered":"<section id=\"builder-section-text_45\" class=\"builder-section-first builder-section builder-section-text builder-section-next-panels builder-text-columns-3 layout-4-8\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_45-column-1\">\n<div class=\"builder-text-content\">\n<p><strong>Session 1. Leadership of Establishment<\/strong><\/p>\n<p>The PowerPoint from session can be found below:<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/10\/05100215\/Session-1-Leading-Gender-Equality-in-Education-2.pdf\">Session 1 &#8211; Leading Gender Equality in Education<\/a><\/p>\n<p>Here is a <a href=\"https:\/\/youtu.be\/fWtuyijICjU\">recording of session 1<\/a>.<\/p>\n<p>You can see the Jamboards created at the session below:<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/10\/06134037\/Group-Agreement-.pdf\">Group Agreement<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/10\/06134047\/Barrier-Mapping-.pdf\">Barrier Mapping<\/a><\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/10\/06134054\/Plus-minus-interesting-exemplar-policy-.pdf\">Plus, minus, interesting exemplar policy<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_45-column-2\">\n<div class=\"builder-text-content\">\n<p style=\"text-align: left;\"><a href=\"https:\/\/education.gov.scot\/media\/yt3hgztj\/igb-sef-2021.pdf\"><strong>Self-evaluation Framework<\/strong><\/a><\/p>\n<p>For this section is will be helpful to focus on the <span class=\"TextRun SCXW110085543 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW110085543 BCX8\"><a href=\"https:\/\/forms.office.com\/Pages\/ShareFormPage.aspx?id=oyzTzM4Wj0KVQTctawUZKRst80vHykdDhPCOKHdTfMNUMzdBRlY4Sko5SU5JM01RVVZZQUpTNlE0Qy4u&amp;sharetoken=N64EGkDsIY9e4MIwxWFR\">action plan<\/a> and\u00a0 <a href=\"https:\/\/forms.office.com\/Pages\/ShareFormPage.aspx?id=oyzTzM4Wj0KVQTctawUZKRst80vHykdDhPCOKHdTfMNUQUtCVlRSUzQ5NlI0T1NMVEtSREVLUllJSS4u&amp;sharetoken=BNBm1ERGm3iwYPjstNaa\">evidence tracker<\/a>.\u00a0<\/span><\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_45-column-3\">\n<div class=\"builder-text-content\">\n<p><strong>GAP Task Options:<\/strong><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">1A Look at data in your setting and if possible disaggregate by gender or another protected characteristic of your choice (see Data Guides below)<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">1B <\/span><span data-contrast=\"none\"> Review one of your policies through an equalities lens<\/span><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-4\" id=\"builder-section-text_45-column-1\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-panels_11\" class=\"builder-section-prev-text builder-section builder-section-panels builder-section-last accordion-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"ttfmp-accordion-container\" data-height-style=\"\"  data-start-collapsed=\"false\">\n<div id=\"ttfmp-panels-item-title-panels-item_19\" class=\"ttfmp-panels-item-title\">\n\tAdditional Resources<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_19\" class=\"ttfmp-panels-item-content\">\n<p><a class=\"pdf\" title=\"Data guide primary and elc\" href=\"https:\/\/education.gov.scot\/media\/0qid0vsw\/data-guide-primary-and-elc.pdf\" target=\"_blank\" rel=\"noopener\">PDF file: Data guide for primary schools and early learning and childcare settings<\/a>\u00a0&#8211; a guide to help practitioners gather and analyse a range of data to support planning approaches to address persistent gender imbalances.<\/p>\n<p><a class=\"pdf\" title=\"PDF file: Data guide for secondary schools\" href=\"https:\/\/education.gov.scot\/media\/ca3c2gki\/data-guide-secondary.pdf\" target=\"_blank\" rel=\"noopener\">PDF file: Data guide for secondary schools<\/a>\u00a0&#8211; a guide to help practitioners gather and analyse a range of data to support planning approaches to address persistent gender imbalances.<\/p>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/29123703\/National-Awareness-Raising-Session.pdf\">National Awareness Raising Session<\/a><span data-contrast=\"none\"> &#8211; IGBE&#8217;s national awareness raising professional learning content\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Policy ideas \u2013\u00a0 <a href=\"https:\/\/equaliteach.co.uk\/education\/classroom-resources\/outside-the-box\/\">EqualiTeach Policies &amp; Procedures<\/a><\/span> (scroll down to Policies and Procedures), <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/29200252\/EqualiTeach-Template.docx\">EqualiTeach Policy Template<\/a>, <a href=\"https:\/\/cullodenacademy.com\/wp-content\/uploads\/2022\/01\/Equalities-Policy.pdf\">\u00a0Culloden Academy example<\/a><span data-contrast=\"none\"> and <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/30092400\/IGBE-Policy-Review-Guidance.pdf\">IGBE Policy Review Guidance<\/a><\/span><\/p>\n<p><a href=\"https:\/\/www.equallysafeatschool.org.uk\/\">Equally Safe at School, a whole school approach to preventing gender based violence<\/a><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-129\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/23120543\/Session-1-Leading-Gender-Equality-in-Education-1024x576.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/23120543\/Session-1-Leading-Gender-Equality-in-Education-1024x576.jpg 1024w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/23120543\/Session-1-Leading-Gender-Equality-in-Education-300x169.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/23120543\/Session-1-Leading-Gender-Equality-in-Education-768x432.jpg 768w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/leadinggenderequalityineducation\/uploads\/sites\/10199\/2022\/09\/23120543\/Session-1-Leading-Gender-Equality-in-Education.jpg 1260w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_57\" class=\"ttfmp-panels-item-title\">\n\tAdditional Reading<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_57\" class=\"ttfmp-panels-item-content\">\n<p>Thank you to Darren Donnelly from East Ayrshire for sharing the professional reading he did for Gap Task 1:<\/p>\n<p>1 &#8211; The development of educational inequalities during the school years<br \/>Education inequalities Review. Inequality: The IFS Deaton Review 16 AUGUST 2022.<br \/>&#8220;For women studying creative arts or agriculture, the average earnings premium is only around 10%. For men, graduates in some subjects have lower earnings than similar non-graduates. There are also major subject differences in the financial rewards to completing vocational education, with the highest returns in areas such as engineering, business or construction.&#8221;<\/p>\n<p>Education inequalities | Inequality: the IFS Deaton Review<\/p>\n<p>2 &#8211; Gender gaps and the structure of local labor markets Barbara Petrongolo, Maddalena Ronchib November 2021 From findings in education and post school destinations &#8211; important gender gaps still remain to date in employment and earnings. The presence of children is one key driver of remaining gender inequalities &#8211; Women appear to especially value job attributes that make careers better compatible with domestic responsibilities, including flexible work schedules and shorter commutes, which may translate into worse earnings opportunities. (Does this explain the curricular choices for careers which are reliable and albeit low income, &#8216;secure&#8217;?) In smaller or rural communities, what opportunities exist for learners avoiding becoming NEET post school?<br \/>Gender gaps and the structure of local labor markets &#8211; ScienceDirect<\/p>\n<p>3 &#8211; Inequalities in education, skills, and incomes in the UK: The implications of the COVID-19 pandemic. June 2021 The Institute for Fiscal Studies ISBN 978-1-80103-027-4 An IFS-Deaton Review of Inequalities initiative funded by the Nuffield Foundation.<br \/>(pages 9-12 and 26-29 are especially interesting)<\/p>\n<p>4 &#8211; School attendance rates across the UK since full reopening COVID-19 AND EDUCATION AN ANALYSIS<br \/>23rd November 2020<br \/>Primary and secondary practitioners will be able to relay stories of increased learner anxiety, school refusal and the development of a school\/authority &#8216;phobia&#8217; in certain school communities, Many, increasingly more learners are &#8216;lost&#8217;. How are gender dynamics and gender demographics at play here? Are they centrally recorded? In Scotland, in the second week of November 2020, school attendance rates fell to 89%. Covid-related absences rose to 4%. Further analysis indicates that there is a rise in the number of female students who have developed anxiety\/school phobias.<\/p>\n<p>5 &#8211; Work, care and gender during the Covid-19 crisis Claudia Hupkau and Barbara Petrongolo Paper Number CEPDP1723 2 October 2020 UK impacts of the pandemic crisis and restrictions to economic activity on paid\/ unpaid work for men and women. &#8211; Using data from the Covid-19 supplement of Understanding Society&#8230; evidence that labour markets of both were roughly equally affected, as measured by incidence of job loss\/furloughing, but if anything, women suffered smaller losses at intensive (manual\/unskilled) margin, experiencing slightly smaller changes in hours and earnings. (Concentration in low paid employment indicated here!) In households, women provided on average a larger share of increased childcare needs, but in a bigger share of households fathers became primary childcare providers. How will this impact on the perception of young people?<\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Session 1. Leadership of Establishment The PowerPoint from session can be found below: Session 1 &#8211; Leading Gender Equality in Education Here is a recording of session 1. You can see the Jamboards created at the session below: Group Agreement Barrier Mapping Plus, minus, interesting exemplar policy Self-evaluation Framework For this section is will be &hellip;<\/p>\n","protected":false},"author":71166,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-5","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/pages\/5","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/users\/71166"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/comments?post=5"}],"version-history":[{"count":49,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/pages\/5\/revisions"}],"predecessor-version":[{"id":269,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/pages\/5\/revisions\/269"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/leadinggenderequalityineducation\/wp-json\/wp\/v2\/media?parent=5"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}