Fernando M. Reimers et al.

GROUP A. GENDER AND EDUCATION

1. Students in this group read about a day in the lives of girls across the

world. Pick any one of the following readings:
a. Nicaragua ( http://www.unicef.org/dil/haitza/haitza5_content.html
b. India and night school (http://www.teachersdomain.org/re-
source/waO8.socst.world.glob.nightsch/)
c. Benin (http://www.teachersdomain.org/resource/wa08.socst.
world.glob.benin/)
The students note the similarities and differences in the lives of
each of these girls and the reason for their educational circumstances.

2. Students in this group role—play, making hard decisions to answer
the question of whether Jaya can go to school. This role-play ex—
ercise examines the decision to send Jaya to school from the per—
spectives of different people in her family and brings to light the
opportunity costs associated with schooling and some of the reasons
that children may drop out or not enroll in school in the developing
world (http://wwwoxfambrg. uk/education/resources/change_the_
world_in_eight_steps/files/goal_3.pdf).

3. Students also collect compelling statistics regarding enrollment rates
for girls in primary education across the world. (See UNICEF’s State
oft/16 i/Vorld’s Children annual reports for statistics: http://www.uni—
ceforg/sowc201 1/.)

GROUP B. GENDER AND HEALTH

1. The students in this group superimpose over one another maps that
indicate access to primary health care as well as maps that display
skewed sex ratios in the world.

2. Students are asked to be observant of any interlinkages between
health care and sex rations.

3. Students also undertake background research about malnutrition
among girls and women, female infanticide, and HIV/AIDS.

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