{"id":51435,"date":"2024-03-10T23:57:36","date_gmt":"2024-03-10T20:57:36","guid":{"rendered":"https:\/\/fawe.org\/?p=51435"},"modified":"2024-03-10T23:57:36","modified_gmt":"2024-03-10T20:57:36","slug":"inspiring-inclusion-one-classroom-at-a-time","status":"publish","type":"post","link":"https:\/\/fawe.org\/fr\/inspiring-inclusion-one-classroom-at-a-time\/","title":{"rendered":"Inspirer l'inclusion, une classe \u00e0 la fois"},"content":{"rendered":"<p><b><i>Par Martha Muhwezi<\/i><\/b><\/p>\n<p><b><i>Directrice ex\u00e9cutive, FAWE Afrique<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Dans notre qu\u00eate de l'\u00e9ducation pour tous, nous nous concentrons souvent sur la production d'un grand nombre d'\u00e9tudiants ayant termin\u00e9 leurs \u00e9tudes. La qualit\u00e9 de l'\u00e9ducation passe apr\u00e8s le nombre. C'est compr\u00e9hensible, car la mission de scolarisation des enfants, en particulier des filles, persiste.<\/span><\/p>\n<p><a href=\"https:\/\/www.unesco.org\/en\/articles\/twice-many-girls-boys-will-never-start-school-says-new-unesco-gender-eatlas\"><span style=\"font-weight: 400;\">L'UNESCO<\/span><\/a><span style=\"font-weight: 400;\"> estime qu'en Afrique subsaharienne, 9,5 millions de filles ne mettront jamais les pieds dans une salle de classe, contre 5 millions de gar\u00e7ons. Au total, plus de 30 millions d'enfants \u00e2g\u00e9s de 6 \u00e0 11 ans ne sont pas scolaris\u00e9s dans la r\u00e9gion. Certains commenceront \u00e0 aller \u00e0 l'\u00e9cole \u00e0 un \u00e2ge plus avanc\u00e9, mais beaucoup d'autres resteront totalement exclus, les filles \u00e9tant confront\u00e9es aux obstacles les plus importants.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Alors que les taux de scolarisation continuent de s'am\u00e9liorer dans la r\u00e9gion, les taux de transition entre l'\u00e9cole primaire et l'\u00e9cole secondaire restent un d\u00e9fi. L'importance de l'enseignement secondaire ne peut \u00eatre sous-estim\u00e9e. D'apr\u00e8s un<\/span><a href=\"https:\/\/www.issuelab.org\/resources\/35972\/35972.pdf\"> <span style=\"font-weight: 400;\">rapport de la Mastercard Foundation<\/span><\/a><span style=\"font-weight: 400;\">, Dans le domaine de l'\u00e9ducation, de grands progr\u00e8s ont \u00e9t\u00e9 accomplis pour que les jeunes du continent aient acc\u00e8s \u00e0 l'enseignement primaire. On estime que d'ici 2030, le taux de scolarisation aura doubl\u00e9.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">En effet, pour que les taux de transition s'am\u00e9liorent encore, il est n\u00e9cessaire d'adopter une approche multipartite ; cependant, les pratiques d'enseignement se sont \u00e9galement av\u00e9r\u00e9es essentielles dans le cheminement vers une \u00e9ducation de qualit\u00e9. Doter les enseignants des connaissances, des comp\u00e9tences et des attitudes n\u00e9cessaires pour leur permettre de r\u00e9pondre de mani\u00e8re ad\u00e9quate aux besoins d'apprentissage des filles et des gar\u00e7ons en utilisant des processus et des pratiques scolaires tenant compte de la dimension de genre est un pas dans la bonne direction.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">La qualit\u00e9 de l'enseignement a un impact significatif sur l'acc\u00e8s, la r\u00e9tention et les r\u00e9sultats scolaires. Pourtant, de nombreux enseignants d'Afrique subsaharienne, conditionn\u00e9s par les valeurs domin\u00e9es par les hommes dans leurs communaut\u00e9s, utilisent des m\u00e9thodes d'enseignement qui n'offrent pas les m\u00eames possibilit\u00e9s de participation aux filles et aux gar\u00e7ons. Ces m\u00e9thodes ne prennent pas non plus en compte les besoins individuels des apprenants, en particulier des filles.<\/span><\/p>\n<p><a href=\"https:\/\/fawe.org\/fr\/our-programmes\/interventions\/gender-responsive-pedagogy\/\"><span style=\"font-weight: 400;\">Le mod\u00e8le du FAWE tenant compte de la dimension de genre (GRP),<\/span><\/a><span style=\"font-weight: 400;\"> a \u00e9t\u00e9 soigneusement con\u00e7u pour am\u00e9liorer la qualit\u00e9 de l'enseignement dans les salles de classe en Afrique. Le mod\u00e8le forme les enseignants pour qu'ils soient plus sensibles \u00e0 la question du genre et les dote des comp\u00e9tences n\u00e9cessaires pour comprendre et r\u00e9pondre aux besoins d'apprentissage sp\u00e9cifiques des deux sexes. Il d\u00e9veloppe des pratiques d'enseignement qui favorisent l'\u00e9galit\u00e9 de traitement et la participation des filles et des gar\u00e7ons dans la classe et dans la communaut\u00e9 scolaire au sens large.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Le mod\u00e8le FAWE GRP englobe diverses caract\u00e9ristiques con\u00e7ues pour promouvoir l'\u00e9galit\u00e9 des sexes et l'inclusion dans l'\u00e9ducation. Il met l'accent sur le mat\u00e9riel d'enseignement et d'apprentissage con\u00e7u pour r\u00e9pondre aux divers styles d'apprentissage et int\u00e9r\u00eats. Les plans de cours sont \u00e9labor\u00e9s en veillant \u00e0 ce que le contenu et les activit\u00e9s tiennent compte des sp\u00e9cificit\u00e9s de chaque sexe et fassent participer tous les \u00e9l\u00e8ves de la m\u00eame mani\u00e8re. Le langage utilis\u00e9 en classe est inclusif et exempt de pr\u00e9jug\u00e9s sexistes, ce qui favorise un environnement de respect et d'\u00e9galit\u00e9. L'interaction en classe encourage la participation active de tous les \u00e9l\u00e8ves, quel que soit leur sexe, tandis que l'organisation de la classe favorise la collaboration et l'\u00e9quit\u00e9.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Des strat\u00e9gies sont mises en \u0153uvre pour \u00e9liminer le harc\u00e8lement sexuel et cr\u00e9er un environnement d'apprentissage s\u00fbr et propice pour tous. La gestion de la maturation sexuelle est abord\u00e9e de mani\u00e8re sensible et inclusive. Les syst\u00e8mes de gestion scolaire sont structur\u00e9s de mani\u00e8re \u00e0 favoriser l'\u00e9quit\u00e9 et l'int\u00e9gration des sexes, avec des politiques et des pratiques qui promeuvent l'\u00e9galit\u00e9 des chances pour tous les \u00e9l\u00e8ves. Enfin, des m\u00e9canismes de suivi et d'\u00e9valuation sont en place pour \u00e9valuer l'efficacit\u00e9 de ces strat\u00e9gies et assurer une am\u00e9lioration continue de l'\u00e9ducation sensible au genre. Le programme<\/span><a href=\"https:\/\/issuu.com\/fawe\/docs\/grp_toolkit_2nd_edition\"> <span style=\"font-weight: 400;\">Bo\u00eete \u00e0 outils du FAWE sur la p\u00e9dagogie sensible au genre \u00e0 l'intention des enseignants et des \u00e9coles<\/span><\/a><span style=\"font-weight: 400;\"> est un guide pr\u00e9cieux pour les enseignants qui s'efforcent de transmettre des connaissances en tenant compte de la dimension de genre.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Cette ann\u00e9e, nous c\u00e9l\u00e9brons la Journ\u00e9e internationale de la femme sous le th\u00e8me : <\/span><b><i>Inspirer l'inclusion en investissant dans l'\u00e9ducation et le bien-\u00eatre des filles et des femmes en Afrique. <\/i><\/b><span style=\"font-weight: 400;\">Alors que nous honorons la r\u00e9silience, la force et les contributions des femmes partout dans le monde, il est imp\u00e9ratif que nous nous engagions \u00e0 favoriser un monde o\u00f9 chaque femme et chaque fille peut s'\u00e9panouir. Ensemble, nous pouvons faire tomber les barri\u00e8res, remettre en question les st\u00e9r\u00e9otypes et construire un avenir o\u00f9 l'apprentissage respectueux de l'\u00e9galit\u00e9 entre les hommes et les femmes sera la norme.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Alors que nous c\u00e9l\u00e9brons les progr\u00e8s accomplis, r\u00e9affirmons notre engagement \u00e0 faire progresser l'\u00e9galit\u00e9 entre les hommes et les femmes dans tous les domaines de la vie, en veillant \u00e0 ce que chaque femme et chaque fille ait la possibilit\u00e9 de r\u00e9aliser son potentiel et de contribuer de mani\u00e8re significative \u00e0 la soci\u00e9t\u00e9.<\/span><\/p>\n<p><em><strong>L\u00e9gende de l'image : Un enseignant guide des \u00e9l\u00e8ves lors d'une s\u00e9ance de travail en groupe \u00e0 l'\u00e9cole secondaire de Mponda, au Malawi.<\/strong><\/em><\/p>\n<p><em><strong>Cr\u00e9dits photos : FAWE\/FAWE Malawi<\/strong><\/em><\/p>","protected":false},"excerpt":{"rendered":"<p>By Martha Muhwezi Executive Director, FAWE Africa In the quest towards ensuring education for all, we often focus more on churning out a great number of students who have completed their education. Quality education comes second to numbers. This is understandable as the mission to enroll children, especially girls in school persists. UNESCO estimates that [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":38455,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[78,79],"tags":[],"class_list":["post-51435","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","category-featured"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Inspiring Inclusion One Classroom at a Time - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fawe.org\/fr\/inspiring-inclusion-one-classroom-at-a-time\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Inspiring Inclusion One Classroom at a Time - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)\" \/>\n<meta property=\"og:description\" content=\"By Martha Muhwezi Executive Director, FAWE Africa In the quest towards ensuring education for all, we often focus more on churning out a great number of students who have completed their education. 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