1. Involving Parents Apart from government institutions, teachers and students need to cooperate with parents. Parents provide valuable support for their child's educational and career choices regarding their expectations and content, information, and role formation. Parents, like teachers, play a central role in shaping their child's gender attitudes and experiences. Parents have always had a traditional view of gender and the school and resist attempts to promote fairness. For example, research in many countries has found that parents support teachers to use corporal punishment to instill discipline in their children. At the same time, parents act as allies and advocates for their children and maintain accountability to teachers and the school. These programs can be implemented in the school through meetings with parents, providing gender training, describing remedial initiatives, listening to their concerns, and involving them in promoting gender equality, etc. Simultaneously, one can expand the impact of these programs on society. For example, an evaluation of IHRE programs in India found that students and teachers cooperate with parents to support their encouragement and disparity.
2. Some of the teaching training programs that have been evaluated provide promising results. However, some important studies that find teacher-centered interventions on multiple outcomes in which student learning outcomes are clearer with teacher approach and practice are also needed. Based on an evaluation of an optional short-term course on gender equality for pre-service teachers of Turkey, it was found that participants in the course exhibited more equitable behavior after the completion of the course at home, work, and educational sites. . Similarly, the GEMS program in India incorporates a series of teacher workshops on gender and competence dynamics. Participating in these workshops, they came to know based on interviews with teachers that their interactions with children and personal life, i.e., how they interact with their peers and how they interact with their female peers. There was a profound change in all of them and how much value they provide to their female companions, etc.
In Sweden, through a "Gender Educator," teachers are taught about their school community and gender equity. The training was provided for performing counter-initiative activities.
3. It is often said that gender-specific themes and pedagogy are very much needed in teacher training, and it is dependent on teacher training partners. Therefore, provide opportunities to showcase your personal and professional career experiences on gender. One or two sexuality training is not enough. As in the QUIPS project of the US and Ghana, the results found that teachers' behavior changes related to girls' participation in learning were observed only as long as the headteacher was with other teachers and experienced counselors provided support.
4. Equal Participation in Sports and Sports Promote equal Participation in Sports and Games Many traditional members of the society, and perhaps some teachers believe that girls participate in various cultural activities, such as singing, dancing, painting, rangoli, and boys in sports and other sports- Are excellent at jumping tasks. But as teachers, we should be aware that such beliefs develop gender stereotypes in children. We should be aware that physical education, sports, and sports play an important role in the development of a healthy body but also in developing the spirit of cooperation. Sports and other recreational activities develop a positive attitude towards self in girls. Similarly, boys also do not feel discouraged by participating in earlier activities considered to be related to the girls' fields.
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