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SPORT:
TRANSFORMING EDUCATION
      AND SOCIETY


                    - Presentation by
                     Mona Shipley
               Head Sport in Education
                  British Council, India
British Council
– The purpose of the British Council is to create
  international opportunities for the people of the UK
  and other countries and build trust between them
  worldwide.

– To deliver the best in cultural relations we focus
  our programmes in the following areas:

       – Education and Society
       – English
       – Arts
What Makes Sport and
        Physical Education Work?



• IT IS ENGAGING
• EFFECTIVE
• ACADEMIC ATTAINMENT
• SIMPLICITY
• PARTNERSHIP & LEARNING
• LIFE TRANSFORMING
Sports and Gender: What
Men Have To Do With It?

  “How gender be integrated in the
 sports program at regional, national
  and international level to enhance
   women and girls participation”.
Maidan Summit 2011 - Mona Shipley, British Council
Prevailing State of Affairs
•Sport is an integral part of the culture of almost every nation. However, it is
 traditionally associated with “masculinity

• Women frequently segregated involuntarily in different types of sports, events
  and competitions

• Women’s access to positions of leadership and decision-making is
  constrained from the local level to the international level.

•The value placed on women’s sport is often lower, resulting in inadequate

 resources and unequal wages and prizes      .
•In the media, women’s sport is not only marginalized but also often presented in
a different style that reflects and reinforces gender stereotypes
Need to Challenge Gender
             Discrimination
•advocacy
•empowerment through Role Models
•improving women’s Capabilities, through
  education and health;
•increasing their access to and control over
opportunities and resources, such as employment
and economic assets;
•enhancing their agency and leadership roles;
•protecting and promoting their human rights;
•ensuring their security, including freedom from
violence.
The role of men and boys in challenging and changing
unequal power relations is critical.

Sport provides life skills essential for a productive life in
society. Often limited for women, making their access to
sport of critical importance.

Sport and physical education are an essential element of
quality education.

Increasing access for women and girls to physical
education and sport helps build confidence, promotes
stronger social integration.

Involving girls in sport activities alongside boys can help
overcome prejudice that often contributes to social
vulnerability of women and girls.
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Initiatives
Growing understanding that access to and participation in sport
and physical education is not only a right in itself, but can also be
used to promote a number of important development goals – MDG’s

1.   UNESCO International Charter of Physical Education and Sport, states: “The
     practice of physical education and sport is a fundamental right for all.”

2.   The Beijing Platform for Action, adopted at the Fourth World Conference on
     Women in 1995, provides important policy recommendations on women, gender
     equality and sport.
3.   The current Charter of the International Olympic Committee (IOC) states that one
     of the roles of the Committee is to “encourage and support the promotion of
     women in sport at all levels and in all structures with a view to implementing the
     principle of equality of men and women.”

4.   The International Working Group on Women and Sport, an independent
     coordinating body of government organizations, established in 1994 at the First
     World Conference on Women and Sport, held in Brighton, United Kingdom,
     organized by the British Sports Council and supported by the International
     Olympic Committee aims to be a catalyst for the advancement and
     empowerment of women and sport globally.
Maidan Summit 2011 - Mona Shipley, British Council
INTERNATIONAL INSPIRATION

Developing an effective systemic PE Strategy for delivering
high quality PE and School Sport for better social and
academic outcomes.

Outcome of a collaboration between British Council and
the Ministry of Human Resource Development (MHRD) and
Ministry of Youth Affairs and Sports (MOYAS), Government
of India and their key institutions (CBSE, NCERT, NCTE,
select SCERTs, LNUPE, and NIS) and also with UK
Sports, Youth Sports Trust (UK) and UNICEF.
• International Inspiration - working
  in partnership with Governments
                Sport




   Education, Education
                      PE, sport &
   community &
                      Leadership
   sport
PEC-India Strategy
               Process: Systemic, Scalable, Sustainable
Demonstration of the use of TOPS Cards in selected Indian schools and key policy
makers

This exercise convinced the Indian school system stakeholders of the usefulness of
this strategy who asked for an adapted version

To begin with a well planned process was initiated to adapt TOPS Cards and
develop a Teachers’ Manual for primary stage.

The uniqueness of the process of development of the Cards was their simultaneous
tryout gong on in selected number of different types of schools of the country.

 At the final stage the Cards were christened as PHYSICAL EDUCATION CARDS
(PEC).
Not only the nomenclature is changed, but these Cards have a different format in
view of the needs and requirements of Indian school situation. These have the
following notable features:
Features of PEC

The strategy is based on the premise that every child matters and that
games and sports can develop skills, like observation skills, analytical
skills, evaluation skills, leadership and teamwork skills, communication
skills, emotional and intrapersonal intelligence and motor skills, that are
relevant in other areas of the curriculum and for holistic development.

It is focused on building personal attributes that are important for
holistic development of young people, like confidence,self-esteem,
ambition, high aspiration, good behaviour, understanding and respect
for rules, health and well being, good relationships with others,
appreciation of ethics and fair play, ability to cope with winning and
loosing experiences.

Each Card is formatted to provide the essential information needed for
engaging all students of a class in the selected game/activity, the ability
to be focused, the process of organizing activities, equipment needed,
safety measures to be taken and the skills to be developed.
The Cards are so organized that they provide vertical continuity and
horizontal comprehensiveness to the coverage of entire curriculum of
physical education meant for a particular stage.

For the first time, in the form of these Cards the teachers as well as
students will have a material that can be very conveniently handled and
used for a longer time.

The layout and the format of the Cards make these a more attractive
material which the teachers and students enjoy using.

The pictorial depiction of each set of activities and the process to be
observed on each Card will facilitate the organization of the activities by
following the required method in a much better way.

The Cards will not only facilitate the organization of activities but also
make it more convenient for the teacher as well as students to
comprehend the concerned vocabulary as well as pedagogical tools.
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Physical Education and Sports
              in Schools
Efforts to integrate gender in various sports programmes, perhaps the most
valued approach has been the promotion of physical education in schools.

 If physical education is transacted effectively in schools the entire gender
concerns would be taken care of. Physical education in schools itself should be
free from gender bias.

In many countries physical education and sports has been an integral part of the
school curriculum and still no treated at par with other subjects and in substantial
majority of schools it is not even transacted as other core subjects.

The National Curriculum Framework (NCF) 2005, the Curricular Policy Document
for the entire country states categorically, “The importance of this subject to
overall development needs to be reinforced at the policy level, with participation
by administrators, other subject teachers in schools, the health department,
parents and children.

Recognising this subject as a core subject Health and Physical Education must
continue to be a compulsory subject from the primary to the secondary stages and
as an optional subject at higher secondary stage.”
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
Maidan Summit 2011 - Mona Shipley, British Council
PEC-India Strategy: Inclusive
     Approach for Gender
           Concerns

Is an inclusive method which takes care of
     gender concerns spontaneously.
If adopted and operationalised through out
     the school system, the question of
  integrating gender in sports will not be a
             matter of concern.
Alive Video




    Alive.mp4.mp4

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Maidan Summit 2011 - Mona Shipley, British Council

  • 1. SPORT: TRANSFORMING EDUCATION AND SOCIETY - Presentation by Mona Shipley Head Sport in Education British Council, India
  • 2. British Council – The purpose of the British Council is to create international opportunities for the people of the UK and other countries and build trust between them worldwide. – To deliver the best in cultural relations we focus our programmes in the following areas: – Education and Society – English – Arts
  • 3. What Makes Sport and Physical Education Work? • IT IS ENGAGING • EFFECTIVE • ACADEMIC ATTAINMENT • SIMPLICITY • PARTNERSHIP & LEARNING • LIFE TRANSFORMING
  • 4. Sports and Gender: What Men Have To Do With It? “How gender be integrated in the sports program at regional, national and international level to enhance women and girls participation”.
  • 6. Prevailing State of Affairs •Sport is an integral part of the culture of almost every nation. However, it is traditionally associated with “masculinity • Women frequently segregated involuntarily in different types of sports, events and competitions • Women’s access to positions of leadership and decision-making is constrained from the local level to the international level. •The value placed on women’s sport is often lower, resulting in inadequate resources and unequal wages and prizes . •In the media, women’s sport is not only marginalized but also often presented in a different style that reflects and reinforces gender stereotypes
  • 7. Need to Challenge Gender Discrimination •advocacy •empowerment through Role Models •improving women’s Capabilities, through education and health; •increasing their access to and control over opportunities and resources, such as employment and economic assets; •enhancing their agency and leadership roles; •protecting and promoting their human rights; •ensuring their security, including freedom from violence.
  • 8. The role of men and boys in challenging and changing unequal power relations is critical. Sport provides life skills essential for a productive life in society. Often limited for women, making their access to sport of critical importance. Sport and physical education are an essential element of quality education. Increasing access for women and girls to physical education and sport helps build confidence, promotes stronger social integration. Involving girls in sport activities alongside boys can help overcome prejudice that often contributes to social vulnerability of women and girls.
  • 11. Initiatives Growing understanding that access to and participation in sport and physical education is not only a right in itself, but can also be used to promote a number of important development goals – MDG’s 1. UNESCO International Charter of Physical Education and Sport, states: “The practice of physical education and sport is a fundamental right for all.” 2. The Beijing Platform for Action, adopted at the Fourth World Conference on Women in 1995, provides important policy recommendations on women, gender equality and sport. 3. The current Charter of the International Olympic Committee (IOC) states that one of the roles of the Committee is to “encourage and support the promotion of women in sport at all levels and in all structures with a view to implementing the principle of equality of men and women.” 4. The International Working Group on Women and Sport, an independent coordinating body of government organizations, established in 1994 at the First World Conference on Women and Sport, held in Brighton, United Kingdom, organized by the British Sports Council and supported by the International Olympic Committee aims to be a catalyst for the advancement and empowerment of women and sport globally.
  • 13. INTERNATIONAL INSPIRATION Developing an effective systemic PE Strategy for delivering high quality PE and School Sport for better social and academic outcomes. Outcome of a collaboration between British Council and the Ministry of Human Resource Development (MHRD) and Ministry of Youth Affairs and Sports (MOYAS), Government of India and their key institutions (CBSE, NCERT, NCTE, select SCERTs, LNUPE, and NIS) and also with UK Sports, Youth Sports Trust (UK) and UNICEF.
  • 14. • International Inspiration - working in partnership with Governments Sport Education, Education PE, sport & community & Leadership sport
  • 15. PEC-India Strategy Process: Systemic, Scalable, Sustainable Demonstration of the use of TOPS Cards in selected Indian schools and key policy makers This exercise convinced the Indian school system stakeholders of the usefulness of this strategy who asked for an adapted version To begin with a well planned process was initiated to adapt TOPS Cards and develop a Teachers’ Manual for primary stage. The uniqueness of the process of development of the Cards was their simultaneous tryout gong on in selected number of different types of schools of the country. At the final stage the Cards were christened as PHYSICAL EDUCATION CARDS (PEC). Not only the nomenclature is changed, but these Cards have a different format in view of the needs and requirements of Indian school situation. These have the following notable features:
  • 16. Features of PEC The strategy is based on the premise that every child matters and that games and sports can develop skills, like observation skills, analytical skills, evaluation skills, leadership and teamwork skills, communication skills, emotional and intrapersonal intelligence and motor skills, that are relevant in other areas of the curriculum and for holistic development. It is focused on building personal attributes that are important for holistic development of young people, like confidence,self-esteem, ambition, high aspiration, good behaviour, understanding and respect for rules, health and well being, good relationships with others, appreciation of ethics and fair play, ability to cope with winning and loosing experiences. Each Card is formatted to provide the essential information needed for engaging all students of a class in the selected game/activity, the ability to be focused, the process of organizing activities, equipment needed, safety measures to be taken and the skills to be developed.
  • 17. The Cards are so organized that they provide vertical continuity and horizontal comprehensiveness to the coverage of entire curriculum of physical education meant for a particular stage. For the first time, in the form of these Cards the teachers as well as students will have a material that can be very conveniently handled and used for a longer time. The layout and the format of the Cards make these a more attractive material which the teachers and students enjoy using. The pictorial depiction of each set of activities and the process to be observed on each Card will facilitate the organization of the activities by following the required method in a much better way. The Cards will not only facilitate the organization of activities but also make it more convenient for the teacher as well as students to comprehend the concerned vocabulary as well as pedagogical tools.
  • 22. Physical Education and Sports in Schools Efforts to integrate gender in various sports programmes, perhaps the most valued approach has been the promotion of physical education in schools. If physical education is transacted effectively in schools the entire gender concerns would be taken care of. Physical education in schools itself should be free from gender bias. In many countries physical education and sports has been an integral part of the school curriculum and still no treated at par with other subjects and in substantial majority of schools it is not even transacted as other core subjects. The National Curriculum Framework (NCF) 2005, the Curricular Policy Document for the entire country states categorically, “The importance of this subject to overall development needs to be reinforced at the policy level, with participation by administrators, other subject teachers in schools, the health department, parents and children. Recognising this subject as a core subject Health and Physical Education must continue to be a compulsory subject from the primary to the secondary stages and as an optional subject at higher secondary stage.”
  • 27. PEC-India Strategy: Inclusive Approach for Gender Concerns Is an inclusive method which takes care of gender concerns spontaneously. If adopted and operationalised through out the school system, the question of integrating gender in sports will not be a matter of concern.
  • 28. Alive Video Alive.mp4.mp4