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EASSE participates in ICGS Global Forum on Girls’ Education

The city of Boston hosted the Third Global Forum organized by the International Coalition of Girls’ Schools (ICGS) on June 23-29

The city of Boston hosted on June 23-29 the Third Global Forum organized by the International Coalition of Girls’ Schools (ICGS). This annual meeting, which has been held since 2015, aims to share initiatives and compare different visions and experiences from some of the most prominent experts in the world of female differentiated education.

In this year’s edition, more than 200 teachers, managers and experts have participated over the course of five days in workshops, workshops and conferences that have addressed the role of girls/young women “as social activists,” “political leaders,” “entrepreneurs,” and “artists and creators” under the framework of differentiated education.

The following attended on behalf of EASSE:
– Gemma Arasanz (Executive Director of EASSE)
– Gloria Gratacós (Research Director)
– Judith Monés (principal of La Vall School)
– María Roca (teacher at La Vall school)
– Nuria Tapias (research team member GARC)

In addition, the following have participated as speakers and panelists:
-Janet Dean (member of the Board of Directors of EASSE and Principal of Rosemont School in Dublin)- Doing Good and Feeling Good: The Role of Volunteering/Service Learning in Reversing Teenage Isolation
– Bea Rey and Raquel Arévalo (La Vall school teachers) – Art in the School: Making the Invisible Visible

The meeting, which was organized in different lectures, panels and round tables, was a prime opportunity to discover new ideas and strengthen projects and initiatives.

Gallery

Why do girls’ schools favor female leadership?

Opinion piece in Australian press on how differentiated education helps overcome stereotypes

The Sydney Morning Herald, one of Australia’s leading newspapers, published a opinion article on the May 2022 elections in this Oceanic country, in which a record number of women running as independent candidates will become members of parliament.

Its author, Loren Bridge, reports that of the eight non-partisan women who were elected, five studied in separate education schools. Bridge, CEO of Alliance of Girls’ Schools Australasia (an NGO in favor of differentiated education in Oceania), explains why, in her opinion, this educational model helps to overcome stereotypes.

“Clearly, there is something inherent in the girls’ school environment that better prepares women for high-level leadership” , Bridge believes. And she highlights how differentiated schools provide female students with the knowledge and skills needed “to overcome social and cultural gender biases.”

As a result, they are able to break the stereotypical norms that define women in society, Bridge says. “This is achieved through education that undoes the implicit biases that so often limit women” , she continues.

The article also cites a study conducted by the University of Queensland, which found that the confidence levels of girls in differentiated schools match those of boys, while in the general population they consistently have lower levels. Es precisamente este elemento, la confianza, un elemento frecuentemente atribuido a la subrepresentación de las mujeres en puestos de liderazgo, considera Bridge.

Link to the full story: LINK

“Clearly, there is something inherent in the girls’ school environment that better prepares women for high-level leadership”