About us…
An annual collaboration occurs with National University and the 501(c)3 Women in Leadership Organization as we together provide invitation to the Women in Leadership Conference. Participants include faculty, students, administration, community members, business owners, and a variety of partners across international boundaries.
100% of proceeds support student researchers earning advanced graduate degrees.
GENEVA 2024
WILO Presentation - Workshop on the Training of Women
From the 19th to the 20th of October, the Beijing +30 Review for Civil Society in the UNECE region took place in Geneva, organized by the NGO Committee on the Status of Women-Geneva. The involvement of civil society was vital, as NGO CSW Geneva encouraged all NGOs to engage in the review process of the 12 critical concerns of the Beijing Platform for Action.
This forum provided civil society an opportunity to exchange their views and practices for more effective cooperation with local bodies and governments. Many interactive workshops were held, addressing the 12 critical concerns of the Beijing Platform for Action, including a workshop on education, in which participation was significant. The BPFA highlights lifelong quality education and training as essential for the development of women and girls. The Commission on the Status of Women (CSW) emphasized the importance of lifelong learning, updated curricula, and reskilling/upskilling. The theme for the workshop was "Education and Training of Women" and it featured key recommendations for improvement through Immediate, Intermediate, and Long-term actions.
These three key topics included quality and continuing education, teacher education, and digital education. During the workshop, we stressed the need to ensure inclusive education and raise awareness of the importance of lifelong learning for all women and girls, especially in STEM and digital literacy. Challenges to achieving quality and continuing education were identified, such as cultural norms, gender bias, and the lack of safe and accessible schools.
The necessity of educators, including teachers, facilitators, and trainers, in ensuring high-quality education was also highlighted. Some of the obstacles to teacher education include an insufficient number of qualified teachers, difficult working conditions, cyberbullying, undervalued status, pay inequity, and a lack of awareness about the need for improvement.
The importance of advancing digital literacy to enable women and girls to engage in online knowledge and information sharing, digital entrepreneurship, and remote work was also discussed. Negative social norms, gender discrimination, skill development stereotyping, and concerns about digital technology safety prevent many women and girls from acquiring digital skills.
Several action points were recommended at the workshop, such as increasing financing and resources for educational and training needs, addressing the global shortage of teachers, implementing lifelong learning for all women and girls, including teachers, facilitating the transition of women into new occupations through lifelong educational initiatives, and equipping all women and girls with the tools and support needed to lead and innovate in the digital world.
In the workshop's interactive part, participants exchanged ideas and practices on education and training in different countries and societies. Emerging themes for the workshop included the following:
- Importance of Teacher Self-Awareness: Teachers need to be mindful of their attitudes and adapt their approach to support students effectively;
- Role of Parents and Community: Involving parents and the community is crucial for a supportive learning environment and addressing challenges like mental health;
- Focus on Gender Equality and Bias: Educators should be trained to tackle stereotypes and foster a more inclusive classroom;
- Encouraging Emotional and Critical Thinking Skills: Developing these skills is essential for preparing students for the future;
- Systemic Inequities in Teaching: The teaching profession faces systemic barriers, including racism, underfunding, and poor infrastructure, especially in marginalized and indigenous communities. These issues limit access to resources and impact the quality of education;
- Gender Disparities in the Profession: Teaching is often seen as a feminized field, contributing to pay gaps, limited career advancement opportunities, and a low societal status for educators. This is particularly evident in Early Childhood Education (ECE), where there are very few male teachers, reinforcing traditional gender roles;
- Balancing Work and Personal Life: Many female teachers juggle work and family responsibilities, which restricts their advancement and professional development opportunities. This imbalance often affects their ability to pursue higher pay and leadership roles within the field;
- Variability of Teacher Status Across Regions: Teacher status and opportunities differ greatly between regions. In countries like the UK, teachers face structural challenges that hinder access to proper training, while other European countries may offer more support and flexibility for professional growth.
Finally, one conclusion became clear: there is a significant need for financing, positive involvement, and cooperation from governments, organizations, and individuals to advance quality lifelong education and training for all women and girls.
COUNCIL ON THE STATUS OF WOMEN - 69
NEW YORK, NY
MARCH 10-14, 2025
Our team provided two presentations at the CSW 69 meeting of the United Nations in March, 2025.