WHAT IS THE VALUE OF CO-EDUCATION?
2:35 AM
Q - I am debating the argument of co-education is best and I have to show some pros and cons of the situation. I was just wondering if you could give me a list of pro that co-education is best. What is the value of co-education?
A - Many people think that the simple fact of having boys and girls in the same group gives added value in terms of education. However this is not always true. Having boys and girls in the same group is not sufficient in itself. If you want to educate young people successfully, you need to have precise educational aims, or objectives, and appropriate methods to achieve them. Educating boys and girls means helping them to grow and acquire knowledge, skills and attitudes in order to take their place in adult society.
One can distinguish two main attitudes regarding the situation of men and and women in society:
1. Gender Complementarity: some people think that men and women are radically different and should play complementary roles in society. According to this perspective, educators have to prepare boys for male roles in adult society and girls for female roles in adult society. Also, both boys and girls should be educated to respect each other and accept their complementary roles.
2. Gender equality: other people think that there are no fundamental differences between males and females, or more exactly that differences between individuals are bigger than gender differences. According to this perspective, boys and girls should not be closed into pre-determined gender roles. Educators should do their best to help each individual, whatever his or her gender, to develop his/her full potential. Young people should be educated in order to be able to challenge gender prejudices and to co-operate between boys and girls on an equal footing.
The gender complementarity perspective is still prevalent in some societies (Southern Europe, Latin America, Arab countries, etc.) whilst the perspective of gender equality seems to be prevalent in countries like USA, Northern and Western Europe, etc. In the 19th century, gender complementarity was the dominant ideology. It was believed that men and women had different natures and had to play very different roles in society. Women had to stay at home and take care of domestic tasks, while men had to work outside the home.
Two different educational systems were set up: one for boys, with the aim of preparing them for male roles and one for girls, with the aim of preparing them for female roles. Of course, behind the idea of complementary roles there was also an idea of "hierarchy": to be brief, men had the power and women had second roles; men were active in society and women stayed at home. Today, this is still the case in many countries or families.
At the beginning, the idea of practising co-education was linked to the aim of challenging this hierarchy and the unequal sharing of responsibilities between men and women in the society. Coeducation was practised by those promoting the "gender equality perspective". However, in reality, those who practise co-education often forget this perspective, or consider it so "normal" that it is no longer necessary to pay attention to it. As a result, the old idea of hierarchy between men and women has returned and influences educators' behaviour.
Recent research undertaken by the World Organisation of the Scout Movement in co-operation with the University of Oslo shows that in "co-educated" groups girls' skills are systematically "underrated" compared with boys' skills. This means that even in "co-educated" groups, adult leaders - men and women - tend to reproduce the old gender hierarchy and division of roles between males and females. For example, it seems "normal" for boys to do "hard" work such as chopping wood, while girls wash dishes. Of course, at the same time, chopping wood is valued (a male task requiring strength and energy) whereas washing dishes is viewed as a boring task requiring very few skills and qualities).
Similar research conducted in schools, shows that teachers unconsciously interact more with boys and underrate girls'skills. This is why some female educators, concerned by the need to prepare girls better to challenge gender prejudices and achieving gender equality, now propose and promote single-sex schools rather than "co-ed" schools.
Therefore, you can see that co-education in itself is not sufficient. Recently the World Scout Conference (gathering the leaders of all National Scout Organisations) approved a "policy on girls and boys, women and men in Scouting", with a clear commitment:
- to the fulfilment of its educational purpose: to contribute to the education of young people, females and males, as equals and on the basis of the needs and aspirations of each individual
- to the principles of equal opportunities and equal partnership
- to reach, in societies where mixed gender relations are the norm, a situation where gender equality is a reality in terms of youth programme, adult resources, management and all other aspects of the Movement at all its levels.
In order to progress in this direction, we have to review all our educational programmes and develop more appropriate tools than just a vague idea of "co-education". We are progressing step by step. For example, six years ago the first woman was elected to the World Scout Committee and this year, for the first time, the new elected chairman of the World Scout Committee is a woman. I hope I have answered your question.
A - Many people think that the simple fact of having boys and girls in the same group gives added value in terms of education. However this is not always true. Having boys and girls in the same group is not sufficient in itself. If you want to educate young people successfully, you need to have precise educational aims, or objectives, and appropriate methods to achieve them. Educating boys and girls means helping them to grow and acquire knowledge, skills and attitudes in order to take their place in adult society.
One can distinguish two main attitudes regarding the situation of men and and women in society:
1. Gender Complementarity: some people think that men and women are radically different and should play complementary roles in society. According to this perspective, educators have to prepare boys for male roles in adult society and girls for female roles in adult society. Also, both boys and girls should be educated to respect each other and accept their complementary roles.
2. Gender equality: other people think that there are no fundamental differences between males and females, or more exactly that differences between individuals are bigger than gender differences. According to this perspective, boys and girls should not be closed into pre-determined gender roles. Educators should do their best to help each individual, whatever his or her gender, to develop his/her full potential. Young people should be educated in order to be able to challenge gender prejudices and to co-operate between boys and girls on an equal footing.
The gender complementarity perspective is still prevalent in some societies (Southern Europe, Latin America, Arab countries, etc.) whilst the perspective of gender equality seems to be prevalent in countries like USA, Northern and Western Europe, etc. In the 19th century, gender complementarity was the dominant ideology. It was believed that men and women had different natures and had to play very different roles in society. Women had to stay at home and take care of domestic tasks, while men had to work outside the home.
Two different educational systems were set up: one for boys, with the aim of preparing them for male roles and one for girls, with the aim of preparing them for female roles. Of course, behind the idea of complementary roles there was also an idea of "hierarchy": to be brief, men had the power and women had second roles; men were active in society and women stayed at home. Today, this is still the case in many countries or families.
At the beginning, the idea of practising co-education was linked to the aim of challenging this hierarchy and the unequal sharing of responsibilities between men and women in the society. Coeducation was practised by those promoting the "gender equality perspective". However, in reality, those who practise co-education often forget this perspective, or consider it so "normal" that it is no longer necessary to pay attention to it. As a result, the old idea of hierarchy between men and women has returned and influences educators' behaviour.
Recent research undertaken by the World Organisation of the Scout Movement in co-operation with the University of Oslo shows that in "co-educated" groups girls' skills are systematically "underrated" compared with boys' skills. This means that even in "co-educated" groups, adult leaders - men and women - tend to reproduce the old gender hierarchy and division of roles between males and females. For example, it seems "normal" for boys to do "hard" work such as chopping wood, while girls wash dishes. Of course, at the same time, chopping wood is valued (a male task requiring strength and energy) whereas washing dishes is viewed as a boring task requiring very few skills and qualities).
Similar research conducted in schools, shows that teachers unconsciously interact more with boys and underrate girls'skills. This is why some female educators, concerned by the need to prepare girls better to challenge gender prejudices and achieving gender equality, now propose and promote single-sex schools rather than "co-ed" schools.
Therefore, you can see that co-education in itself is not sufficient. Recently the World Scout Conference (gathering the leaders of all National Scout Organisations) approved a "policy on girls and boys, women and men in Scouting", with a clear commitment:
- to the fulfilment of its educational purpose: to contribute to the education of young people, females and males, as equals and on the basis of the needs and aspirations of each individual
- to the principles of equal opportunities and equal partnership
- to reach, in societies where mixed gender relations are the norm, a situation where gender equality is a reality in terms of youth programme, adult resources, management and all other aspects of the Movement at all its levels.
In order to progress in this direction, we have to review all our educational programmes and develop more appropriate tools than just a vague idea of "co-education". We are progressing step by step. For example, six years ago the first woman was elected to the World Scout Committee and this year, for the first time, the new elected chairman of the World Scout Committee is a woman. I hope I have answered your question.
