Title: Gender, Health and Development
Keywords: Planning and programming (incl.. budgeting and evaluation)
Human development
Gender & health
Country: United Kingdom
Institution: UK - Institute for Global Health and Development, Queen Margaret University, Edinburgh
Course coordinator: Oonagh O’Brien
Date start: 2019-01-15
Date end: 2019-02-15
About duration and dates: 5 weeks in class(+ optional assignment meeting )
Classification: advanced optional
Mode of delivery: Face to face
Course location: Queen Margaret University Campus, Queen Margaret University, Edinburgh, Edinburgh, EH21 6UU Scotland
ECTS credit points: 5 ECTS credits
SIT: 150 hours SIT of which 30 hours is teaching contact time / 120 hours self-directed learning
Language: English
On successful completion of the module the student will be able to:
- Demonstrate critical understanding of the key concepts in gender within the context of the constraints and utility of these concepts.
- Identify and critically analyse the relationship between gender, health and social development
- Demonstrate reflective practice through sharing of experience with peers to enable gender sensitive planning and practice to take account of diversity and cultural influences.
- Outline the historical development of gender in development and health
- Evaluate and apply different theoretical perspectives and frameworks for planning gender sensitive health programmes including feminist theory, theory of masculinities and development theory.
- Critically engage with gender planning frameworks and use these in gender sensitive health planning
- Identify and employ relevant contemporary literature on gender to provide critical evidence for gender sensitive planning and health interventions.
- Critique policy approaches aimed at promoting gender awareness
Assessment Procedures:
This takes the form of identifying the information required to plan a gender sensitive health project. Participants are asked to identify and justify the project planned, backed by an in-depth ‘critical’ literature review to justify the choice of health intervention and explain how ‘gender sensitivity’ will be ensured. Word limit 3000 +/- 10%. Tutorial based support is available to assist prepare this assignment.
Indicative content

Indicative content will include:
- Gender as a social concept
- Theoretical perspectives which explain gender differences
- Gender, class, ethnicity and age
- Gender effects on health
- Gender effects on development
- Gender relations
- Men and women’s health
- Gender planning frameworks
- Gender sensitive health interventions
- Gender sensitive research
- Masculinity
The module will engage the student in the following types of learning experiences:
24 hours (based on two x 3 hour teaching sessions a week) class based learning which will include;
- participatory learning,
- lectures
- case studies
- practical planning excercises
3 hours workshops,
3 hours tutorials,
120 hours self-directed learning (including approximately 5 hours tutorial support to accommodate issues that arise from lectures and self-directed learning).

Use of WEB CT (web based educaitonal platform) used extensively for placing of class documents, discusisons and group work.
Guest lecturers will be used from time to time where appropriate.
The course is open to health and social science professionals, preferably with at least 2 years professional experience. Proven proficiency in spoken and written English to level IELTS 6.0 or equivalent.
Attendance: 30
Selection: first come first served if fulfill requirements
Fees: Home/EU Students GBP 700, International Students GBP 1400
Scholarships: None
Major changes since initial accreditation:
No major changes – continued updating of materials, in particular new materials on masculinity- a fast changing topic in recent years.
Student evaluation:
This module has been very positively evaluated. In particular many students comment on their initial reluctance to study gender issues, as they believe it will be all about women, and it is the belief of the module coordinators that there is ‘gender fatigue’ among many practioners. However the feedback includes reference to the module changing their attitudes and knowledge on this topic to a more positive understanding of how gender impacts on health in a broad variety of ways. We attempt to make this module engaging and relevant for students in their practical everyday work, and the feedback we get is that we manage to do this. In particular students are positive about gaining a clear understanding of feminism and of the new materials on masculinity. They comment on finding the work intensive and demanding, particularly the assignment, but we have carefully evaluated this assignment after it is completed and feedback from alumni is that although it is one of the hardest assignments at IIHD, it is of great assistance to them professionally after their degree is completed. We have put in place extra tutorial support for the assignment. Students have particularly appreciated the in-put from external lecturers and PhD students, in particular when they represent ‘different‘ gender voices, i.e. from the south, women and men, different ethnic origins etc.
Lessons learned: Putting extra tutorial support in for the assignment
tropEd accreditation: Accredited in January, 2010. Re-accredited in January 2016. Accredited valid until January, 2021.
Email Address: CEyber@qmu.ac.uk
Date Of Record Creation: 2012-01-14 02:48:59 (W3C-DTF)
Date Of Record Release: 2012-01-14 09:05:19 (W3C-DTF)
Date Record Checked: 2018-06-21 (W3C-DTF)
Date Last Modified: 2018-06-21 15:17:44 (W3C-DTF)

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