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Equity, Gender and Quality Equity, Gender and Quality in in
EducationEducation
Gender inequalities in Gender inequalities in teaching and learning processes & outcomesteaching and learning processes & outcomes
UNGEI GAC meetingUNGEI GAC meeting11-12 September 200811-12 September 2008KathmanduKathmandu
GROUP 3GROUP 3
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Key priorities in promoting gender equality:Key priorities in promoting gender equality:
1.1. Data collection, monitoring and evaluationData collection, monitoring and evaluation
2.2. The role of teachersThe role of teachers
3.3. Child and community participationChild and community participation
4.4. Working with parentsWorking with parents
5.5. Advocacy and awareness raisingAdvocacy and awareness raising
6.6. Local and relevant curriculumLocal and relevant curriculum
7.7. Conceptualising gender in quality educationConceptualising gender in quality education
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Data collection, monitoring & evaluationData collection, monitoring & evaluation
Data disaggregated by gender and other Data disaggregated by gender and other exclusionary factors: ethnicity; language; caste; exclusionary factors: ethnicity; language; caste; disability; religion; and poverty disability; religion; and poverty Mapping exclusion at the community level and Mapping exclusion at the community level and identifying multiple barriers to learning identifying multiple barriers to learning Data disaggregated by age and grade to monitor Data disaggregated by age and grade to monitor attendance, completion and survival rates attendance, completion and survival rates Systemic overhaul of the school inspectorate Systemic overhaul of the school inspectorate services services Code of conduct and school-based monitoring Code of conduct and school-based monitoring systemssystemsMainstreaming of gender in School Development Mainstreaming of gender in School Development PlanningPlanning
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The role of teachersThe role of teachers
Mobilise and engage teachers as key change agents and Mobilise and engage teachers as key change agents and
role models role models
Ensure teachers are at core of processes promoting Ensure teachers are at core of processes promoting
gender equalitygender equality
Ensure a good gender parity and equality within the Ensure a good gender parity and equality within the
teaching profession teaching profession
Promote teacher collaboration with children and Promote teacher collaboration with children and
communities through participatory development of CofC communities through participatory development of CofC
and SDPand SDP
School-based professional development activities to School-based professional development activities to
ensure gender-responsive classroom practiceensure gender-responsive classroom practice
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Child & Community ParticipationChild & Community Participation
Gender equality and equity need to be Gender equality and equity need to be addressed beyond the school wallsaddressed beyond the school walls
Ensure Ensure qualityquality participation of children and participation of children and parents extended into community-wide initiativesparents extended into community-wide initiatives
Provide information, ideas and skills to allow Provide information, ideas and skills to allow children and community to:children and community to:
- Address their identified needs, interests and - Address their identified needs, interests and prioritiespriorities
- Advocate and demand rights from duty-bearers- Advocate and demand rights from duty-bearers
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Working with ParentsWorking with Parents
Strategies to promote girl’s education also Strategies to promote girl’s education also need to extend to mothers need to extend to mothers
Promote literacy of mothers to promote their Promote literacy of mothers to promote their role as change agentsrole as change agents
Engage fathers, often the head and key Engage fathers, often the head and key decision-maker in the household to raise decision-maker in the household to raise awareness and change attitudesawareness and change attitudes
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AdvocacyAdvocacy
Key components of a grassroots advocacy campaign: Key components of a grassroots advocacy campaign:
Quality participation; effective data collection and Quality participation; effective data collection and
analysis; mobilized and engaged teachers; literate analysis; mobilized and engaged teachers; literate
mothers and engaged fathersmothers and engaged fathers
Establish networks and linkages within and across levels Establish networks and linkages within and across levels
and enhance collaboration with research and academic and enhance collaboration with research and academic
institutions institutions
Document and disseminate examples of success in girls Document and disseminate examples of success in girls
education and impact of on girls and their communitieseducation and impact of on girls and their communities
Identify girl/women role models and promote children, Identify girl/women role models and promote children,
especially girls , as champions for female participationespecially girls , as champions for female participation
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Local and relevant curriculum:Local and relevant curriculum:
Enhance enrolment, attendance and completion of Enhance enrolment, attendance and completion of girl children by providing livelihoods training to both girl children by providing livelihoods training to both children and parentschildren and parents
Curriculum is that is locally relevant and reflects the Curriculum is that is locally relevant and reflects the needs and interests of the child / family increase needs and interests of the child / family increase commitment to girl’s educationcommitment to girl’s education
Local curricula should be developed in collaboration Local curricula should be developed in collaboration with all stakeholders and delivered through either with all stakeholders and delivered through either the formal education system or alternative education the formal education system or alternative education programmesprogrammes
Linking local curriculum to the local labour marketLinking local curriculum to the local labour market
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Conceptualising gender in Conceptualising gender in quality educationquality education
Clear articulation of quality education and how it Clear articulation of quality education and how it
embodies key principles of gender equality and embodies key principles of gender equality and
equity to provide a common vision and purpose equity to provide a common vision and purpose
Flexible to contextualization at the local level to Flexible to contextualization at the local level to
ensure the community’s values, traditions and ensure the community’s values, traditions and
priorities are recognized and respected priorities are recognized and respected
Linked to human rights legislation framework and Linked to human rights legislation framework and
emphasising transformative nature of educationemphasising transformative nature of education