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

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

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

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

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

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

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

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

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