International Aspects of Access and Inequalities in Education Consortium Workshop in dubai Dr. josephine munthali 17th January 2018 Metropolitan hotel dubai

International policy Agendas Researchers and policy makers agree that education is a prerequisite to economy growth of a country UN Sustainable Goals 2030 Agenda: (SD4) Quality Education (SD5) Gender Equality (SD8) Decent work and Economic Growth (SD10) Reduce Inequalities SD4: Emphasis on aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education (A shift from Millennium Development Education goal)

Continue on Policy Issues Education and cognitive skills A study on the relationship between education, skills and economic growth in 43 low-income countries found out that investing in education and skills promotes economic growth (2012) Population’s knowledge and collective cognitive skills, is by far the most important determinant of a country’s economic growth (OECD, 2015) A Case study in India: Skill for All policy involves vocational and professional skill based training programmes including communication, entrepreneurship and problem solving Countries worldwide including sub Saharan Africa, Middle East and Asia are increasingly integrated in world markets for manufactured goods (Ozturk, 2001). Therefore, all women and men, girls and boys should acquire literacy skills and a range of problem solving skills beyond basic level

Inequalities in Education Total enrolment at the tertiary level soared from 32 million students in 1970 to 165 million in 2009 – an increase of around 500% (UNESCO, 2012) In 2009 the overall growth in female tertiary enrolment was reflected at the regional level, i.e. North America and Western Europe. The largest favouring males was in sub-Saharan Africa. 54% of youth populations reside in countries where men are favoured, and 43% of students reside in countries where women are favoured Recent normative and empirical studies reveals inequalities in access, participation, achievement and involvement in labour market especially in developing countries

Continue.... The recent study by the UK Commission on Inequality in Education report (2017) sheds more light on inequalities that exist in the United Kingdom; three key factors include (i) the income of child’s parents; (ii) region which they live and (iii) ethnicity Factors in Indonesia and Sub-Saharan Africa include students from low social economic status, geographical location, ethnic and linguistic status, living with disability, women and girls are excluded from access to higher education, learning and quality education. Children in emergencies or conflict South Asian Association for Regional Cooperation (SAARC) countries challenges in access and participation especially female students

GENDER GAPS IN EDUCATION There are disparities in accessing female students in Higher Education. Over the years primary education enrolment rates have increased: from 52% in 1990 to 78% in 2010 in sub-Saharan Africa and 80% to 99% in North of Africa. However, girls continue to lag behind boys particularly at secondary and tertiary levels (UNESCO, 2012) By 2012, 63% of countries with available data had yet to achieve gender parity in secondary enrolment (EFA Global Monitoring Report , 2015) The World Economic Forum Report on Gender Gaps (2016) speculates that sub-Saharan Africa will close their education gender gaps in 33 years; whilst Middle East and North Africa in 10 years; Latin America, Caribbean and South Asia in 5 years Women continue to remain under represented among STEM graduates for which the global gender gap stands at 47 percent, with 30 percent of all male students graduating from STEM subjects (World Economic Forum report (2016)

Continue.......Gender Inequality Gender inequality in tertiary education persists in many parts of the developing world, particularly in the countries of the Middle East, sub-Saharan Africa and South Asia (World Bank) Women are also underrepresented in leadership roles in tertiary education institutions Factors include: academic, economic, environmental, socio cultural and policy related factors, those living with disabilities, lack of role models

Research opportunities Recent debates raise questions of whether: (i) educational policy should focus on basic skills or higher achievers (ii) developing countries work to expand their higher education. The currently available research indicates that both basic skills and advanced skills are important particularly in developing countries (assess the impact) More research and data needed to capture a clear picture of inequalities (access and participation) in higher education

END Shukurani Thank you