Gender sensitive indicators in education Rezart Xhelo Policy Specialist – GRB & Statistics, UN Women Albania

WHY? UN Women mandate to mainstream gender in all field; Sex-disaggregated data are important for evidence based policy making; Statistics needed to monitor gender equality commitments of the GoA; CEDAW Article 10 – women & men have equal opportunities to education and training.

MDG2: Achieve high quality basic universal education

Enrollment ratio in pre-school Ensure universal enrollment by 2015 (100%) - Progress from 2002 to 2005; Drastic decrease in 2008, perhaps due to: various dimensions of pre-school quality, cost of private institutions, innigration, etc. Source: LSMS 2002, 2005 & 2008

Gross enrolment in primary education 2015 target 100% - The decreasing trend , especially for girls requires further investigation! - Are boys more likely than girls to be repeaters at the primary level??? Source: INSTAT, 2011

Net enrolment in primary education 2015 target 100% - Net enrolment decreased by 19% for boys and 16.3% for girls; - There’s a reverse trend slightly lower for boys since 2008. - Are schools gender-sensitive environments? Source: WB data-base, 2012

Literacy rate (15years and above) 2015 target 100% there’s a gender gap increase; - twice as many illiterates among the poor as the non-poor; - twice as many illiterate women as illiterate men; - 4% illiterate people in urban vs. 6% illiterate in rural areas; Source: WB data-base, 2012

MDG 3: Promote gender equality and empower women Women find employment predominantly in jobs requiring either very low or very high levels of education.

Net enrolment in mandatory education 2015 target 100% Gender differences are evident at pre-school, mandatory & high school level. Source: INSTAT, 2011

Completion of high school - There’s a tendency of boys to leaving education after the mandatory one. There’s no differences between rural and urban.

Ratio in vocational education - Vocational education not really attractive for girls; - The majority of courses offered are so-called “male professions” - Few girls attend vocational courses in rural settings. Source: INSTAT, 2011

Gender and education In all types of education: marked sex segregation of courses and disciplines along traditional gender roles and stereotypes. Women make up roughly 70% of academic staff  But, less than 30% of women are directors at edu institutions. University programs have become more and more gender sensitive.

Gender and education After mandatory education, boys are 10% more likely to proceed with high-school education; However, at the end of high school, a significantly higher number of girls than boys obtain a secondary school diploma; Roughly 2/3 of all full-time university students in Albania are female; Access to education is not yet fully ensured for minority groups; Supporting studies, are required in the areas of net enrolment, literacy, and school drop-out. The gender stereotyped character of vocational education needs to be addressed. (VET Strategy)

What we do So far… Forward … Harmonized indicators on GE & the status of women in Albania; National Rep on the Status of Women & GE Gender Wage Gap report Gender sensitive revision of textbooks; Raising gender awareness of teachers; 5-year official statistical programme. Joint program on Statistics; Monitoring and reporting; Specific analysis and interpretation of Annual Statistical Yearbook; Refine data according to ethnicity, disability & spatial residence; Run special support programmes for the establishment of non- traditional occupational profiles for both girls and boys.

Thank you …By combining the equal access to education with equal participation within education, we can achieve gender equality through education... Email: Rezart.xhelo@unwomen.org Tel: +355 4 450 7575 Tirana, Albania