PROMOTING QUALITY EDUCATION THROUGH GENDER FRIENDLY SCHOOLS Contrasting Frameworks on Gender, Equality, Quality & Development Changu Mannathoko Senior Advisor, Education UNICEF HQ

Changu Mannathoko Senior Advisor, Education UNICEF HQ Introduction Review of contrasting gender frameworks applied in schools and education systems: Women in Development (WID) Gender and Development (GAD) Post-structuralism Rights-based approach to education Overview I. Transition to Post-Primary Education (PPE) is important and must be given high priority in all countries II. PPE is especially critical for girls, based on the benefits to them and on their needs III. Each country needs to develop its own PPE strategy IV. A range of effective PPE strategies are available for consideration Changu Mannathoko Senior Advisor, Education UNICEF HQ

Why review these frameworks? Various interpretations of gender, education, development, equality and child rights Based on differing frameworks to research, gender and policy analysis To demonstrate use of frameworks to tackle challenges in gender-friendly schools To identify/document lessons learned and good practices To find out how to inform partnerships (e.g. EFA, UNGEI) through work undertaken in gender-sensitive schools What is Post-Primary Education? PPE includes all learning opportunities for adolescents, either integrated into formal schooling or apart from it: Traditional formal schooling opportunities in lower secondary and upper secondary, which are followed by tertiary or higher education; Vocational/technical education, and job training Life skills, health education, income generation programs, etc. (integrated into formal schooling, or apart from it) Even basic education for youth who have not completed primary school Changu Mannathoko Senior Advisor, Education UNICEF HQ

Bring girls & women into schools Women in Development (WID) Expansion of schooling for girls’ access and gender parity Employment of more women teachers for girls’ safety and security Counting numbers of girls’ in and out of school Example: AARI in South Asia and SS Africa Boarding facilities for girls I. Post-Primary Education is important and necessary. . . for reaching EFA, UPE, MDGs; it is key to the educational pipeline for development - economic, social, political to improve health and life chances of individuals, families, communities, nations for achieving gender equity, since Education for All is a human right Changu Mannathoko Senior Advisor, Education UNICEF HQ

School and Society as Gendered Power Structures (GAD) Sexual division of labor School insecurity and violence School governance and teacher education Curriculum content and learning-teaching methods Gender mainstreaming, gender-friendly policies and strengthening structures Example: UNGEI and girls’ education from gender perspective (boys’ backlash) Impact of gender on learning and education of girls and boys Example: HIV-AIDS, conflict situations 1. The Educational Pipeline Post-primary education is not keeping up pace with efforts to universalise primary education. PPE is necessary to sustain UPE Teacher shortages are due to insufficient numbers of secondary school completers who are eligible for teacher training. More teachers are needed for primary schools to meet the need for UPE “[W]ithout expanded access beyond primary it is unlikely to that MDGs and DGs will be achieved” (Lewin 2005: 409). Changu Mannathoko Senior Advisor, Education UNICEF HQ

Challenge of post-structuralism to gender, sexuality & education Framework is critique of range of development practice and methodologies e.g. Third World women, development assistance Questioning methodologies in researching the most vulnerable Identities and objectifying girls and women Example: 6-country study on gender, sexuality and HIV-AIDS in education Social mobilization and participation of subordinated identities, e.g. girls (GEM) ESAR Data Trends Primary NER 80%+ for nine ESAR countries 70%+ for four countries; three below 60% Gender parity improved significantly Primary Completion 80%+ finish in five countries Transition to Secondary 88%+ in five countries 36% or below (Uganda, Tanzania, Burundi) Changu Mannathoko Senior Advisor, Education UNICEF HQ

Transformative action through rights to education and gender equality Three preceding frameworks acknowledge global agreements (UDHR, CRC, Beijing, EFA Dakar declaration) but gender equality understood differently Gender equality Right to Education Rights within Education Rights through Education Above rights linked positively Educational Pipeline – ESAR Data Trends Over the next national primary school cycle, the ratio of children entering the last grade of primary education will increase by more than one-third in 5 countries: Burundi, Comoros, Eritrea, Madagascar, Rwanda, and Tanzania (UNESCO, 2005) 11 ESAR countries have Sector-Wide Approaches that include PPE; others do not Changu Mannathoko Senior Advisor, Education UNICEF HQ

Changu Mannathoko Senior Advisor, Education UNICEF HQ Transformative action through rights to education and gender equality (2) Child-friendly school approach address concerns of all four frameworks Right to Education: inclusion, discrimination, GBV, policies Rights within Education: learning content, teaching-learning practices, safety and security, WES, school governance, teacher education Rights through Education: health, employment, life skills (including disaster risk reduction), preparedness for adulthood (internal and external) Example: UNGEI (national, regional, global levels) Educational Pipeline – ESAR Data Trends Over the next national primary school cycle, the ratio of children entering the last grade of primary education will increase by more than one-third in 5 countries: Burundi, Comoros, Eritrea, Madagascar, Rwanda, and Tanzania (UNESCO, 2005) 11 ESAR countries have Sector-Wide Approaches that include PPE; others do not Changu Mannathoko Senior Advisor, Education UNICEF HQ

Changu Mannathoko Senior Advisor, Education UNICEF HQ Conclusions Multi-dimensional and comprehensive frameworks, e.g. child-friendly schools, for addressing gender equality and quality in education Importance of identifying enabling factors at school level Gender equity vital for measuring outcomes and impact Boys’ and men’s attitudes and behaviors examined through gender lens to identify power relations – dominant masculinities and achievement Transformation of gender relations to foster friendships and equal treatment 2. PPE is Key to Development Development of knowledge, skills, and competencies are essential to success in the job market and important for participation in civil society (Lewin, 2005) Globalization and development increase the amount of knowledge maths, literacy) and level of skill (job skills; higher level thinking) individuals need. Changu Mannathoko Senior Advisor, Education UNICEF HQ

Gender, education and development: contrasting frameworks Linked theories Understandings of gender Understandings of development Understanding of education of equality Women in Development (WID) from 1970s to present Modernization human-capital theory Gender=women, girls Growth, efficiency, good governance, social cohesion Schooling Inclusion Equal opportunity to resources (parity) Gender and Development (GAD) from 1980s to the present Structuralism; Marxism Constructed social relations, power Challenging inequity & oppression Conscientisation Empowerment Gender mainstreaming, gender budgeting & gender auditing Redistribution of power,. Sometimes termed equity Post-structuralism (from 1990s to the present Post-colonial theory Shifting identities Femininities & masculinities Struggling with the past in the present to shape multifaceted identities & new narratives Deconstructive Stress on difference Rights based approach to education late 1990s to present Human development The capacity approach Inequalities Capability denial Development as freedom, social justice and empowerment Right to access education; rights within education; and rights through education) Equality of rights & capabilities Adapted from: E. Unterhalter (2005) Fragmented frameworks? Researching women, gender, education and development S. Aikman and E. Unterhalter (eds) Beyond Access: Transforming policy and practice for gender equality in education, Oxfam GB Changu Mannathoko Senior Advisor, Education UNICEF HQ