1. Feedback and Recommendations from GFPs on EFA MDA Progress
Friday, 2 March 2007
8th EFA Coordinators Meeting

2. Always bear in mind G.P. Great Achievements gained.
Disparities persist.
In order to do better in MDA, need to review again gender issue.

3. Primary education: improving gender parity in GER in the region
Gender Parity Line
India
Japan
Nepal
Lao PDR
Thailand
Viet Nam
Indonesia
Mongolia
Phillipines
Cambodia
Bangladesh
Source: EFA Global Monitoring Report 2005, UNESCO

4. Secondary Education: Progress made, but disparities persist (GER)
0.60
0.98
1.00
0.73
1.20
0.75
0.66
1.11
0.82
0.95
0.92
Source: GMR 2005

5. Situation – Out-of-School Children (1) (World)
103 million worldwide
More than half are girls
57 per cent of out-of-school children are girls (global)
Close to half are from this region – South and West Asia/East Asia and the Pacific
Almost 60% (58.8) of all out of school children in the region (South and West Asia, East Asia and the Pacific and Central Asia) are girls.
The percentage of girls who are out-of-school is slightly higher in South and Western Asia than in the Arab States (62% -- worst in the world -- compared with 60%) also high in Central Asia and 57% in all cases higher than in Sub-saharan Africa (55%). East Asia and Pacific is relatively better at 49%.
62% girls
49% girls
Source: EFA Global Monitoring Report 2005; Table 3.3, p. 95
Source: GMR 2005

6. Situation – Out-of-School Children (2)
Country
Total (000)
% Girls
% Boys
Bangladesh
2425.1
45.3
54.7
Cambodia
305.9 60 40
India
20549
66.3
33.7
Indonesia
2049.1 52 48
Japan
1.9
100
Lao PDR
128
58.8
41.2
Mongolia
32.7
44.3
55.7
Nepal
917.7
55.5
44.5
Philippines
803.1
41.4
58.6
Thailand
872.7
53.6
46.4
Source: GMR 2005

7. Situation – Adult Illiterates (World)
770 million worldwide
64 % are women
In East Asia and the Pacific – 134,978 (71% are women)
South and West Asia – 402,744, 64% are women as is the case in Arab States (also 64%)
Central Asia 333; 70 % are women.
(compared with 137,000; 61% women in Sub-Saharan Africa)
East Asia/Pacific: 71% are women!
Source: GMR 2005

8. Progress on achieving goal 5
Data disaggregated by sex
GPI utilized, in some cases
However, only GPI is indicated, but not enough analysis on the impact of gender gaps and not looking sufficiently at gaps in ECCE, life skills, non-formal education
GPI only looked at in terms of overall enrolment, but not with regard to drop-out, repetition, teachers, and not at sub-national levels
Focus on quantitative data, but not on qualitative data

9. Progress on achieving goal 5
Focus on gender parity, but not gender equality
not enough data regarding learning outcomes, job opportunities
Gender discussed only in relation to goal 5; should be considered in each of the six goals
EFA coordinators and MDA staff do not have gender training or understanding with regard to gender mainstreaming and gender issues

10. Challenge on achieving goal 5
Growing number of female teachers (Gender imbalance)
Gender disparity at management and policy levels
Unbalance allocation of learning materials, facilities between gender
Use of gender disparity indicators at sub-national and local level
Need to have in-depth and further analysis why there is disparity in order to address the issue (not only what happen but also why) Reason for gender disparity
Access, participation and learning achievement and outcomes between gender
Lack of qualitative data to address gender issues (at all levels)
Little use of gender disparity indicators for human resource allocation (recruitment and deployment of teachers)

11. Recommendations
Carry out case studies to collect information on ethnic minorities and to collect more qualitative data; utilize studies already carried out
Analyze what the barriers are in achieving gender equality (e.g. lack of awareness, religion, culture, etc.)

12. Recommendations
Every country should have a gender mainstreaming policy and strategic plan to effectively evaluate progress on achieving gender equality; form a technical group on gender to advise and provide information in the EFA MDA process with regard to gender in education
Form a network at each level to collaborate to collect data re: gender from the school level on up

13. Recommendations
Collect sex-disaggregated data for the sub-national level, disaggregated data for drop-out, repetition, teachers, etc. needed as well
Provide gender training to EFA coordinators and EFA MDA staff
Compare with previous years to look at progress – now just situation now; look at level of progress and trends over the years

14. Recommendations
Mid-decade assessment team should include women; often only men
Gender parity does not mean that gender equality has been achieved – need to consider other issues: sanitary facilities, subjects studied by boys/girls should serve each of their different needs
Gender does not just refer to girls and women – need to consider boys as well (if less boys in school, less male teachers as lower grade levels)

15. Ways to identify and to assess remaining quality and disparity issues
Wider use of gender sensitive indicators
Conduct more in-depth studies to address various gender issues – such as learning achievement, external efficiency, issues at school level, community level, impact of gender disparity
Full utilization of findings from existing household surveys and other sample surveys
Use various presentation tools to convey the message to the stakeholders (graphs, maps, short sentences rather than tables)
National dialogue among all data producers
Encourage policy makers to use of data
Systematic and proper use of techniques and methods on surveys, studies

16. Ways in which EFA coordination, implementation, monitoring and assessment should be improved
Adoption of continuous & strong EFA assessment, coordination and monitoring mechanism
Establishment of EFA forums at all levels (national, sub-regional, regional)
Sharing of experience and exchange of information and innovation
Include gender sensitive indicators (for all level – national, sub-national, local level) as much as possible to highlight the issues

17. Ways in which we would like the international agencies to work with the countries
Advisory and technical assistance
Funding support
Conducting surveys and studies
Feedback at international level (enabling cross-country comparison)
Development of comprehensive information management system at different level
Regular statistician seminar to exchange and share the experience

18. Gender Equality requires. . .
In terms of ACCESS
equal opportunities to attend school
In terms of QUALITY
equality in the learning process
equality of learning outcomes
equality of job opportunities and earnings
In no country does this exist yet.

19. Looking Beyond Parity…
Textbooks, learning materials – stereotypic images
Unequal educational opportunities
Burden of household chores, care of siblings usually falls on girls – lack of time for homework and studies
Learning environments, either formal or non-formal, are often very gender insensitive -

20. In the classroom・・・（1） ～the gender insensitive environment～
Curriculum：　little relevance to daily life needs, sex-stereotype in subject options, timetable not taking into account girls domestic chores, etc.
Textbooks：stereotypic language and illustrations, lack of female role models, etc.
Teachers： different attitudes and academic expectations towards boys and girls, etc.
Physical environment：no chairs/desks, separate toilets/changing rooms for girls and boys, long distance to schools, bad road conditions, etc.

21. Introducing gender perspective in monitoring and evaluation in education (1)
Current situation
Monitoring & evaluation is planned, carried out mostly by men
The information providers are also mostly men
The big misunderstanding＝”boys and girls are equal in the classroom”
If all the girls are in school, the educational problem of both boys and girls are solved?

22. Introducing gender perspective in monitoring and evaluation in education (2)
The pitfall in educational statistics
Generally, disaggregated data are collected and available
However, statistical trends can hide aspects of gender inequality (social, cultural, traditional factors obstructing girls’ educational opportunities)
Many indicators are not gender-sensitive or meaningful

23. Introducing gender perspective in monitoring and evaluation in education (3)
What is a gender sensitive monitoring and evaluation?
Introduction of Gender Parity Index (GPI)
Ensure participation of both men and women in M&E, planning, implementation, result analysis
Include both “gender parity” and “gender equality” concepts in monitoring and evaluation factors
Analyze the quantitative statistical data taking into account the socio-cultural factors that may be shaping the gender-relations in the society.

24. The human race is a two-winged bird:
-one wing is female,
-the other is male.
Unless both wings are equally developed
The human race will not be able to fly