1. Viewing EFA through the Gender Lens The critical issues…..

2. Gender Equity & Parity in the GMR Parity goals not met: equity remains elusive Patchy progress means gender/inclusion must remain a high priority within EFA Statistical evidence shows much variation among countries and regions: sound progress has been made in many places Other policy issues also present themselves: - ensuring equity - ensuring quality - ensuring adequate finance

3. Status of Gender in EFA Goal 1 ECCE remains a critical pre-requisite for girls’ access and retention ECCE - still not a priority in many countries

4. Status of Gender in EFA Goal 2 At primary level parity achieved in 63% of countries with another 12% close to parity Countries furthest behind have remained so Survival rates for boys and girls are virtually the same to the end of primary: in many countries survival rates are better for girls Girls tend to progress better in school in most regions

5. Status of Gender at Secondary and Tertiary In secondary education gender disparities are greater but more complex: boys’ underachievement a growing problem Low rates of parity at secondary and tertiary levels The world GPI at secondary level is up from 0.91 to 0.94 but progress has been slower since Dakar compared to 1991-99 Overall there has been progress towards gender parity in a majority of countries: those furthest behind remain so At tertiary level gender disparity is the norm. Many more women than men enrolled worldwide except in SSA and S & W Asia

6. From Parity to Equality ECCE as a key strategy for equity Targeted policies on gender, inclusion, poverty etc. essential Improvements to the supply side (satellite schools, latrines etc) Addressing geographical challenges (national picture is not uniform) Improving financial arrangements (fee-freedom etc) Reducing costs Developing partnerships with civil society Developing NFE/adult literacy Provision of essential services to complement schooling Improving teacher quality Advocacy and sensitization programs Addressing child labour challenges

7. The Quality Dimension of Girls’ Education Learning outcomes as the major proxy for quality Broadly accepted strategies regarding textbooks, time on task, teacher quality, pupil/teacher ratios etc Curriculum revision as a key strategy Improved assessment and testing Improved repetition and promotion policies Enhanced teacher quality Improved materials/text books Improved management and administration (decentralization) Enhanced non-formal provision Provision of essential services (health/hygiene etc)

8. The Financial Dimension Overall external funding for basic education decreasing Particular implications for girls’ and women’s education of low levels of financing (between 2% and 24% of donor budgets) Wide variation in % of GDP going to education – 6% plus to less than 3% Total expenditure on education is not particularly pro-poor (i.e. not targeting girls & basic education)

9. The Financial Dimension continued Recent decline in ODA to education contradicts earlier donor commitments Better tools needed to assess the effectiveness of ODA to education especially in terms of girls’ access and quality

10. Outstanding Challenges Fragile states receive little attention in the GMR: gender issues in these countries are especially important Adult literacy, life-skills education, ECCE: fundamental areas for women and girls which still need much attention

11. Highly challenged countries demonstrate Gender disparities in access and attainment Regional, ethnic and socio-economic disparities in school access Literacy rates remain low Completion, drop-out and repetition rates remain poor Quality indicators poor Primary NER declining: low primary GER in many countries

12. Framing Statements on Education and Gender Equality Girls’ education is dependent on gender equality This means ‘rights to, rights within and rights through’ education Equality must be created in access, processes and outcomes for the education of girls and boys Inclusion is not limited to gender equity but girls are the most affected by multiple forms of exclusion

13. Framing Statements continued….. The achievement of quality education requires a holistic and multi-sectoral approach Favourable conditions must be created to encourage girls to stay in school and perform well Quality teachers, especially female teachers, are an essential element in these conditions Life-skills and applied learning are crucial for equitable and high quality education for girls

14. Framing Statements concluded Girls are especially disadvantaged in fragile states and during emergencies and at greater risk of exclusion from education Communities can be a force for positive change or a challenge to gender equity: civil society plays an important role in empowering local communities for positive action