1. education

How to Use Your GENIA Toolkit
Your GENIA Toolkit contains several types of resources. These are clustered under
subtitles for easy reference. Short notes will guide you in how to use these resources.
Tools to Open Minds to Gender and Education - Sensitizing and Training
•
The ‘more-than-an-agenda’ Agenda of the GENIA Training – This agenda
includes brief notes on context/strategy, learning objectives and materials for
each activity in a 4-day workshop.
Use: to give Gender Focal Points an insight into the planning and strategy
behind a participatory gender workshop so they could confidently repeat
activities in their own workshops.
•
Gender Definitions
Use: to give you a set of gender definitions at your fingertips. You won’t be
caught off guard if someone quizzes you on gender terms. The definitions are
printed on a laminated coloured card so you can use them often and find them in
the mountain of white paper in your office. Having definitions handy also will
help you speak clearly and consistently about gender.
•
Statements about Women and Men
Use: A checklist to see if participants have understood the difference between
gender and sex.
•
Gender Equality Donkey – Graphic with facilitation notes.
Use: to give you a simple, visual and fun way of explaining gender equality.
You can use this as a training or a discussion tool.
•
Climbing the Steps: Gender Equity to Gender Equality – Graphic with
facilitation notes.
Use: to provide you with a visual aid to explain the difference between gender
equity and gender equality. It often does not register when one explains that
gender equity is about creating fairness. It is a process, different from gender
equality, which is an outcome. Gender equality is the equal valuing by society of
each man and each woman. This allows all persons to realize their full human
rights and to be all they can be in socio-cultural, economic and political
spheres. This is difficult for many people to understand quickly: words alone
often don’t work. So, that’s the reason for this graphic. This stair step drawing
gives you short notes to take people step by step to an understanding of the
difference between equity and equality.
How to Use Your GENIA Toolkit Page 1 of 3
•
Backgrounder: ‘What is a Gender Lens?’ This backgrounder gives a simple
explanation of what is meant when we are asked to ‘put on our gender lens’ or
put on our ‘gender spectacles’. Once we put on our mental ‘gender lens’, we
can use this awareness to create a physical ‘gender lens’, in the form of a
checklist, a list of criteria, an evaluation framework, etc. When a ‘gender lens’ is
created for a core function, it can be used routinely. This is called an
‘operational gender lens’. ‘What is a Gender Lens?’ also gives the key
characteristics of an operational gender lens.
Use: to provide a simple way of explaining the concept of a ‘gender lens’ and of
facilitating a group to create an operational gender lens, or checklist, for a core
MoE function. (See the section below called ‘Hands-On Gender Tools for Use in
MoE. This contains examples of several operational gender lenses that help
make education more gender-responsive)
Tools to Explain Gender Mainstreaming
•
Definition of Gender Mainstreaming – Source: United Nations (EcoSoc
Resolution 1997/2) Although this definition is long, the content is good and the
meaning is clear.
Use: to have a handy definition of gender mainstreaming that has a respected
source.
•
Gender Mainstreaming Cycle – Graphic and brief facilitation notes.
Use: to provide you with a simple visual aid that will help you clearly explain
gender mainstreaming. Using the graphic will help you and others register the
two key elements. Consider this a planning tool, a human resource management
tool and a facilitation tool.
Tools to Create Gender-Responsive Education for All Plans
•
Guidelines for Implementing, Monitoring and Evaluating Gender Responsive
EFA Plans. This UNESCO Bangkok booklet is a user-friendly ‘how to’ guide.
It is custom-designed to help EFA planners and Gender Focal Points mainstream
gender into each stage of the EFA process. It puts gender analysis in a
meaningful context and is rich with examples and mini case studies.
Use: to give concrete examples and explanations that will help EFA teams
create and implement gender-responsive plans.
Gender Tools to Use in Education Ministries
•
Gender Lens Series. The GENIA network has created a series of operational
gender lenses. (See ‘What is a Gender Lens’ referred to earlier in ‘Tools to Open
Minds’.) Each gender lens was created for regular use in a core MoE function.
One lens is a tool for making sure education projects are gender-responsive.
Another lens measures the child-friendliness of schools and a third helps create
curriculum and textbooks that are free of gender bias. Each is designed to make
How to Use Your GENIA Toolkit Page 2 of 3
the use of gender analysis easy and routine. The fourth gender lens has a
different focus. It is a monitoring lens designed to help assess the gender
responsiveness of MoE departments. It sets out consistent criteria for assessing
the gender responsiveness of education bureaucracies. These lenses have the
potential to help institutionalize gender analysis in a meaningful way in Asian
education systems.
• Gender Lens for Education Projects (Created at the GENIA ChiangMai
Gender Training Workshop)
• Gender Lens for Measuring the Child-Friendliness of Schools (Created with
input from GENIA workshops in Thailand and Pakistan with MoE and nongovernment stakeholders in 2002)
• Gender Lens to Create Curriculum and Textbooks Free of Gender Bias
(Created at a GENIA workshop conducted by Pakistan MoE with external
education stakeholders in 2002)
• Gender Lens to Measure the Gender-Friendliness of MoE Departments
(Created at a GENIA workshop conducted by Thailand’s MoE with external
education stakeholders in 2002)
• Gender Lens to Measure the Gender Responsiveness of Community
Learning Centres (CLCs)
Use: to make it easy and manageable for education ministry officials to
integrate a gender perspective in their core functions. These lenses also make
gender visible and more pertinent – helping legitimize, and establish the value
and role of the Gender Focal Point.
• Classroom Observation Tools: Guidelines for How to Conduct Classroom
Observations from a Gender Perspective.
Use: To fill in on a visit to a school and in a classroom observation, then
analyze in order to identify gender bias in the school and classroom
environment and in the teaching learning process.
Resources on GENIA
•
Slide Show: Gender and Education Network in Asia (GENIA) - Background
and objectives.
Use: to help you respond if your boss or someone else asks, “What is GENIA?”
How to Use Your GENIA Toolkit Page 3 of 3
Example of a participation of Gender Training agenda
Regional Gender in Education Networking Meeting (GENIA)
Chiang Mai –Thailand, March 11- 14, 2003
Monday, March 10th
4 p.m. –
6 p.m.
Registration
Participants sign up on sheets for one of three teams:
-
All
Recap Teams – to present highlights of the previous day
Energizer Team – to inject fun and energy
Feedback Team – to give feedback on facilitatorparticipant dynamics and on logistics
Tuesday, March 11th
8:30
9:00
Official Opening
Director,
UNESCOBangkok &
Secretary-General,
UNESCO National
Commission for
Thailand
Participants
Introductions
Context and Strategy: Pairs discuss the challenges and the
rewarding aspects of being MoE gender focal points. In plenary,
partners introduce each other and state one challenging and one
rewarding aspect that they have written on meta cards.
Learning Objective: to increase understanding of the role and
reality of being a gender focal point.
Materials: meta cards/markers
9:45
Refreshment Break
10:15
Workshop Context, Objectives and Expected Outcomes
Vibeke Jensen
Context and Strategy: to update participants on GENIA and to
link their role as gender focal points to gender policy and
Example of a participation of Gender Training agenda Page 1 of 8
practice in education. Some participants have been more fully
involved in GENIA and in Unesco-linked gender activities than
others.
This presentation will help create a common information base.
Learning Objective: to understand the relevance of their role as
gender focal points and as workshop participants.
Materials: slide presentation
11:00
Participants
Expectations
Context and Strategy: Card storming. Participants are each
given a meta card to write their key expectation of the
workshop.
Objective: to identify realistic expectations so the workshop can
be fine-tuned to participant needs. Facilitators will also
acknowledge unrealistic expectations and record them on a
poster entitled ‘parking lot’. The ‘parking lot’ will be posted
throughout the workshop. All issues beyond the scope of the
workshop will be added as they arise. At the end of the
workshop, participants will propose how to deal with parking
lot issues.
Materials: meta cards/markers
11:15
Linda Pennells
Agenda Highlights, Logistics & Norms
Context and Strategy: Providing an initial glimpse of the
workshop reality and brainstorming of norms.
Objective: to create a comfort zone.
Materials: flipchart paper/markets, meta cards
12:15
Lunch
1:15
All
Exploring Gender Terms – Gallery Walk
Context and Strategy: Small groups move from location to
location and write definitions of the gender terms posted there.
Terms: sex, gender, gender analysis, sex-disaggregated data,
gender equality, gender equity, gender division of labour,
women in development, gender and development, practical
needs and strategic interests. The process is designed to allow
safe learning and sharing. Facilitators and participants move to
each location for feedback. All participants are encouraged to
use graphics as well as words to explain the gender terms.
Facilitators share simply drawings/graphics during the feedback
session. This session is slated at the front of the workshop to
increase participants’ accurate understanding and confidence in
using gender terms.
Learning Objective: to gain a clear understanding of gender
terms and of how important it is to express gender concepts is
simple, everyday ways.
Example of a participation of Gender Training agenda Page 2 of 8
Materials: pre-labelled flipchart paper/markers,
drawings/pictures that explain gender terms.
line
3:15
Refreshment Break
3:30
Participants
Identifying Gender Issues in Education – Sticker Exercise
Context and Strategy: During the noon hour, the facilitator
will have created a colourful wall mural of key gender issues in
education. These issues were identified in the DFID-funded
MoE workshops in Sri Lanka, Lao PDR, Indonesia, Pakistan
and Thailand.
Each participant will be given eight stickers and asked to put a
sticker on the most important gender issues in her or his
country. This is designed to identify a wide range of gender
issues/disparities in a short time. This creates more time for
participants to focus on responding to these issues. Facilitators
will do a sticker count and recap. This creates an ‘issue’
baseline for the workshop. It also is intended to establish the
legitimacy of the role of gender focal points and of gender
analysis.
Learning Objective: to understand the wide range of critical
gender issues in education in Asia.
Materials: flipchart paper/markers
4:15
Overcoming Barriers to Gender Mainstreaming in Education- Participants
Tactics Teams
Context and Strategy: Groups form ‘tactics teams’. They will
identify examples of how obstacles to gender mainstreaming
have been overcome and what tactics were used. (Facilitators
will give some examples of tactics before the groups are
formed). The rule here is ‘no raising of problems without
identifying solutions’. Participants will also each identify a
mini action plan that they will commit to undertaking.
Learning Objective: to learn new ways to mainstream gender
from other gender focal points and to understand that barriers
can be overcome.
Materials: flipchart paper/markers
5:00
Adjourn
7:00
Welcome Dinner –hosted by UNESCO-Bangkok
Example of a participation of Gender Training agenda Page 3 of 8
Wednesday, March 12th
8:15
Participant team
Recap of Previous Day – Participant Feedback
Objective: to reinforce key messages and to indicate if
participants have internalized the content of the previous day.
8:45
Small Group Feedback – Tactics Teams
After groups had report on Gender Focal Point realities and
functions, the plenary group will synthesize this into a list of
core functions.
10:00
Refreshment Break
10:15
Participants
Advocacy on the Gender Focal Point role – Small Groups
Context and Strategy: In the previous session, participants will
identify the key functions of a Gender Focal Point. They will
also identify, in groups, the barriers and challenges they face in
being able to establish the Gender Focal Point role and to
perform it well.
This exercise builds onto the previous session. Groups will form
to decide how to mobilize to strengthen their role/position. They
will brainstorm:
1) how to mobilize allies to help strengthen the Gender
Focal Point’s role;
2) how to get the time they need to perform their role well;
and
3) how to get essential finances and other resources.
Learning Objective: to be able to identify strategic ways to
increase their role and effectiveness.
Materials: flipchart paper/markers/examples of gender focal
point job descriptions/terms of reference.
11:00
Small Group Feedback
1200
Lunch
1:00
Gender Mainstreaming – What does it look like?
Context and Strategy: Participants will be asked to form groups
of three to visually depict gender mainstreaming in education.
They can draw pictures or charts or use other visual media. The
intent is to clear fuzzy thinking and to reinforce that
mainstreaming
Materials: flipchart paper/markers. Facilitators will offer their
graphic vision of gender mainstreaming.
Example of a participation of Gender Training agenda Page 4 of 8
2:00
The NGO Role – Development & Education Programme for NGO Director
Daughters & Communities Centre - Presentation
S. Jantraka
Context and Strategy: To explore an NGO’s contribution to
gender-responsive education.
Learning Objective: To value NGO-government synergy.
3:00
Energizer & Refreshments
3:15
Participants
UNESCO Capacity-Building Project – Participant Feedback
Context and Strategy: Participants will work in groups to Comment-V.
constructively critique the project proposal and present their Jensen
views in plenary. The intent is to validate the proposed activities
and to engage gender focal points in participating.
Learning Objective: to evaluate and express their needs as
gender change agents.
Materials: flipchart paper/markers, copies of the capacitybuilding project
4:00
Using a Gender Lens to Assess Education Projects – Groups
Context and Strategy: Facilitators will introduce the concept of
a ‘gender lens’. Then groups will be presented with a genderneutral project proposal. Their task is identifying how to
strengthen the proposal from a gender perspective. Report-back
to plenary. (That evening, facilitators will draft the points raised
into a gender checklist. This will be presented the following
morning to participants for fine-tuning.)
Learning Objective: to able to evaluate a proposal and offer
‘value added’ from a gender perspective.
Materials: flipchart paper/markers, colourful ‘gender lens’
sunglasses may be used, copies of proposal
5:30
Adjournment
Example of a participation of Gender Training agenda Page 5 of 8
2:15
All
Thursday, March 13th
8:15
Recap of Previous Day – Participant Feedback
Participant team
Objective: to reinforce key messages and to indicate if
participants have internalized the content of the previous day.
8:45
All
Fine-Tuning of Gender Lens for Education Projects – Groups
Context and Strategy: participants review, validate and add
value to the Gender Lens for Education Projects and other
outputs from the previous day that were typed and distributed.
Objective: participant validation and ownership of the gender
tools.
Materials: flipchart paper/markers
9:30
Energizer
10:00
Refreshment Break
10:15
All
Creating a Gender Checklist for EFA Plans
Context and Strategy: Participants will be given a format (see
EFA Gender Mainstreaming Format).
- Three groups will brainstorm among themselves and
decide what key gender mainstreaming activities should
be done at each stage of the program cycle. They will
also be asked to identify what is their role and what is
the role of others.
Two groups will brainstorm and describe what makes a
gender-responsive organizational culture. They will
also identify what is their role and what is the role of
others in creating a MoE that effectively mainstreams
gender.
(Facilitators will record the responses and put them into a
gender-mainstreaming checklist which participants will finetune the following morning.)
Learning Objective:
to be able to identify gendermainstreaming activities in each stage of the project cycle and to
be able to describe a gender-responsive organizational culture.
Materials: flipchart paper/markers
11:15
Participant Feedback & Discussion
12:00
Lunch
Example of a participation of Gender Training agenda Page 6 of 8
1:00
Engaging People in Gender – Tactics Teams & Feedback
Context and Strategy: Gender focal points ‘can’t do it all.’
They need allies, networks and supporters. Participants will
break into groups.
Each group will be given a challenge. Their task is to
identify how to mobilize the appropriate people to:
1) take action on the EFA Gender Checklist and
2) help create a gender-responsive MoE organizational
culture
Learning Objective: to analyse gender issues and identify
appropriate tactics to mobilize others to take action
Materials: flipchart paper/markers
3:00
Adjournment & Free Time
-Participants are provided copies of the GENIA Action PlanBus Tour organized courtesy of the Thai Ministry of Education
Friday, March 14th
8:15
Recap of Previous Day – Participant Feedback
Participant team
Objective: to reinforce key messages and to indicate if
participants have internalized the content of the previous day.
8:30
Fine-tuning of EFA Gender Checklists
Context and Strategy: facilitators typed the participant input
from the previous day into an EFA Gender Checklist. These
were distributed for participants to read and to offer suggestions.
Objective: participant validation and ownership of the gender
tool.
Materials: handouts.
9:00
All
Gender & Education Networking – Gallery Walk
Context and Strategy Small groups move from location to
location and explore ways to provide more gender-responsive
basic education through better networking between:
1) NGOs/CBOs and government
2) local-provincial-national levels of government
3) countries in Asia
Facilitators and participants move to each location for feedback.
Learning Objective:
Materials: flipchart paper/markers
9:45
Participant Panel
Gender Research Reports – participant panel
Context and Strategy: Facilitators will set the context. Four
countries were commissioned to do gender and education All
Example of a participation of Gender Training agenda Page 7 of 8
research. The gender focal points for the respective countries
will report on the process (difficulties and successes) as well as
on the research results in the countries where the research has
been undertaken. This will be the basis for a plenary discussion
on the value of research that is grounded in gender analysis. The
plenary will also explore the challenges in doing gender research
and how to overcome them.
Learning Objective: to identify tips for doing successful gender
research and in solving problems that may arise
Materials: flipchart paper/markers
10:30
Refreshment Break
11:15
All
The Gender & Education Network in Asia –Action Planning
Context and Strategy brainstorming in plenary of ‘next steps’
and their future involvement in GENIA.
Objective: to identify regional priorities and to commit to
collective action.
Materials: flipchart paper/markers
11:45
Check-Back to Participant Expectations –Were they met? All
Emptying the ‘Parking Lot’
Context and Strategy
collective discussion of whether
expectations were met and how to respond to outstanding
‘parking lot’ issues.
Objective: to find out if facilitators were responsive enough in
tailoring content and facilitation to participant expectations.
Materials: meta cards noting day-one expectations
11:55
All
Evaluation
Context and Strategy verbal feedback and written evaluation.
Special note will be taken of any difference in response between
male and female participants.
Objective: to gain sex-disaggregated feedback on the usefulness
of this workshop and to inform the design of future capacitybuilding activities.
12:15
Closing
12:30
Adjournment & Lunch
Example of a participation of Gender Training agenda Page 8 of 8
Gender Definitions
Sex describes the biological differences between men and women, which are universal
and determined at birth.
Gender refers to the roles and responsibilities of men and women that are created in our
families, our societies and our cultures. The concept of gender also includes the
expectations held about the characteristics, aptitudes and likely behaviours of both
women and men (femininity and masculinity).
These roles and expectations are learned. They can change over time and they vary
within and between cultures. The concept of gender is vital because it facilitates gender
analysis revealing how women’s subordination is socially constructed. As such, the
subordination can be changed or ended. It is not biologically predetermined nor is it fixed
forever.
Gender Analysis is the collection and analysis of sex-disaggregated information. Men
and women both perform different roles. This leads to women and men having different
experience, knowledge, talents and needs. Gender analysis explores these differences so
policies, programs and projects can identify and meet the different needs of men and
women. Gender analysis also facilitates the strategic use of distinct knowledge and skills
possessed by women and men.
Sex-Disaggregated Data is data that is collected and presented separately on men and
women.
Literacy Gender Parity Index (GPI) is the ratio of the female to male adult literacy rates
which measures progress towards gender equity in literacy and the level of learning
opportunities available for women in relation to those available to men. It serves also as
a significant indicator of the empowerment of women in society. (ACCU)
Gender Equality means that women and men have equal conditions for realizing their
full human rights and for contributing to, and benefiting from, economic, social, cultural
and political development.
Gender equality is therefore the equal valuing by society of the similarities and the
differences of men and women, and the roles they play. It is based on women and men
being full partners in their home, their community and their society.
Gender Equity is the process of being fair to men and women. To ensure fairness,
measures must often be put in place to compensate for the historical and social
disadvantages that prevent women and men from operating on a level playing field.
Equity is a means. Equality and equitable outcomes are the results.
Empowerment is about people – both women and men – taking control over their lives:
setting their own agendas, gaining skills, building self-confidence, solving problems and
developing self-reliance. No one can empower another: only the individual can empower
herself or himself to make choices or to speak out. However, institutions including
international cooperation agencies can support processes that can nurture selfempowerment of individuals or groups.
Gender Division of Labour is the result of how each society divides work among men
and among women according to what is considered suitable or appropriate.
Women in Development (WID) The WID approach aims to integrate women into the
existing development process by targeting them, often in women-specific activities.
Women are usually passive recipients in WID projects, which often emphasize making
women more efficient producers and increasing their income. Although many WID
projects have improved health, income or resources in the short term, because they did
not transform unequal relationships, a significant number were not sustainable.
A common shortcoming of WID projects is that they do not consider women’s multiple
roles or that they miscalculate the elasticity of women’s time and labour.
The biggest difference between WID and GAD is that WID projects traditionally were
not grounded in a comprehensive gender analysis. The GAD approach is gender-analysis
driven.
There is definitely a need for women-specific and men-specific interventions at times.
These complement gender initiatives. Research shows that the success of both sexspecific and gender activities is directly linked with the depth of the gender analysis that
informs them.
Gender and Development (GAD) The GAD approach focuses on intervening to address
unequal gender relations which prevent inequitable development and which often lock
women out of full participation. GAD seeks to have both women and men participate,
make decisions and share benefits. This approach often aims at meeting practical needs as
well as promoting strategic interests. A successful GAD approach requires sustained
long-term commitment.
Practical Needs are immediate, material daily needs such as water, shelter and food.
Strategic (Gender) Interests. Interventions addressing strategic gender interests focus on
fundamental issues related to women’s (or, less often, men’s) subordination and gender
inequities. Strategic gender interests are long-term, usually not material, and are often
related to structural changes in society regarding women’s status and equity. They
include legislation for equal rights, reproductive choice, and increased participation in
decision-making.
Statements about Women and Men 1
Instructions: Write “G” for Gender; “S” for Sex
1. Women give birth to babies; men do not.
2. Little girls are gentle; boys are rough.
3. When a certain child brought up as a girl learned the he was actually a boy, his
school marks improved dramatically.
4. Among India’s agricultural workers, women are paid 40-60% of men’s wages.
5. Women can breast-feed babies; men can bottle-feed babies.
6. Most construction workers in Britain are men.
7. In ancient Egypt, men stayed at home and did weaving. Women handled family
business. Women inherited property; men did not.
8. Men’s voices break at puberty, women’s do not.
9. In one study of 224 cultures, men did all the cooking in five cultures, and women
did all the house building in 36 cultures.
10. According to UN statistics, women do 67% of the world’s work, yet their
earning for it amount to only 10% of the world’s income.
11. Why does a girl get expelled from school for being pregnant while the boy who
impregnated her is neither judged nor expelled?
12. Boys learn to do the same work or job as their fathers, and girls learn to do the
same work as their mothers.
13. Women are more vulnerable to contracting HIV/AIDS.
1
Part of this is from the Oxfam Gender Training Manual
Gender Equality
© 2003 Linda Pennells
Steps to Gender Equality
Gender equality
ENGAGEMENT MECHANISMS
Gender analysis
EQUITY MECHANISMS
Commitment to act
Gender analysis
Gender inequity/inequality
© 2003 Linda Pennells
Steps to Gender Equality
Gender Equity is the process of being fair to men and women. To ensure fairness, measures must often be put in place
to compensate for the historical and social disadvantages that prevent women and men from operating on a level
playing field. Equity is a means. Equality and equitable outcomes are the results.
Gender Equality means that women and men have equal conditions for realizing their full human rights and for
contributing to, and benefiting from, economic, social, cultural and political development.
Gender equality is therefore the equal valuing by society of the similarities and the differences of men and women, and
the roles they play. It is based on women and men being full partners in their home, their community and their society.
This slide shows one path to gender equality.
The starting point: A person or a group of people decide a form of gender inequality must end. The disparity will no
longer be passively accepted.
The disparity is analyzed and proven. The harmful effects of the disparity are made visible. Data is collected as
evidence. This is the process of gender analysis.
The gender data is used to get others to commit to change.
Often the first tier of change is an ‘equity mechanism’. For example: equal pay legislation; mandatory free education for
all girls and boys; quotas for women in local government. These create the permissive structures and formal
environments for men and women to perform the same roles and have the same rights.
However, equity mechanisms alone often do not lead to gender equality. They are often only an important step in the
process. Just because legislation says all girls and boys should be in school, does not mean that all children are. Deeper
gender analysis is now needed into what are the barriers. Socio-cultural, economic and/or political realities may need
to change. (If the issue of inequity is within an organization/structure, then the ‘deep culture’ of that organization will
need a comprehensive and sensitive gender analysis.)
A good gender analysis will identify ‘who’ needs to be engaged as an ally for change. It will also identify engagement
mechanisms to bring these people on side. These engagement mechanisms often include: mentoring, networking,
sensitizing, recognizing, collaborating, publishing, advocating.
Successful engaging of enough of the right influential people will bring action: girls and boys into the class; more male
teachers into a female-dominated profession; more women in political office etc.
When males and females are both in the boardroom, in the classroom, on the community water committee….. the
dialogue starts. It is through communication that men and women get to know the ideas, contribution and skills the
other sex possess. It is this ‘sharing the same space’ that leads to women and men equally valuing the other. That is the
essence of gender equality.
What is a Gender Lens?
Think of a gender lens as putting on spectacles. Out of one lens of the spectacles, you
see the participation, needs and realities of women. Out of the other lens, you see the
participation, needs and realities of men. Your sight or vision is the combination of what
each eye sees.
Gender is about relationships between men and women. Gender equality is about equal
valuing of women and men - of their similarities and their differences. We need equal,
respectful partnerships between men and women to have happy, healthy families and
communities in the same way that we need both eyes to see best.
A gender lens can be many things. A form of gender lens that is gaining popularity is a
tool that governments and NGOs can use in their regular operations. (e.g. A gender lens
for training programs would be used every time you develop training. A gender lens for
planning could be used for developing each annual work plan. A gender lens for research
and surveying can be routinely used in data collection.)
This operational gender lens often has these characteristics:
•
It is a list of questions, a checklist or a list of criteria.
•
It is routinely used (see above examples).
•
It is created in a participatory manner by those who will use it.
•
It is recorded in words or in pictures where literacy is low.
•
At least two copies are always kept in the same place in your organization’s files so people
can find the gender lens to use it.
•
The key people who do planning & program development are given copies of the gender lens
and orientation in why and how to use it. (e.g. senior management staff and planners,
pertinent stakeholders).
•
A gender lens usually contains less than 10 points.
•
Each point focuses on the distinct realities of men and women.
•
Where appropriate, the distinct realities of girls and boys are included.
•
Many gender lenses include: planning, implementing, monitoring and evaluating. Other
gender lenses focus strictly on one of these functions. (e.g. A gender lens can be used for
monitoring the gender sensitivity of communication tools like posters, brochures, street
theatre etc. Another gender lens can be created to guide project evaluators, etc.)
** It is useful to add artwork to the Gender Lens, make copies on coloured paper, then laminate it. The
lamination gives it durability. The colour makes it attractive and easy to find in offices that are
usually piled with white paper.
Gender Mainstreaming Cycle
Research
Lessons Learned
Evaluating
Policy
Organizational
Culture
Monitoring
Planning
Implementing
Gender Mainstreaming Cycle
This graphic of the Gender Mainstreaming Cycle depicts the two core elements of gender
mainstreaming:
1)
The engine of gender mainstreaming is a gender-responsive organizational
culture. This is an organization that commits itself to advancing gender
equality and demands that every employee do so. Each male and each
female employee (board member and volunteers, if applicable) responds
positively to the organization’s requirement that they actively advance
gender equality in their daily work and in their interaction with others.
2)
Gender mainstreaming is an approach used to integrate women’s and
men’s needs and experience into decision-making in every stage of the
planning and program cycle.
The aim is for women and men to benefit equally so inequality is not perpetuated.
Gender Mainstreaming – Definition
UN ECOSOC Resolution 1997/2 describes gender mainstreaming as the process of
assessing the implications for women and men of any planned action, including
legislation, policies or programmes, in all areas and at all levels. It is a strategy for
making women’s as well as men’s concerns and experiences an integral dimension of the
design, implementation, monitoring and evaluation of policies and programmes in all
political, economic and societal spheres so that women and men benefit equally and
inequality is not perpetuated. The ultimate goal is to achieve gender equality.
Gender mainstreaming is a complementary strategy to targeted interventions that aim to
close the gender gap.
Guidelines for implementing, monitoring and evaluating: Gender
responsive EFA plans. Bangkok: UNESCO Asia and Pacific
Regional Bureau for Education, 2003.
40 p.
1. EDUCATIONAL PLANNING. 2. RIGHT TO
EDUCATION. 3. BASIC EDUCATION. 4. EDUCATION FOR ALL.
5. ADULT EDUCATION. 6. GUIDES. 7. GENDER EQUALITY.
8. GIRLS EDUCATION. I. UNESCO Asia and Pacific Regional
Bureau for Education.
379.26
ISBN 92-9223-009-3
Cover Photo by: David A Feingold, Ophidian Films
Cover Design by: Pilanthorn Kulapongse,
Public Information Unit, UNESCO Bangkok
© UNESCO 2004
Published by the
UNESCO Asia and Pacific Regional Bureau for Education
P.O. Box 967, Prakanong Post Office
Bangkok 10110. Thailand
Printed in Thailand
The designations employed and the presentation of material throughout the publication
do not imply the expression of any opinion whatsoever on the part of UNESCO
concerning the legal status of any country, territory, city or area or of its authorities, or
concerning its frontiers or boundaries.
APL/04/OS/1-2000
P REFACE
To EFA implementers,
The booklet you are holding in your hands is a revision of and follow-up to
the Guidelines for Preparing Gender-responsive EFA Plans published in
March 2002 to assist planning teams to prepare gender-responsive EFA
plans. As a result of its wide distribution combined with advocacy from
EFA partners, many EFA plans now pay closer attention to the gender parity
and equality goals of the Dakar Framework for Action and the Millennium
Development Goals. However, as we all know, policies and plans that are
not implemented and monitored do not change anything on the ground.
Over the past many years, we have seen too many good intentions vanish
without leaving the desired impact since feasible implementation plans were
not in place.
These guidelines are meant to provide you with advice on how to ensure a
gender-responsive implementation and monitoring process of the EFA plan.
They can also be applied to education plans in general. The guidelines
build on experience gained over many years and, in particular, over the
past two years with the Gender in Education Network in Asia (GENIA).
This is a network of gender focal points of Ministries of Education in Asia,
which, through mutual support and collaborative efforts, has developed
concrete tools to facilitate gender mainstreaming in several Asian Ministries.
I hope you will find these guidelines useful in promoting gender equality
in education. For more information and assistance, I encourage you
to consult the Gender and Equality website (www.unescobkk.org/gender)
or send requests, comments and ideas for improvement to gender@
unescobkk.org.
Sheldon Shaeffer
Director
UNESCO Asia and Pacific Regional Bureau for Education
CONTENTS
Introduction
1
Situation Analysis and Identification of Issues
4
Setting Objectives and Identifying Strategies
18
Implementation, Monitoring and Evaluation
21
Financial and Human Resource Needs and Partnerships
26
More Information and Resources
28
Annexes
Annex 1
EFA Gender Maninstreaming Checklist
35
Annex 2
Gender Lens to Create Curriculum and
Texbooks Free of Gender Bias
39
Introduction
Background
The 2000 Education for All (EFA) Assessment revealed that
progress – and in some cases considerable progress - has
been made in improving access to primary education.
However, in many cases little or no success has been
achieved in narrowing the gender gap. When governments
were confronted with these findings during the World
Education Forum in Dakar, Senegal, in April 2000, they
decided to increase efforts to close the gender gap, and
commitments were made to achieve gender equality in
education by 2015. At the opening of the Dakar conference,
the United Nations Secretary-General, Kofi Annan,
expressed the strong commitment throughout the UN
system to this cause, by launching the United Nations
Initiative on Girls’ Education.
The Commitment to gender equality in Dakar, April 2000
Goal 2:
Ensuring that by 2015 all children, particularly
girls…have access to, and complete, free and
compulsory education of good quality.
Goal 4:
Achieving a 50 per cent improvement in levels
of adult literacy by 2015, especially for women.
Goal 5:
Eliminating gender disparities in primary and
secondary education by 2005, and achieving
gender equality in education by 2015, with a
focus on ensuring girls’ full and equal access
to, and achievement, in basic education.
The agreement among countries of Asia and the
Pacific in Bangkok, January 2000
The Asia and Pacific Regional Framework for Action1 states:
“It is essential to eliminate systemic gender disparities,
where they persist, amongst girls and boys, throughout
the education system – in enrolment, achievement and
completion; in teacher training and career
development; in curriculum, and learning practices
and learning processes. This requires better
appreciation of the role of education as an instrument
of women’s equality and empowerment.”
What ‘Eliminating Gender Gaps’ and ‘Gender Equality’
mean
Eliminating gender gaps and gender inequality means
bringing the disadvantaged sex at par with the favoured. It
ensures that both sexes leave the school system with an
education that provides life skills, permits them to pursue
higher levels of education or vocational training according
to their capabilities, and is free from gender stereotyping.
Most importantly, they should be equipped with skills and
attitudes that will help them to pursue their potential
regardless of their sex. In most countries girls constitute
the disadvantaged sex, but in some cases and increasingly,
boys are more disadvantaged within education systems.
Users coming from such contexts need to do a gender
analysis to understand the reasons for low enrolment or
early drop-out of boys. However, problems with boys’
retention does not necessarily mean that there is gender
equality in learning achievement or outcome. Here girls
can still be at a disadvantage.
Please consult the “key concepts” section at the end of this
document for further explanation of gender terms.
1. Adopted by the Asia-Pacific Conference on EFA 2000 Assessment, Bangkok, 17-20 January 2000.
2
22
The task ahead
The challenging task ahead is to reform education systems
so that they offer equal opportunities to all children and
produce citizens who can participate on an equal footing
in the development of democratic, non-discriminatory and
non-sexist societies. Such education systems are also
necessary in order to combat HIV/AIDS, trafficking,
poverty and other socio-economic development problems.
Assuming that your Education for All plan (EFA plan) has
been approved by the Government, it is essential to identify
entrance points for gender relevant interventions. There
might be areas where the analysis is insufficient or where
more research needs to be undertaken. It may be a question
of developing comprehensive gender mainstreaming plans
and building gender capacity at decentralized levels where
plan implementation will take place.
The process
As stated in UNESCO’s guidelines for preparing EFA plans2,
the process should be participatory and aimed at building
consensus and partnerships. This is equally true for the
implementation and monitoring phase. It is important to
make sure that women’s organizations and individual
female educationists are involved in the EFA work and that
gender experts – men and women - are included in training
and monitoring teams. Equally important is the need to
sensitize both male and female policy makers to gender
concerns so that they will be convinced that gendersensitive education is indeed beneficial not only to
individual male and female learners, but also to society as
a whole.
2. Preparation of National Plans of Action: Country Guidelines, UNESCO, 2000.
3
Situation Analysis
and Identification of Issues
1. Formal primary and secondary education
Several critical questions should be asked when conducting
a situation analysis and identifying gender issues in
education1. In regards to formal primary and secondary
education, issues such as access, quality, relevance and
management need to be considered.
A. A
Acccess
Answers should be sought for the following questions:
1.
!
What are the enrolment and completion rates,
differentiated by geographic area, administrative level
(e.g. province or district), rural/urban location, sex and
disadvantaged groups, in primary and secondary
education?
!
What are the most critical stages for promotion in
the system, broken down by sex (from grade 1 to 2,
primary to lower secondary, lower secondary to higher
secondary, and so on), and what are the reasons for
any gender disparities?
!
How many schools are there in each district? Are these
schools located where the learners live?
!
How long does it take students to get to school? Do
they walk? If not, how do they get to school? Do the
cost, time or safety issues involved in getting to or from
school exclude boys or girls from attending?
This part of the document is based on the United Nations Girls Education Initiatives (UNGEI)
Guidance Note to UN country teams, November 2001.
4
44
To answer these questions, the first step should be to
consult the national Education Management Information
System (EMIS) which should contain a wealth of relevant
information. However, in some cases it will require extra
efforts to get sex disaggregated data. In-depth, qualitative
surveys to understand the reasons behind enrolment
disparities may be needed. The “distance to school”/
transportation issue may require a special survey as well.
Depending on the context, other issues, which exclude
children from accessing education and which may need to
be surveyed, are:
!
!
!
!
mother tongue and language of instruction
citizenship and mandatory registration
formal and informal costs of education
lack of services for nomadic or migrating populations
B. Qualit
Qualityy and rree le
levvanc
ancee
Quality and relevance are important factors for both boys
and girls’ school attendance, but in some countries/contexts
these issues are even more critical for girls. Due to girls’
greater household responsibilities and the higher
opportunity costs of sending girls to school, girls have little
or no time to waste. Therefore, the time girls spend in
school has to be used effectively. If parents consider school
a “waste of time,” girls are more likely to be pulled out in
order to engage in more productive tasks for family
survival.
Key questions to consider are:
1.
2.
Learning environment2
"
What is the physical quality of schools? Are
buildings safe and accessible? What is the
availability of safe drinking water and separate,
functioning toilets for girls and boys?
"
What is the quality of the learning environment?
Is it child-friendly and healthy?
The structuring of the key question in five categories: learning environment, content, learning,
process and outcome has been borrowed from UNICEF.
5
"
What is the quality of the learning environment?
Is it child-friendly and healthy?
"
Does the learning environment offer challenges
and role models for both boys and girls? Are there
male and female teachers who can serve as role
models at both primary and secondary levels?
Does it provide equal opportunity for girls and
boys to participate and develop leadership skills?
If so, how?
"
Does school and classroom management create a
safe, nurturing, and harassment-free environment
for girls and boys? If so, how? If not, what are the
issues? Is there any distinct difference in the
frequency of visits or the quality of supervision
provided by men compared to women? If so, why?
"
Are school feeding/lunch programmes provided?
"
Can girls and boys walk safely to the school in
this location? Is safe, dependable and locally
affordable transportation available and used by
girls and boys who live too far away to walk? Is
there enough student space in the classroom to
accommodate social codes and personal comfort
for girls and for boys?
“All students should have access to all school offerings, but in
their daily lives students often have different needs and skills.
For instance, girls may be responsible for, and skilled at, smallplot farming and food preparation, while boys may be skilled
at herding. Gender is a marker for many of these differences.
However, responding to these gender specific skill needs in
the classroom can be regressive because it reinforces gender
stereotypes. Girls may need to learn about cooking or
vegetable gardens or traditional dancing, but if these are taught
only to girls, stereotypes and gender barriers are reinforced.
When the girls of today are women, they may need technical,
scientific, mechanical and mathematic skills formerly needed
only by men. When today’s boys are men, they may need
domestic skills, which their fathers did not. If the skills each
sex requires are taught to all students, all students will be
equipped for whatever world awaits them.” Beyond
Enrolment: a Handbook for Improving Girls’ Experiences in
Primary Classrooms, ABEL/USAID, 1996.
6
66
2. Content:
"
What is the quality of the curriculum? To what
extent is it relevant? Is it gender sensitive? Does it
build on and value girls and boys’ life experience
outside school? In many contexts, boys and girls’
lives differ widely. 1
"
Does it provide sex education to both boys and
girls? Does it include information to help girls
and boys protect themselves from trafficking, HIV/
AIDS, exploitative child labour, alcoholism and
drugs?
"
Do boys and girls participate on an equal footing
in extra-curricular activities, such as sports, arts,
music, etc.?
"
What is the quality of textbooks and other learning
aids, and how available are they? Do books and
other learning resources present a balanced
number of women and men? What images of girls
and women/boys and men are transmitted
through those materials? What effect do such
different portrayals of the sexes have on learners,
and, in the cases of young pupils, on the formation
of their self-concept, character, and career choice?3
3. Learning:
"
What is known about boys and girls’ learning
strategies? Do they differ? And if yes, how is that
addressed in the pedagogical techniques utilized?
How open are the curriculum and educators to
accommodate such differences? How are teachers/
educators prepared or trained to take these
differences into account?
3. See Gender Lens to create curriculum and textbooks free of gender bias in
annex.
7
4. Process:
"
What is the quality of teacher training pre-service,
refresher and in-service? Do female teachers or
facilitators participate as much as their male
counterparts in various training activities? Is the
training delivered in a gender-responsive fashion?
Is gender sensitization part of the teacher-training
curriculum?
"
Is there a guidance and counselling system in
place? Are girls guided into technical and science
streams or actively or passively discouraged from
doing so? What fields are boys encouraged to
move into? Are home economics and carpentry
classes at the same time, depriving girls of
carpentry and boys of home economics? Or are
all students actively encouraged to gain these life
skills? Is there enthusiasm and support for boys
and girls to spend equal time on computers and
to gain equal skill in math, science, humanities and
technical education?
5. Outcome:
"
What systems are in place to assess learning
achievement? Are achievement results broken
down by sex and by rural-urban situations? Are
there differences in male and female achievement
in the various subjects, and as the students proceed
through grades? If so, why?
"
Is there a gender bias in some or all teachers’
evaluation of learners?
8
88
Gender-responsive Classrooms
Gender bias can appear in the class in many forms. Boys can be favoured over girls, or girls
over boys, in both visible and less obvious ways. Much gender bias can be eliminated using
this checklist.
!
Class décor: posters, pictures, slogans and quotations equally feature male
and female characters of equal status and as heroes, leaders and authors.
Girls and boys’ work and life experience is reflected in the student story
boards, art and displayed work.
!
Class layout: boys or girls are not clustered at either the front or the back of
the room. Nearly equal numbers of girls and boys sit at the front, where
they can hear and focus better, sit near the windows for light and sit near the
heat for warmth.
!
Class structure: boys and girls are presidents, heads of activity groups, etc.
Girls and boys equally share all class and school chores.
!
Student resources: teachers facilitate the sharing of textbooks and learning
supplies so that all girls and boys have equal access to learning. Mothers and
fathers are encouraged to equally support and supply their sons and
daughters with school materials. Teachers use their creativity to reduce the
stigma felt by poor children who do not have supplies or clothing like their
classmates.
!
Playground: male and female teachers supervise the playground and
discipline boys and girls who are bullies, do not share equipment, or disadvantage other children. Play space, activities and equipment are equally
shared by girls and boys.
!
Curriculum, textbooks and teaching/learning materials: boys and girls are
equally valued and depicted in all school materials.
!
Student-Teacher Interaction: Teachers try to give equal eye contact and
attention to each girl and each boy whether sitting at the back or the front.
Boys and girls answer the same number of questions. They are asked a similar
mix of easy and difficult questions. Teachers give both boys and girls who
are having difficulty answering the same response time and assistance.
Teachers require each boy and girl to express their own thoughts and use
their imagination and analytical abilities. Teachers move about the class and
give feedback to each individual student on the work.
!
Tasks and responsibilities: tasks and responsibilities are allocated to boys
and girls according to their difficulty or level of responsibility.
!
Discipline: discipline in the class and on the school grounds makes girls
and boys know they are safe, valued and protected from sexual harassment
or other forms of violence and humiliation. All students are aware that
abusing or mistreating others will not be allowed. Male and female teachers
use appropriate and creative forms of discipline but do not use corporal
punishment.
!
Language: teachers, pupils and textbooks use inclusive language that is free
of gender bias.
!
Use of materials and tools: books, computers, calculators, sports equipment,
laboratory supplies and vocational equipment is used equally by boys and
girls.
9
To answer these questions, remember that most education
ministries have EMIS which will contain information on
the numbers of teachers and supervisors broken down by
sex, educational profile, promotion record, and so on.
However, not all information has necessarily been analysed
with a view to identifying possible gender gaps. More
difficult questions relate to quality, the learning
environment, the curriculum and the teaching–learning
process in the classroom. Qualitative, in-depth research
will have to be carried out in many cases, but sometimes
research findings may exist as unpublished thesis work,
papers and articles in libraries at education research
institutions or are available through non-government
organizations (NGOs). Materials will have to be compiled
and analyzed, gaps identified and plans made to fill in the
information gaps.
As mentioned above, plans or strategies for closing
information and research gaps can be part of the early
implementation of the EFA plan, with a view to revising
strategies at a later stage, when and if research points to
such a need.
C. Manag
nt
anagee me
ment
Management is another critical area that must be taken into
consideration. Relevant questions include:
!
Do equal numbers of women and men hold positions
at each level in education? What are their positions,
in educational management at all levels? Do they have
equal access to professional development and career
growth? Do they have appropriate encouragement and
‘allowances’ to participate in professional development
programmes? Are there measures to help ease
women’s home responsibilities to allow them time for
involvement in training? In countries with a large
percentage of female teachers, women still occupy very
few head of school positions not to speak about district
or provincial level education directors. Are there
affirmative action policies in place to change this? In
10
1010
!
!
!
many countries there is a significant gender imbalance
in the teaching force both at primary and secondary
level in favour of one sex or the other. Neither case is
optimal. Both boys and girls need role models and
efforts should be made to bring at least 40-60 percent
balance. Due to security issues which usually are more
important for girls than for boys, having at least one
female teacher per school is both a necessity and
urgent.
Are wages and benefits, including housing
entitlements, equal and appropriate for male and
female managers? Are there systems in place to ensure
wages and benefits, including housing entitlements, are
equal and appropriate for female and male teachers?
Is there a procedure in place for backstopping when
administrators or teachers are not available? Does that
procedure involve stakeholder (including parents/
community) input?
Does the Ministry of Education have a policy
addressing sexual harassment issues at school level
as well as in the education administration at various
levels?
To answer these questions, disaggregation and analysis of
existing statistics will probably have to be carried out, as
well as specific surveys of the status of women in
educational management.
2. Early childhood care and education
The first goal set in Dakar was the expansion of early
childhood care and education (ECCE). Early childhood
programmes play an important role in preparing girls and
boys physically and intellectually for primary education.
When designing strategies explicitly related to achieving
Dakar goals 2, 4 or 5, it is important to consider the role
and impact ECCE programmes can have in this respect.
This is particularly important from a girl’s perspective.
Taking care of younger siblings is first and foremost the
11
task of older sisters. Similarly, serving as “mothers” helpers
is almost always an exclusive domain of girls. In many
countries, girls drop out of school or have low and/or
irregular attendance due to their care responsibilities for
younger siblings. Expansion of ECCE programmes could
therefore be one strategy to increase girls’ attendance rates.
In some countries, enrolment of under-aged children in
grade one is a frequent reason for early drop-out, repetition
and failure. In this respect ECCE programmes can play a
crucial role in contributing to the improved efficiency of
the primary education system by providing a place for
young children.
Availability of child caring facilities is in many cases a precondition for women‘s participation in literacy or nonformal education (NFE) activities, so they can avail
themselves of income-generating or employment
opportunities and be active in community development
and political work.
It is a well-known fact that children’s socialization starts
from a very early age, some would say from birth or even
before. In most cultures, socialization to specific gender
roles is no exception. Girls and boys are treated differently
in most cultures from birth - one is fed and cared for better
than the other, receives better health care, and is stimulated
differently long before school. Both sexes are certainly
expected to carry out a number of gender-specific tasks in
the household. Traditionally, early childhood programmes
can perpetuate gender stereotyping at home and in the
community. On the other hand, early childhood
programmes can contribute to the elimination of genderbiased practices if they are carefully designed to deal with
boys and girls in a fair manner.
Early childhood education also offers the opportunity for
men, as well as women, to be kindergarten and preschool
teachers. This role is far more than ‘looking after’ children;
it is developing the human potential of young girls and
boys at their most formative stage.
12
1212
3. Adolescents
The overriding goal is to reform the school to be able to
accommodate all children regardless of sex, ethnicity, social
background or abilities. However, in the shorter term, more
non-formal approaches to education will still be needed
to provide opportunities for those who did not attend
school. Non-formal education (NFE) programmes need
to be provided for girls who were pushed or pulled out
too early to have attained any sustainable level of literacy
or who never got a chance to go to school, in order to equip
them with necessary academic and life skills. In different
parts of Asia, boys are pulled out of school to herd animals,
to work as porters in markets and in many forms of
exploitative child and labour. Girls are denied schooling
to care for young siblings, the elderly and the sick.
Increasing numbers of girls are taken from school to pick
cotton or do other field work, or are trafficked into
industrial or sex trade work. All these children should be
provided with an education which empowers them to make
choices, to protect themselves from abuse and to live better
lives. 4
As many more girls are pulled out of school than boys,
many NGOs and governments have experimented
creatively and successfully with programmes for adolescent
girls5in the last decade. There is now a huge pool of
innovative experiences and lessons learned to provide
insight to educators6. The challenge over the next ten years,
to be addressed in EFA plans, will be to devise strategies
on how to offer such good quality programmes on a more
systematic and large-scale basis.
4.
5.
6.
For more information visit the UNESCO/UNFPA website on Adolescent Reproductive and Sexual
Health, www.unescobkk.org/ps/ach-web/index.shtml
For more information refer to:
Mathur, R., Taking Flights. Adolescent Girls Camps, UNESCO, bANGKOK, 2001.
The Women’s Literacy and Basic Skills Training Project in Lao PDR: Innovations for Youth, (Vol.2),
UNESCO, Paris, 1999.
Leveling the Playing Field. Giving Girls and Equal Chance for Basic Education: Three Country
Efforts, Economic Development Institute of the World Bank (no date).
Orzen, P.F., The Urban and Rural Fellowship School Experiments in Pakistan: Design, Evaluation,
and Sustainability, World Bank, Washington DC, 2000. http://www.girlseducation.org
Bangladesh: Female secondary school assistance, World Bank, Washington DC, 2000. http://
www.girlseducation.org
13
Without close collaboration among government
organizations, NGOs, communities and researchers in this
field, we are unlikely to succeed in achieving the Dakar
goals. The task is even more difficult when it comes to the
non-formal sector. It may be difficult to estimate both the
precise quantitative needs in this area, as well as available
resources to meet those needs, over the next 10 to 15 years.
However, governments can make progress by creating a
legislative framework and political environment which
encourages governments to collaborate effectively with
NGOs and community-based organizations (CBOs) to
implement programmes and projects in this area. The
government can support and disseminate research,
produce training materials, monitor programmes, provide
certification and facilitate transition of the learners to the
formal mainstream system.
Non-formal education and literacy training for adults7
Achieving Dakar goal 4 will first and foremost require a
major financial boost to, and expansion of, existing
programmes. It will also require continuous hard work to
improve the quality and relevance of programmes.
In many countries, women’s literacy is much lower than
men’s. Efforts to markedly increase adult literacy will not
succeed unless the barriers to women’s participation are
specifically addressed.
If girls have little time to waste on ineffective schooling,
this is even more true of adult women and literacy
programmes. Adult women have many competing
demands on their time, lose motivation easily, and need to
see immediate outcomes and improvements in their lives
in order to maintain enthusiasm. These factors need to be
kept in mind and addressed when designing literacy
programmes. While programmes should offer women
literacy and life skills to improve their own and their family’s
7.
Please refer to Education for All: Gender Equality in Non-formal Basic Education: A Strategic
Framework, UNESCO, 2001 for more detailed discussions gender equality in non-formal
education.
14
1414
living standard by responding to their practical needs, they
should also be a tool for empowerment. They should
address strategic needs by enabling women to participate
in decision-making in their families and communities and
provide them with information about their legal rights.
Because of the many competing demands on women’s time,
women often drop out from adult literacy programmes or
stop attending before they have reached a sustainable level
of literacy. This, combined with little or non-existent post
literacy materials and primers (especially in rural areas),
leads to a high rate of relapse back into illiteracy. The real
literacy figures are, therefore, often lower than official
statistics indicate, and the need for (post) literacy interventions thus are much higher than initially anticipated.
As with adolescent girls’ programmes, many programmes
have been tried out with varying success over the years especially by NGOs and community based organizations
(CBOs). One of the challenges is to make available at
national, regional and international levels those positive
lessons learned, and to find ways and means to scale up
the small successful projects to programmes with massive
impact on numbers and quality.
Central governments also need to create a legal framework
to facilitate the practical work of many diversified private
and community actors, to ensure co-ordination and
sharing, and to promote effective utilization of economic
and human resources.
Theme: HIV/AIDS, gender and education
The HIV/AIDS pandemic infects and affects young children,
teenagers, and adults. This is the reason why education is
not only impacted by the epidemic but also has a role to
play in terms of prevention and support to infected and
affected people. The interface between education, HIV/
AIDS and gender needs to be analyzed and understood to
better answer both the challenges of gender equality in
education and the eradication of the epidemic.
15
Reducing the impact of the HIV/AIDS threat on individuals
and communities; promoting gender equality and
improving educational access and retention for all are three
objectives which mutually support one another.
Disparities in access and retention for both boys and girls,
gender stereotyping in content, teaching-learning
processes, participation, and achievement, as well as
inequalities in educational management, have
repercussions on the role that education can play to face
the threat of the epidemic.
In addition, the problems of teacher supply due to the death
of teachers infected by HIV/AIDS or of teacher stress due
to the pandemic may lead to a decrease in the quality of
education. This will affect both boys and girls.
Girls are hit harder and younger than boys by HIV/AIDS
for physical, socio-economic and cultural reasons. Infected
girls face greater stigma and rejection than boys, and are
more likely to drop out of school, while boys and men may
feel pressure from cultural expectations or from peers
leading to unsafe sex. Drug and alcohol abuse as well as
migration reinforces this risk behaviour. These elements
have to be considered when addressing gender equality and
HIV/AIDS prevention in education.
Working on the triple fronts of HIV/AIDS, gender equality
and education at the same time results in improved
outcomes for each one. Areas of focus must therefore
concentrate on:
!
getting girls in school, pulling them through secondary
education and preventing boys from dropping out;
!
improving safety inside and outside schools especially
in regard to boarding schools for both boys and girls;
!
designing good quality sex and reproductive health
education curriculum and delivering it in a gendersensitive way;
!
empowering boys and girls to make choices and to
participate in decision making;
16
1616
!
working on self-esteem and negotiation skills to allow
boys and girls to have more control over their sex lives;
!
training teachers to explore ways in which sex
discrimination can be challenged, and on how to react
when they meet discrimination;
!
promoting effective HIV preventive interventions
among teachers; and
!
training teachers on how to deal with pupils infected
or affected by HIV/AIDS.
HIV/AIDS has a great impact on the schooling of children,
both in terms of access and quality. In households affected
by the pandemic, increased poverty leads to decreased
access for children: girls will drop out to take care of ill
parents or relatives; boys will drop out to find a job and
support the family financially. Children remaining in school
may have difficulties to concentrate leading to performance
problems because of the consequences of the pandemic in
their families or communities. Orphans are especially at
risk of dropping out, because of financial and psychological
reasons.
Unlike in Africa, it is not possible to say in Asia what the
impact of AIDS is on teachers in terms of affecting their
numbers. What is clear though is that psychological impact
is there, and that female teachers’ workload in terms of
caring for patients or taking on single mother
responsibilities will have an impact on the quality of their
teaching and attendance.
Finding solutions to keep boys and girls in schools, helping
them cope with the pandemic now and preventing them
from being infected later is, therefore, a main task for the
education system.
It is evident that designing strategies for combating AIDS
requires a comprehensive analysis and intervention at a
multi-sectoral level. Partnership with stakeholders outside
the Ministry of Education is therefore – once again – a
condition for success.
17
Setting Objectives
and Identifying Strategies
If a thorough gender analysis of the education sector was
not carried out in the planning phase, it can still be done
during the implementation phase. All plans will be subject
to revision sooner or later and new information, data and
analytical work can and should inform revised strategies.
The important first step will be to ensure that the major
players in the EFA plan implementation are sensitized to
gender concerns; for example, through seminars or
workshops making use of participatory methods. Then,
gender concerns should be systematically incorporated at
all stages of implementation, monitoring and evaluation.
Gender-specific indicators will have to be identified so that
progress can be monitored.
A key strategy should be the mainstreaming of gender
concerns into the overall national education system. This
will ensure the sustainability of action in favour of the
disadvantaged sex, as well as countrywide and system wide
impact.
Gender concerns should be part and parcel of the core EFA
programme. However, governments should avoid falling
into the trap of adopting such a mainstreaming policy
without ensuring that their staff possesses the necessary
degree of awareness and the skills to conduct gender
analyses. To adopt a mainstreaming strategy, most
governments would need to conduct gender awareness
and skills training for staff at all levels - from the senior
management down to the school level. For the purpose of
training and supporting/facilitating the implementation of
the mainstreaming strategy, gender experts would need to
be appointed or hired for short or longer periods of time.
18
1818
Gender mainstreaming requires the use of gender analysis to ensure that
the distinct needs and realities of women, men, girls and boys are visible.
Once visible, educationalists can respond. Gender mainstreaming requires
vigilant, regular analysis so gender realities stay in the forefront of decisionmakers’ minds. Depending on the outcome of a gender analysis, it may be
advisable to maintain specific targeted interventions to address girls and
women’s special needs, or in some cases, the special needs of marginalized
boys or men. In fact, as long as there are sharp gender disparities, some
gender-specific interventions are not only justified, but essential.
Specific objectives and strategies to meet EFA goals will depend on the results
of the situation analysis. The table gives some examples, although not
exhaustive by any means, of other possible objectives and strategies.
Objective
Strategies
Closing gender gaps in primary
and secondary education
by the year xxxx.
•
•
•
Providing subsidies/incentives
Providing transport and/or boarding facilities
Providing single-sex learning environments
Reducing the drop-out rate for
or boys) by x%
•
Improving the quality of the learning environment and girls and
the relevance of the education provided
Improving relations between school and home and convincing parents to keep girls in school to at least
the end of the primary cycle
Revising textbooks to equally portray the realities of girls and
boys and the rights of both to be leaders and active participants
in their families, communities and societies
Increasing relevant life skills teaching for girls and boys to assist
children in acquiring self-protection and coping skills (Re:
trafficking, HIV/AIDS, forced labour etc.)
•
•
•
Increasing girls’ transition rate
from primary to junior secondary
education by y%
•
•
•
Closing learning achievement gaps
by year xxxx.
•
•
•
Increasing the number of girls in
and math streams by year yyy
•
•
Increasing the number of boys in
social sciences courses by year yyy
•
Improving access to, and quality of secondary schools
Providing female teachers as role models, ensuring that
learning contents and teaching methods are fair, and
facilitating learning of both sexes, influencing changes
in social and cultural practices, such as child marriage
Lobbying for legal changes which will keep girls in
school after pregnancy
Training teachers in gender responsiveness
Changing teaching-learning practices with emphasis
on inclusiveness
Creating child-centred learning environments, and team work
Providing girls with positive role models, and relatingscience
science and math contents and teaching methods to the
everryday lives of both boys and girls
Demystifying myths, such as women scientists cannot
find husbands
Providing boys with positive role models, and relating
social science contents and teaching methods to the everyday
lives of both boys and girls
19
All of these interventions have been tried in various
contexts with varying degree of success. Before embarking
on any strategy, it is advisable to seek as much information
as possible about other countries’ experience with these
strategies and to pilot new interventions, carefully
monitoring and evaluating them before going to scale.
20
2020
Implementation,
Monitoring and Evaluation
Experience gained during the Jomtien decade indicates that
once plans have been made, momentum tends to fade, and
activities are never implemented or are stopped half way
through. In some cases, lack of funds or human resources
present an obstacle to the implementation of plans. But
the absence of monitoring mechanisms to systematically
follow up and keep reminding policy makers about
progress, or lack of it, is doubtless also part of the
explanation.
In this context, countries are expected and advised to create
monitoring mechanisms for continuous assessment,
ensuring feedback during the implementation period. This
will allow policy makers to follow the progress toward
eliminating gender gaps and gender inequality in education
and undertake strategy revision as needed. Monitoring
mechanisms can take different institutional forms
depending on the context (intersectoral ministry advisory
committees including gender experts, gender equality units,
implementing and follow-up teams with gender focal
points at different levels of the education system, etc.).
Countries must identify which type of monitoring system
is more suitable to their needs in terms of responsiveness
to gender equality, synergies and integration with existing
national EFA mechanisms.
The development of indicators and the collection and
analysis of data are vital functions in providing information
to governments to set priorities, design strategies and follow
up on advancements made towards achieving gender
equality in access to quality education.
21
During or after development of the EFA plan, educators
will need to establish a system of monitoring and evaluation
to collect reliable data that will provide information on the
progress made toward achieving the goals of gender
equality. Decisions need to be made: Who will collect the
data to monitor each indicator and how frequently, and
who will be in charge of the data and data analysis? What
are the timelines for reporting the data? If data indicate
slippage rather than progress, who will be notified and who
is responsible for developing equity mechanisms to bring
about progress?
To ensure that data are collected and reported
systematically, carefully and accurately, personnel need to
be trained at the school, district, regional, and national
levels. Optimally, about 5 per cent of a programme budget
should be devoted to monitoring and evaluation activities.
Evaluations are scheduled periodically to determine if midcourse changes need to be made in order to achieve
established goals (formative). Evaluations are also
conducted at the end of a particular intervention to help
determine the impact and judge the value of the
programme (summative). Evaluators from outside the
system can be called on to conduct or participate in either
formative or summative EFA evaluations, but high level
administrators need to ensure that the evaluators have the
skills, knowledge, attitudes, and tools to effectively assess
the gender responsiveness of a system at all levels.
The 18 core EFA indicators, of which many are broken
down by sex, monitor countries’ progress in terms of
closing the numeric gender gaps. Disaggregating data by
sex does not reflect the gender relations, processes and
factors that play a major role in hampering girls’ access to
quality education. Therefore, countries may also wish to
define some indicators or proxy indicators for the purpose
of monitoring progress towards achieving the gender
equality goals. For instance, these could be:
22
2222
!
Closing of gender gaps in learning achievement;
!
Changes in the streaming of girls and boys at secondary/vocational/
higher education levels;
!
Number of women participating in decision making bodies;
!
Number of women in management positions in the public sector; and
!
Number of older girls mentoring younger girls in leadership positions.
The following table gives an example of quantitative and qualitative data
needed for policy makers and educators to take appropriate action 1:
Quantitative data
Qualitative data
• More boys than girls do science
and mathematics at secondary
level. This gender difference is
significant, and therefore qualitative
data should be sought.
•
Science options are offered at the
same time as home economics and
office procedures. Girls are chaneled
into the latter options.
•
Science texts refer to scientists in
masculine terms, and do not feature
women as scientists
•
Mathematical problems are usually
framed in terms of “masculine” activities.
•
Most science teachers are men.
•
In science classrooms, male teachers
rarely interact with female students, and
such lack of interaction is usually demotivating for the girls.
Boys have a similar experience in classes
on home economics and office procedures, where the teachers are predominantly female.
•
1.
Leo-Rhynie, E., “A Quick Guide to Gender Mainstreaming in Education”, Institute of Deveopment
and Labour Law, University of Cape Town, South Africa, page 48, 1999.
www.thecommonwealth.org/gender/publications/gsms.pdf/educaa5.pdf
23
Mainstreaming gender into education
The boxed suggestions below are steps that can be taken to
effectively mainstream gender into EFA implementation.
For detailed step by step guidance please refer to Annex 1
on Guidelines for Gender Mainstreaming EFA
implementation.
The engine of gender mainstreaming is having a genderresponsive organizational culture within the Ministry of
Education. Characteristics of a gender-responsive
education ministry include having a gender policy, strategy,
actions, budget and staff. All support delivery of education
that helps each girl and each boy reach their individual
potential. Most significant is that all ministry employees,
male and female, do their personal and professional best
to advance gender equality in their own work and in their
interaction with others. This should be recognized and
valued equally with the performance of all other key
functions. The visible support and good example of the
minister and senior ministry officers are essential in
creating this gender-responsive organizational culture.
24
2424
Process
2.
Procedures
• Work on developing a strong political •
commitment to an institutional
policy and framework on gender
equality
Setting up a network of gender focal
points at a national level located in
different ministries and institutions.
• Build institution capacity by giving
gender orientation and training
to implement, monitor and evaluate
national EFA plans.
•
Hiring of gender consultants in
education to provide training in
gender mainstreaming to practitioners
from top-ministry level and to
politicians at school level, as well as
other stakeholders, such as local
government officers.
• Conduct policy dialogue and
•
promote consensus on institutional
and administrative reforms oriented
towards ensuring that a gender
perspective is included in the policysetting and decision-making processes,
as well as in implementation.
•
Setting up a gender equality unit with
access to resources (trained people and
budget) to advise, sensitize, promote
and work across boundaries with other
education units/departments to ensure
implementation.
Organizing of implementation and
follow-up teams with gender focal
points at different levels of the
education system.
• Design a strategy to promote gender- •
responsive EFA plans based on various
means of consultation and
communication (e.g. to integrate
•
flagship2 programme content,
especially related to gender equality;
to feed civil society’s inputs regarding
gender equality).
Creating an inter-sectoral ministry
advisory committee including gender
experts.
Creating a civil society advisory
committee or, if such already exists,
insuring that representatives from
women’s organization, and gender
specialists are included.
• Develop indicators (quantitative and •
qualitative), and means of verification
for gender sensitive EFA
•
implementation.
Identifying of phased development
outputs
Earmarking funds for achieving
goals 2, 4 and 5 of Dakar over a
period of x years.
For more information on the flagship programmes, please consult the websites indicated at the
end of the document.
25
Financial and Human Resource Needs
and Partnerships
It is important that the costs of achieving gender equality
goals be calculated and spelled out in the EFA plans. At
the same time, it is important to make widely available in
clear terms, and with supporting data, the positive impact
that gender-sensitive education will have on society.
Likewise, deploying the necessary human resources and
training, retraining and upgrading of staff including,
supervisors and managers, to deal with gender-related
issues need serious consideration. To better implement
EFA plans and the gender mainstreaming strategy,
education ministries may wish to undertake some
institutional changes. In fact, in most countries, such
changes would be needed. For instance, change may be
needed to move a girls’ education unit from being a mere
implementer of girls’ education projects to being more of
a cross-cutting policy advisory and monitoring body with
access to senior education management. Gender focal
points or programme officers may need to be appointed
at provincial or district levels as well as in various
departments, divisions or specialized agencies (such as the
NFE centre, the curriculum department and so on) of the
education ministry. It is crucial, though, to allocate
resources and authority to each level to allow for
implementation activities.
Gender issues in education are very complex. The many
factors related to the school and the socio-economic and
cultural context call for a wide range of stakeholders to be
involved in identifying issues and strategies. Multisectoral
partnerships, support groups etc. for girls’ education,
involving civil society organizations, non-government
organizations, the business community, the media, and
26
2626
religious organizations, as well as governments and
international organizations, have proven very successful in
many countries1.
More and more countries also have adopted sector wide
approaches to education gathering a number of donors and
technical agencies around a comprehensive development
plan for the education sector led by the government.
Research shows that when all partners are committed and
sensitive to gender issues, sustainable change can occur in
the education sector. This is, however, not always the case
and intensive advocacy and awareness raising activities
might be necessary among all partners. Gender training
in connection with yearly or half-yearly implementation
reviews of all participants (government officials as well as
donor representatives) might be one way of creating
consensus and collaborative action among stakeholder.
Gender-responsive education is critical to poverty
alleviation and to maximizing the positive grassroots
change and growth. Yet, many development projects pay
lip service or token attention to gender issues and, in
particular, to the role of gender-responsive education.
Education ministries and non-government education
stakeholders must be vigilant. The education sector, as a
whole, needs to monitor that gender-fair education is
enhanced, not set back, by gender blind development
initiatives. Gender-responsive education can bring much
added value and deeper, sustained success to water and
natural resource management, health and rural
development initiatives. This calls on education
stakeholders in both formal and non-formal education to
engage and collaborate with the public, civil and private
sectors as well as the international community. There is a
vital place for gender and education expertise in helping
to achieve the Millenium Development Goals, Poverty
Reduction Strategies and Programmes and other major
development targets.
1. For more information on principle and practice refer to Williams, H., Multisectoral Strategies
for Advancing Girls’ Education, SAGE, Washington DC, 2001.
27
More Information and Resources
Some key concepts
Se
x describes the biological differences between men and
Sex
women which are universal and determined at birth.
Ge
nde
r refers to the roles and responsibilities of men and
Gende
nder
women that are created in our families, our societies and
our cultures. The concept of gender also includes the
expectations held about the characteristics, aptitudes and
likely behaviours of both women and men (femininity and
masculinity).
These roles and expectations are learned. They can change
over time and they vary within and between cultures. The
concept of gender is vital because it facilitates gender
analysis revealing how women’s subordination is socially
constructed. As such, the subordination can be changed or
ended. It is not biologically predetermined nor is it fixed
forever.
Ge
nde
r An
al
ysis is the collection and analysis of sexGende
nder
Anal
aly
disaggregated information. Men and women both perform
different roles. This leads to women and men having
different experience, knowledge, talents and needs. Gender
analysis explores these differences so policies, programs and
projects can identify and meet the different needs of men
and women. Gender analysis also facilitates the strategic
use of distinct knowledge and skills possessed by women
and men.
Se
x-Disa
g g re g ate d D
ata is data that is collected and
Sex-Disa
x-Disag
Da
presented separately on men and women.
28
2828
Ge
nde
r mains
t r eaming based on a gender analysis,
Gende
nder
mainst
mainstreaming is a strategy for making women’s, as well as
men’s, concerns and experiences an integral dimension of
the design, implementation, monitoring and evaluation of
policies and programs in all political, economic and societal
spheres, so that women and men benefit equally and
inequality is not perpetuated. The ultimate goal is to
achieve gender equality.1
Lit
nde
rP
ar
it
y Inde
x (GPI) is the ratio of the
Litee r acy Ge
Gende
nder
Par
arit
ity
Index
female to male adult literacy rates which measures progress
towards gender equity in literacy and the level of learning
opportunities available for women in relation to those
available to men. It serves also as a significant indicator of
the empowerment of women in society.
Ge
nde
r Eq
ualit
y means that women and men have equal
Gende
nder
Equ
ality
opportunities for realizing their full human rights and for
contributing to, and benefiting from, economic, social,
cultural and political development.
Gender equality is therefore the equal valuing by society
of the similarities and the differences of men and women,
and the roles they play. It is based on women and men being
full partners in their home, their community and their
society.
Ge
nde
r Eq
uit
y is the process of being fair to men and
Gende
nder
Equit
uity
women. To ensure fairness, measures must often be put in
place to compensate for the historical and social
disadvantages that prevent women and men from
operating on a level playing field. Equity is a means. Equality
and equitable outcomes are the results.
Emp
ow e r me
nt is about people both women and men
Empo
ment
taking control over their lives: setting their own agendas,
gaining skills, building self-confidence, solving problems
and developing self-reliance. No one can empower another:
only the individual can empower herself or himself to make
1. UN’s Economic and Social Council (ECOSOC) conclusions 1997/2.
29
choices or to speak out. However, institutions, including
international cooperation agencies, can support processes
that can nurture self-empowerment of individuals or
groups.
ur is the result of how each
Ge
nde
r Di
v ision o
Gende
nder
Div
off Labo
Labour
society divides work among men and among women
according to what is considered suitable or appropriate.
Wome
n in De
v e lopme
nt ((WID)
WID) The WID approach
omen
Dev
ment
aims to integrate women into the existing development
process by targeting them, often in women-specific
activities. Women are usually passive recipients in WID
projects, which often emphasize making women more
efficient producers and increasing their income. Although
many WID projects have improved health, income or
resources in the short term, because they did not transform
unequal relationships, a significant number were not
sustainable. A common shortcoming of WID projects is
that they do not consider women’s multiple roles or that
they miscalculate the elasticity of women’s time and labour.
The biggest difference between WID and GAD is that WID
projects traditionally were not grounded in a
comprehensive gender analysis. The GAD approach is
gender-analysis driven.
There is definitely a need for women-specific and menspecific interventions at times. These complement gender
initiatives. Research shows that the success of both sexspecific and gender activities is directly linked with the
depth of the gender analysis that informs them.
Ge
nde
r and De
ve lopme
nt (GAD) The GAD approach
Gende
nder
Dev
ment
focuses on intervening to address unequal gender relations
which prevent inequitable development and which often
lock women out of full participation. GAD seeks to have
both women and men participate, make decisions and
share benefits. This approach often aims at meeting
practical needs as well as promoting strategic interests. A
successful GAD approach requires sustained long-term
commitment.
30
3030
Pr
ac tical Nee
ds are immediate material daily needs such
Pra
Needs
as water, shelter and food.
S ttr
r at e g ic (Ge
n d eer)
r) Int
t ss. Interventions
(Gen
Intee r e sst
addressing strategic gender interests focus on fundamental
issues related to women’s (or, less often, men’s)
subordination and gender inequities. Strategic gender
interests are long-term, usually not material, and are often
related to structural changes in society regarding women’s
status and equity. They include legislation for equal rights,
reproductive choice, and increased participation in
decision-making.
Who can help?
Contact your local UNESCO and/or UNICEF office to
discuss your technical assistance needs. The following
resources may also be useful:
bsites:
es:
Websit
htt
p://www
.undp
.or
http://www
p://www.undp
.undp.or
.orgg
gives access to information
related to gender and UNGEI,
such as key documents,
resources, training material,
good practices, and links to
other relevant websites.
r/ contains comprehensive gender
htt
p://www
.undg.or
g/g
http://www
p://www.undg.or
.undg.org/g
g/gee nde
nder/
main-streaming, learning, and
information packages.
htt
p://www
.sag
e.ae
d.or
g/
http://www
p://www.sag
.sage.ae
e.aed.or
d.org/
a substantive website providing
manuals and work documents
on strategies to promote girls’
education.
htt
p://www
.fa
we.or
http://www
p://www.fa
.faw
e.orgg
provides experiences in girls’
education in Africa.
htt
p://www
.unes
g/
http://www
p://www.unes
.unescc obkk.or
bkk.org/
nderr
ge nde
provides information on
experiences in girls’ education in
Asia and the Pacific as well as
resources, guides and studies
aimed at promoting Gender
Equality in Education.
31
htt
p://www
.io
e.ac.uk
http://www
p://www.io
.ioe.ac.uk
gives update on the Gender,
Development and Education:
Beyond Access Project, funded
by DFID and co-ordinated by
academics from the Institute of
Education, London and Oxfam
UK.
htt
p://www
.id21.or
http://www
p://www.id21.or
.id21.orgg
id21 is a fast-track research
reporting service, with a special
focus on education, aimed at
bringing UK-based development
research findings and policy
recommendations to policy
makers and development
practitioners worldwide.
Includes many items on girls,
gender and HIV/AIDS in the
context of education.
Flag
ship pprrog
es:
Flagship
ogrramme w
weebsit
bsites:
Literacy
FRESH
ECCE
www.unesco.org/education/litdecade
For information on Effective School
Health, contact
Anna Maria Hoffman, e-mail:
[email protected]
You can also consult the following
website:http://www.schoolsandhealth.org
which provides information on FRESH,
HIV/AIDS and Education, school
nutrition, country programmes and
resources on health issues in the context
of the school.
www.ecdgroup.com
www.ecdgroup.com/coordinators_notebook.
asp is a site in the previous website called
‘Coordinators’ Notebook’ and provides a
synthesis of the most recent information on
topics of interest to people concerned about
the well-being of young children and
their families. You can register and receive
updated information for free.
32
3232
HIV/AIDS
For information on AIDS and
education:
http://www.unesco.org , pages related to
HIV/AIDS;
http://www.schoolsandhealth.org ;
http://www.unicef.org/lifeskills/
index_8657.html .
Publications and Documents
ABEL/USAID, Beyond Enrolment: A Handbook for
Improving Girls’ Experiences in Primary Classrooms,
Creative Associates International, Washington DC,
1996.
Creative Associates International, Toolkit for Assessing and
Promoting Equity in the Classroom, 2003, available
online at www.caii.net .
Kane, E., Guide for Task Managers: Identifying Problems and
Interventions in Girls’ Education, Asia Technical
Department, World Bank, Washington DC, 1996.
Leo-Rhynie, E., “ A Quick Guide to Gender Mainstreaming
in Education,” Institute of Development and Labour
Law, University of Cape Town, South Africa, page. 48,
1999.
Rush, A., Starting Now: Strategies for Helping Girls Complete
Primary Education, SAGE, Washington DC, 2000,
available on-line at http://sage.aed.org
Stromquist, N. P., “Increasing girls’ and women’s
participation in basic education,” in Fundamentals of
Educational Planning (no.56), UNESCO International
Institute for Educational Planning, Paris, 1997.
Williams, H., Multisectoral Strategies for Advancing Girls’
Education: Principles & Practice, SAGE, Washington
DC, 2001, available on-line at http://sage.aed.org
UNESCO, “ Education for All: Gender equality in non-formal
basic education: A strategic framework”, working
document, 2001.
33
UNESCO, A Toolkit for Promoting Gender Equality in
Education, Gender in Education Network, UNESCO
Bangkok, 2003.
UNESCO, Embracing Diversity: Toolkit for Creating
Inclusive, Learning-Friendly Environments, UNESCO
Bangkok, 2003.
UNICEF, HIV/IDS Education: A Gender Perspective. Tips
and Tools, 2002 (contact: www.unicef.org).
34
3434
Annex 1
EFA Gender Mainstreaming Checklist
Stage 1 - Research and data collection
!
Gender-sensitive men and women make up the research design team,
data collectors and analysts. Gender training is provided, if needed.
!
Sex-disaggregated qualitative and quantitative data is provided.
!
National data is broken down into pertinent data sub-sets. (i.e. urbanrural; key socio-cultural and economic subgroups).
!
Qualitative data explores gender disparities.
!
Teaching-learning materials are analyzed to identify if there is gender
bias.
!
Teaching-learning processes and teacher training processes are assessed
to see if teaching methods are appropriate for male and female learners.
!
Ministry of Education strengthens its own gender and education
research by exchanging information with other education stakeholders
(education NGOs, research centres and other civil sector sources)
!
When research gaps are identified, new education research/surveys are
conducted using a gender lens.
Stage 2 - Policy and planning
!
The Minister of Education and senior MoE management send clear
messages throughout MoE and to education stakeholders that MoE is
firmly committed to gender-equal education. This message is given at
all major EFA meetings.
!
The planning team is composed of gender-sensitive women and men.
The Gender Focal Point is a member. Additional gender experts join
the team, as needed.
35
!
All members of the planning team are oriented in gender concepts and
the major gender and education issues in their country.
!
The EFA plan has gender-responsive goals, objectives and a gender
mainstreaming strategy aimed at meeting these objectives.
!
Central to the EFA plan is the commitment to meeting the basic
requirements of girls and boys, and of the women and men who teach
them.
!
EFA policy and planning is grounded in the gender and education
research compiled in Stage 1.
!
Key education stakeholders, inside and outside government, are
involved in the EFA planning process.
!
Planners carefully assess the potential of affirmative action measures
to help meet the special needs of disadvantaged boys and girls, men
and women.
!
The EFA plan includes indicators to measure gender progress.
!
The EFA plan’s budget clearly identifies funds for target groups and
activities aimed at reducing gender disparities. Explicit funds are also
identified for gender advocacy and training.
!
Planning and budgeting for the design and construction of education
and literacy facilities is done from a gender perspective.
Stage 3 - Implementation
!
Women and men make up the implementation board or core
implementation team. The Gender Focal Point is a member. Additional
gender specialists join, as needed.
!
Gender training is provided to the senior management team.
!
A budget and process exist for providing practical gender information,
tools and resources to MoE staff.
!
A trainer-of-trainer network is formed to provide gender training to
all deliverers of formal and non-formal education.
!
A gender component is built into all training and capacity-building
activities.
36
3636
!
Schools involve parents and others in their communities so all education
stakeholders see the value of each girl and each boy getting a quality
education. (i.e. parent-teacher associations, school management
committees, local businesses, community leaders)
!
Priority is given to creating:
"
gender-responsive teacher pre-service and in-service
"
teaching-learning materials that are free of gender bias
"
defining and delivering ‘child-friendly’ learning environments that
empowers girls and boys
"
mechanisms for recognition of teachers and administrators who
advance gender equality in positive and creative ways.
Stage 4 - Monitoring and evaluation
!
Monitoring and evaluation teams have both male and female members.
!
All members of the M&E teams are trained in gender analysis and in
gender mainstreaming.
!
An M&E system is in place that identifies specific gender equality results,
gender indicators and cost-effective ways to collect meaningful data.
!
Whenever possible, the beneficiaries (students, teachers, communities)
are consulted in identifying indicators and data collection methods.
!
Gender progress is monitored regularly as an integral part of MoE’s
monitoring activities.
!
Clear gender mainstreaming requirements are built into MoE’s
monitoring checklist and its evaluation checklist.
!
Sex-disaggregated qualitative and quantitative data is collected.
!
Monitoring reports are distributed to policy-makers, beneficiaries and
key stakeholders for feedback and recommendations.
37
Stage 5 - Sharing and use of lessons learned
!
Finalized monitoring and evaluation reports, which have
comprehensive analysis of gender progress, are presented in roundtable discussions involving MoE senior officials and key national
education stakeholders. (donors, international education organizations,
education institutions and education NGOs) Comments and
recommendations are given.
!
Comments and recommendations on gender progress are also gathered
from schools, communities and administrators.
!
M&E results and recommendations from internal and external
stakeholder consultations are fed into MoE’s policy and planning
process. They become the basis for MoE revising its objectives,
strategies, training and other implementation activities.
!
The media is briefed periodically by MoE senior management on
gender and education issues and gender progress. The Gender Focal
Point is part of the briefing team.
*
This EFA Gender Mainstreaming Checklist was created by the GENIA Network of Asian MOE Gender
Focal Points - 2003
38
3838
Annex 2
Gender Lens to Create Curriculum and
Textbooks Free of Gender Bias
!
Is the steering committee composed of equal numbers1 of women and
men who are gender sensitive?
!
Will the needs assessment equally involve boys and girls so that needs
and interests of both are identified?
!
Are the subject experts in each sub committee properly trained in
gender sensitization?
!
Do the topics and outline of the curriculum & learner materials fulfill
the needs of boys and girls?
!
Do the topics and outline of the teacher materials meet the needs of
female and male teachers?
!
Are gender issues taken into consideration in the workshops in which
experts agree on the content of the curriculum and materials?
!
Are the writers and artists gender sensitive? Is there a gender balance
of authors and artists, if available?
!
Are the text, language and pictures free of gender bias?
"
"
"
Is language gender inclusive?
Do the exercises and stories feature girls and boys equally and
reflect their life experience?
Will boys and girls equally relate to the exercise questions?
"
Do the roles, responsibilities and activities of girls and boys equally
reflect empowerment and decision-making?
"
Are the domestic, volunteer and community roles of boys and girls
given equal space and value?
"
Are girls and boys depicted in photos and graphics with equal
frequency and with equal status?
39
*
"
Will equal numbers of boy and girl students be involved in the
pilot testing of the curriculum and textbooks?
"
Will the members of the final review committee be gender sensitive?
"
Will men and women both be trained as lead trainers in the use of
the new curriculum/materials?
"
Will all female and male teachers of this specific subject be trained
to teach the new curriculum in a gender-responsive way?
"
Will the new textbooks be available to all boys and girls?
This Gender Lens was created in a GENIA workshop of Pakistan government and non-government
stakeholders in education - 2002.
40
4040
Gender Lens for Education Projects
•
Are men and women fully involved 1 in the needs assessment and design,
implementation, monitoring and evaluation?
•
Will the needs assessment explore the distinct needs of women and men (girls and
boys)?
•
Are the risks, high-risk behaviours and vulnerabilities of men and women (boys
and girls) in the target group being appropriately addressed? 2
•
Does the project include women and men (girls and boys) who are disadvantaged?
•
Does the project have sex-disaggregated baseline data, gender objectives,
expected gender equality results and related indicators?
•
If the project involves training:
ƒ
ƒ
ƒ
ƒ
Will the ‘life experience’ of the female and male learners be valued in the
training?
Will the content and methods be appropriate for male and female learners?
Will female and male learners be able to use the knowledge/skills gained in
the local labour market, in their communities or in their homes?
Will there be a gender balance of both trainers and learners?
•
Will men and women be equal participants, decision-makers and beneficiaries?
•
Does the monitoring checklist include clear gender mainstreaming requirements
and sex-disaggregation of information?
•
Does the project implementer have a gender-responsive organizational culture 3
and a track record of empowering men and women (boys and girls)? If not, will
the project implementation team be given gender training and be assisted to
develop project-specific gender guidelines prior to the start of the project?
Examples of project implementers: NGOs, education research groups, community
learning centres, parent-teacher organizations, teacher training colleges, school
management teams, curriculum development teams.
* This Gender Lens was created by the GENIA Network of Asian MOE Gender Focal Points - 2003
1
Seek a gender balance in participants. Where a gender balance is not possible, see a ‘critical mass’ of both
women and men. A ‘critical mass’ is a large enough number to influence decision-making.
2
Examples of high-risk behaviours are behaviours that put children at risk of being infected with
HIV/AIDS, being pulled into drug use or prostitution, being vulnerable to violence or child labour.
3
An organization with a gender-sensitive culture equally values the knowledge and skills of women and
men and facilitates them being partners in decision-making. It employs, promotes and builds capacity of
both. Men and women receive equal pay for equal work.
Gender Lens – Measuring the Child-Friendliness of Schools
•
Are community leaders and parents equally supportive of boys and girls attending this
school?
•
Do community leaders and parents value female and male teachers equally?
•
Does the principal treat male and female teachers the same?
•
Is the school close enough for all school-age boys and girls to walk safely to it?
•
Do girls and boys feel safe from bullying, discrimination and sexual harassment in this
school?
•
Does each boy and each girl have essential schoolbooks and materials?
•
Do teachers encourage girls and boys to speak and contribute equally? Do teachers value the
views of boys and girls equally?
•
If the school has more than one teacher, are there female teachers who can be role models for
girls and male teachers who can be role models for boys?
•
Does the curriculum reflect the lives of boys and girls?
•
Does the class go into the community? Or, are community women and men with special
knowledge or skills brought into the class as resources?
•
Do boys and girls feel confident in making subject choices that may not be traditionally male
or female subjects?
•
Do girls participate and achieve equally with boys in maths and sciences, in literature and
history?
•
Does the curriculum promote peace and equality for boys and girls regardless of their race,
class, caste, religious or ethnic background?
•
Do teacher and learner materials portray girls and boys of varying socio-economic
backgrounds with equal prominence, potential and respect?
•
Do extra curricular activities equally attract participation of boys and girls?
•
Do teachers have relevant training and support to girls and boys on reproductive health?
•
Are there activities organized by teachers or children that will create a gender-friendly culture
of peace in the school? (sports, culture events, etc.)
•
Will girls who get pregnant and boys or girls who are affected by HIV/AIDS be supported by
the system?
•
Are there well-maintained latrines for girls and boys?
*Each question opens the door for exploring ‘why’ there are gender differences.
Gender Lens to Create Curriculum and Textbooks Free of Gender Bias
•
Is the steering committee composed of equal numbers 1 of women and men who are
gender-sensitive?
•
Will the needs assessment equally involve boys and girls so both their needs and interests
are identified?
•
Are the subject experts in each sub committee properly trained in gender sensitization?
•
Do the topics and outline of the curriculum and learner materials fulfill the needs of boys
and girls?
•
Do the topics and outline of the teacher materials meet the needs of female and male
teachers?
•
Are gender issues taken into consideration in the workshops in which experts agree on
the content of the curriculum and materials?
•
Are the writers and artists gender-sensitive? Is there a gender balance of authors and
artists, if available?
•
Are the text, language and pictures free of gender bias?
• Is language gender inclusive?
• Do the exercises and stories feature girls and boys equally and reflect their life experience?
• Will boys and girls equally relate to the exercise questions?
• Do the roles, responsibilities and activities of girls and boys equally reflect empowerment and decisionmaking?
• Are the domestic, volunteer and community roles of boys and girls given equal space and value?
• Are girls and boys depicted in photos and graphics with equal frequency and with equal status?
•
Will equal numbers of boy and girl students be involved in the pilot testing of the
curriculum and textbooks?
•
Will the members of the final review committee be gender-sensitive?
•
Will men and women both be trained as lead trainers in the use of the new
curriculum/materials?
•
Will all female and male teachers of this specific subject be trained to teach the new
curriculum in a gender-responsive way?
•
Will the new textbooks be available to all boys and girls?
* This Gender Lens was created in a GENIA workshop of Pakistan government and non-government
stakeholders in education – 2002.
1
If “equal numbers” do not exist, it is important to have a ‘critical mass’ of women and men. A critical mass is
a number large enough to influence decision-making.
Gender Lens
Measuring the Gender-Responsiveness of MoE Departments
•
Are there an equal number of women and men at all levels?
•
Are there equal facilities for men and women in the department?
•
Are gender issues regularly on the agenda of meetings?
•
Is there information and technical knowledge on gender equality & gender
mainstreaming available to female and male employees?
•
Is there sensitization and training in gender available for all male and female staff?
•
Are women and men working together as Chief Gender Equality Officers and Gender
Focal Points?
•
Are there equal opportunities for promotion, and for training, of women and men?
•
Is there gender-responsive policy?
•
Is there full participation and decision-making by men and women in the planning &
design processes?
•
Are there gender benchmarks, indicators and monitoring tools?
•
Are there sex-disaggregated data and a sex-disaggregated database?
•
Do we have a mechanism to recognize, and give profile to, the gender progress the
department makes and the people who make it happen?
* This Gender Lens was created by Thai Ministry of Education officials in a GENIA workshop – 2002.
Gender Lens
Community Learning Centres 1 (CLCs)
Participation:
•
•
•
•
How many male and female learners are there in the CLC?
What is the age group broken down by sex?
Are the facilitators/teachers men or women?
What do men teach? And what do the women teach?
Content:
•
•
•
•
What courses are offered?
What learning materials are used?
What content do women want? And men?
What expectations do women/men, girls/ boys have of the services the CLC offers?
Do they want something else, more of certain things..?
Management:
•
•
•
1
Who is in the CLC committee? Men/women…what is their status? What kind of
decisions do they make? How do they consult the learners?
How are they selected/elected?
Who supervises the CLC and who does she/he interact with during her/his visits?
This gender lens is based on inputs from the participants in a workshop in Minh Binh Province in Viet
Nam in January 2004.
Classroom Observation Tools 1
Use: To fill in on a visit to a school and in a classroom observation, then
analyse in order to identify gender bias in the school and classroom
environment and in the teaching learning process.
Guidelines for Classroom Visits:
1. Divide into pairs so that no more than two people are in a classroom at a time.
The presence of visitors changes students’ and teachers’ classroom behaviour;
attempt to change it as little as possible by limiting the number of observers to
two. Divide up tasks with your partner so that you can fill in all the charts within
one class period.
2. Tell the teacher you are here to learn from her/him and her/his students as part of
the workshop you are attending, so you will be writing down many things while
you are there. Have your pencil/pen and worksheet ready so you can begin as
soon as you sit down.
•
•
•
•
•
Take off your “teacher or supervisor hat” and put on your “researcher hat.”
Your role is to watch carefully, and not judge what the teacher is doing.
Use what you know as an educator to help you think about what you are
seeing but do not participate in the class in any way. Do not give
suggestions to the teacher or participate in the class, even if you are asked.
Watch. Record. Take notes.
After the class, ask to interview five students (volunteers) and interview
the teacher.
After you interview the teacher, you may show her/him what you have
done (e.g., drawing the classroom map). Explain about “Education for
All,” and that you are observing in the school and the classroom in order
to better understand the goal to have gender equality in schools by 2015.
1
These tables, lists of questions, and teacher/student interview questionnaires were designed by UNESCO
Consultant Shirley Miske and adapted for use in consultation with Gender Focal Points in Lao PDR, Thailand, and
Viet Nam in 2003.
Classroom Observation Tools Page 1 of 7
Guidelines for Collecting School-level Data:
1. All observers can look around the school as they are walking to an from their
classrooms to take note of:
a. images of males and females on the school walls (posters) and
b. how spaces are used by girls and boys (e.g., football field, location and use
of separate toilets).
2. One or two pairs can collect the enrolment information and data on teachers from
the school director.
3. In addition to what is asked for on your observation sheet, ask “child-seeking”
questions:
a. If the school has a record of how many girls and boys have dropped out of
school in the last three years, get this information.
b. Does the school know how many children in the community are not in
school and may never have enrolled (e.g., disabled children whom parents
are keeping at home, children who are working and not enrolled)?
c. Do the non-formal schools know how many students have dropped out?
Re-enrolled? How many people in the community are not literate and how
many are enrolled in literacy classes?
The goal is Education for ALL, this will help you understand if your
schools have the necessary information to make sure that all children are
enrolled in school.
Classroom Observation Tools Page 2 of 7
GENDER AND EDUCATION CLASSROOM OBSERVATION TOOL
PRIMARY SCHOOL
Task Sheet #1 - Primary School Information
Ask the school manager/director or collect from school records:
1. How many students in each class and leaders in the school are females/males?
Table 1. Number of Students in the School
Students in the School
Girls
Boys
Total
Class
monitor/leader
Girl or boy?
Deputy
monitor?
Girl or boy?
# Students in Grade _
# Students in Grade _
# Students in Grade _
# Students in Grade _
# Students in Grade _
# Students in Grade _
2. How many teachers in the school are females/males? Do they have similar
qualifications and training?
Table 2. Number of Teachers in the School
Female Teachers – Training?
Male Teachers – Training?
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
3. a. Is the school head male or female? _________
b. Is the deputy head male or female? _______
4. a. Do girls and boys study identical subjects? Yes No
b. If not, what do girls study that boys do not? ___________________
c. If not, what do boys study that girls do not? ___________________
Classroom Observation Tools Page 3 of 7
Task Sheet #2 – Primary
1. Draw a map of the classroom. Label the front, back, door, windows, chalkboard.
2. Where do the girls and boys sit?
a. Mark “+” for girls and “o” for boys; X for the teacher. Are student seating
patterns segregated according to sex?
b. Students who sit near the teacher are often called on more frequently or receive
more of the teacher’s attention. Where do girls and boys sit in the classroom in
relation to the teacher? Count the number of girls and boys who sit closest to the
teacher (i.e., all students in the front row or the ten students who sit nearest to the
teacher).
3. When the teacher walks around the classroom, does she or he walk near and stop to
talk to the girls and boys equally?
a. Draw a broken line to show where the teacher walks. Draw an arrow pointing to
the child every time she stops to talk to a girl or a boy.
b. After class, count how many times the teacher talks to girls and boys.
Do the pictures on the wall show equal numbers of males and females?
Look at the pictures or charts on the wall. How many pictures of females? How many
pictures of males?
Table 3. Wall Posters
# Females
Wall Posters (Total #:
# Males
)
Do girls and boys have equal access to materials? Count the number of books you see
girls and boys using during the lesson(s) you observe. Does every child have a pen or
pencil? An exercise book?
Table 4. Access to Materials
# Textbooks
# Girls Present___
# Boys Present___
# pencils or pens
Classroom Observation Tools Page 4 of 7
#exercise books
Task Sheet #3 - Primary
Classroom Observation
1. How many times does the teacher call on or address a girl or a boy during the
lesson? Place a tic in the box. Count the tics.
2. How many times do girls or boys go to the chalkboard during the lesson?
Table 5. How Often Girls and Boys Participate in Class
Girls
Boys
Teacher calls on student
Student goes to the
board
Classroom Observation Tools Page 5 of 7
Total
Task Sheet #4 - Primary
Examine the textbooks.
1. Do the textbooks represent girls and boys equally and fairly?
a. Are there equal numbers of girls and boys in the pictures? (Count the total
number of girls and boys.)
b. Are the girls and boys doing similar tasks? What are the boys doing in the
pictures? What are the girls doing?
Table 6. Pictures in Textbooks
#
pictures #
times
pictures #
girls
mentioned
boys
girls #
times
mentioned
boys
Textbook
# pages:
_______
2. What are girls and boys doing in the pictures?
Table 7. Activities in Thai Textbook
What are girls doing?
What are boys doing?
Are these activities all stereotyped according to sex (e.g., mothers always hold babies,
boys always play soccer)?
School yard
1. Observe students on the playground at break time.
a. What are the girls doing? What are the boys doing?
b. Do girls and boys use the same amount of space on the playground?
2. Are there separate toilets for girls and boys? Do they all work properly?
Classroom Observation Tools Page 6 of 7
Task Sheet #5 - Primary
Interviews
Interview the teacher. Ask:
1. How many of the boys do you expect will go on to secondary school?
2. How many of the girls do you expect will go on to secondary school?
3. Think of the top two girls in the class. What work do you think they will do after
they finish their education? Why?
4. Think of the top two boys in the class. What work do you think they will do after
they finish their education? Why?
5. How are class leaders chosen?
6. Who is the class leader (monitor) in this class? (girl or boy)
7. What are her/his duties?
8. Who is the assistant class leader (monitor) in your class? (girl or boy)
9. What are her/his duties?
10. How are the school leaders (leader/assistant leader) chosen?
11. What are her/his duties?
(If information is available:)
Table 8. Student Achievement – The top 20 students in the class in Grade ____
Mathematics
Language
Science
# Girls
# Boys
Student Interviews – Primary
Ask 5 Girls:
1. How much education do you hope to receive?
Lower Secondary
Upper Secondary
University
Other
2. What kind of work do you want to do when you finish school? ________________
3. What kind of work should girls/women do? Why?
What kind of work should boys/men do? Why?
Ask 5 Boys:
1. How much education do you hope to receive?
Lower Secondary
Upper Secondary
University
Other
2. What kind of work do you want to do when you finish school? ________________
3. What kind of work should girls/women do? Why?
What kind of work should boys/men do? Why?
Classroom Observation Tools Page 7 of 7
GENIA
Gender
Gender in
in Education
Education Network
Network In
In Asia
Asia
Background and Objectives
Dakar framework for
Action
• Goal 5 : Eliminating gender
disparities in primary and secondary
reduction by 2005, and achieving
gender equality in education by 2015
with a focus on ensuring girls’ full
access to, and achievement , in basic
education.
Preparatory meeting in
Bangkok, January 2000
• It is essential to eliminate systemic gender
•
disparities , where they persist, amongst girls and
boys, throughout the education system - in
enrolment, achievement and completion; in
teacher training and career development ; in
curriculum and learning practices and learning
processes. This requires better appreciation of
the role of education as an instrument of women’s
equality and empowerment”
The Asia and the Pacific Regional framework for Action
GENIA – some highlights:
• Kyoto – November 2001
• East Africa, August 2002;
• National workshops: Thailand, SriLanka, Indonesia, Laos, and Pakistan;
• Internet access
GENIA - Goals
Promote gender equality in education in
terms of access, retention, performance
and self-realization through:
• Developing gender responsive education
policies
• Challenging societal gender stereotypes
GENIA - strategies
• Advocacy – within the EFA
framework
• Creating and supporting networks to
galvanize support for girls’ education
and gender in education
• Capacity building of stakeholders
Advocacy:
1. It’s actively supporting a cause and
trying to get others to support it as
well.
2. It’s speaking up, drawing attention
to a key issue and directing decision
makers towards a solution.
Networking - Definition
“A web of individuals or institutions in
communication working towards
achieving a common goal”
Networks – why do we
need them?
• Gender issues in education are
multi-sectoral in nature and need a
multi-sectoral response ;
• Gender issues are controversial and
complex and we need to speak with
one voice
Typical task for a
Network:
• Sharing of research findings and practical
lessons learned from the field and their
implications for policy development
• Identification of key issues related to gender
in education that need promotion and/or
attention from policy makers
• Joint comments and proposals on policies, plans
and legislative initiatives
• Sharing and distribution of materials, trainings
on a regular basis
Networks – how do we
make them successful?
• motivation on behalf of network members ,
which can only be sustained if the network
has clear objectives subscribed to and
shared by all network members;
• activities carried out under the network
should benefit all members;
• the perception that the network is an
asset in achieving individual members’
goals is also essential.
Eleven Ways to Obtain Participation
Open Sharing. Ask a question and open it up to the entire group without any further
structuring. Use open sharing when you are certain that several group members want to
participate. Its straightforward quality is appealing. If you are worried that the
discussion may be too lengthy, say beforehand, “I’d like four or five participants to
share.”
Gallery Walk. Small groups are formed and each is assigned a different location in the
meeting room. Each group chooses a leader and a recorder. Flipchart paper(s) is posted
at each location. A different question (or questions) is asked at each location. The group
is given a specific amount of time to answer the question at the first location. When the
facilitator gives the signal, group leaders move their groups clockwise, at the same time,
to the next flipchart location. They add their comments to the comments made by the
earlier group. People are free to add content that is different or even disagrees with
points already written down. However, no-one is to strike out or put an “X” through
anything that others have written. This is a brainstorming technique so all views are
welcome. After all groups have added their input at all locations, the facilitator and all
participants go around together to discuss the content, location by location.
Anonymous cards. Pass out index cards and request anonymous answers to your
questions. Have the completed cards passed around the group or otherwise distributed.
Use anonymous cards to save time or to provide anonymity for personally threatening
self-disclosures. The concise expression necessitated by the use of cards is another
advantage of this method.
Questionnaires. Design a short questionnaire to be filled out and tallied on the spot.
Use questionnaires to obtain data quickly and in quantifiable form. Results can be fed
back immediately.
Subgroup discussions. Break participants into subgroups to share and record
information. Use subgroups when you have sufficient time to process questions and
issues. This is the best method for obtaining everyone’s participation.
Pairs or partners. Have participants work on tasks or discuss key questions with a
participant seated next to them. Use partners when you want to involve everybody, but
don’t have enough time for small group discussions. Pairs are a good configuration for
developing a supportive relationship and/or working on complex activities that would not
lend themselves to group configurations.
Whips. Go around the group and obtain short responses to key questions. (e.g.,
Sentence stems “One thing that makes a gender focal point effective is . . .”) Invite
participants to pass when they wish. Ask each participant for a new contribution.
Panels. Invite a small number of participants to present their views to the entire group.
Use panels when time permits, to gain a focused, serious response to questions. Rotate
panelists to increase participation.
Fishbowl. Ask a portion of the group to form a discussion circle and have the remaining
participants form a listening circle around them. Bring new groups into the inner circle to
continue the discussion. Use fishbowls to help bring focus to large group discussions.
As a variation, everyone remains seated and different participants are invited to be the
discussants as the others listen.
Games. Use quiz game formats and the like to elicit participants’ ideas or knowledge.
Use games to pick up energy and involvement. Games are also helpful to make dramatic
points that participants will seldom forget.
Calling on the next speaker. Ask participants to raise their hands when they want to
share their views and request that the present speaker call on the next speaker. Use
calling on the next speaker when you are sure there is a lot of interest in the
discussion/activity and you wish to promote participant interaction. When you are ready
to resume your role as moderator, inform the group that you are changing back to the
regular format.
Source: Adopted from the Training of Facilitators Manual published by the CIDA-funded CanadaNepal Gender in Organizations Project - 2003.