Taking action: achieving gender equality and empowering women

200 Appendix 6
caveats to be considered when observing that a country is “making progress”
toward a target or goal.
Preserving the gendered lens
Participants reminded the task force to stay true to gendered strategies (not
just those focused on girls and women). As one participant pointed out, the
strategic priorities target only women’s groups. The interim report states, “The
spirit of the goal—gender equality and the empowerment of women—requires
fundamental transformation in opportunities and outcomes for both men and
women” (p. 2). Understanding the influence men have over women’s lives, and
how they together can successfully negotiate better living situations for all, is
an essential step toward gender equality. Issues of power must be clearly recognized
in the report because in many cases, education, sexual, and economic
initiatives that empower women to act independently are construed as taking
power away from men. This perspective undermines progress achieved on gender
equality. It was suggested that gender analyses take place in tandem with
age- and area-specific analyses.
A gender lens also means looking at the disparities between boys’ and girls’
educational achievement. The report should therefore focus on regional specific
trends in girls’ and boys’ educational rates. More research needs to be
undertaken on the increasing trend of men and boys falling behind in education
in some regions of the world, such as Latin America. Some participants
noted that documentation indicates that the causes are linked to the structure
and demands of the labor market as shaped by the globalized neoliberal economy,
as well as in the interrelated changes in family composition and gender
roles. This research shows that it may not be that the world’s education systems
have improved and gender inequalities have decreased, but rather that current
problems such as conflict, HIV/AIDS, and poverty are skewing educational
achievements for both sexes.
Transforming schools
There is a strong underlying assumption in the report that schools are positive
environments. There is not enough about the potentially negative experience
of schools—about violence and discrimination against girls in schools.
More analysis on how schools can be transformational rather than reproducing
prejudice and discrimination needs to be undertaken. How can schools be a
microcosm of the society we want to create? Offering subjects of relevance to
a community can increase girls’ participation rates in school (box A6.1). If
schools can be made into transformational environments, then they can play a
more profound role in achieving gender equality.
Participants also expressed concern that the report downplays the importance
of education (of high quality) in empowering girls and women. In fact,
the majority of responses received during the three-week dialogue pertained to