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Ackerman--Girls-Education_FINAL

Ackerman--Girls-Education_FINAL

3. Build and Share

3. Build and Share EvidenceEffectivelyefforts by the Building Evidence in Education group,UNGEI and others—could feed into this global good.3a. Build an Interactive, User-Friendly Guide toGirlsEducation EvidenceThe majority of institutions that responded to thesurvey conduct their own research on girls’ education.Major efforts are under way to share research conductedon education, including the Building Evidencein Education initiative, founded by DFID, the WorldBank, and USAID, which works to coordinate actorsresearching education to encourage information sharingand avoid duplication. 131Affinity groups review available resources and disseminatenewsletters or updates, providing a way to keepup with new research commissioned by members. TheCenter for Education Innovations also provides a platformfor sharing research, and the UN GirlsEducationInitiative provides many opportunities for informationsharing, including through a recently formed workinggroup on gender-based violence.Despite the efforts to share research that are under way,a number of the institutions surveyed reported that alack of information about successful models for girls’ educationor challenges related to the evidence base werecritical barriers to their work. This implies gaps in theresearch base, but also potential human resource constraintsin digesting available research findings.A user-friendly, interactive Web portal to share evidenceon girls’ education could summarize evidencerelated to girls’ education for use by policymakers,program managers, investors and funders. Such a toolcould build on the efforts already under way by institutionssuch as the Center for Education Innovations,which provides descriptions of implementing organizationsin education paired with related research.DFID’s recent literature review efforts—as well as3b. Conduct Research on GirlsEducation,Focusing on Marginalization & Institutional TrendsBecause of the prevalence of gender mainstreaming,multilaterals and bilaterals act in fundamentally differentways than corporations and foundations whenaddressing girls’ education, although there is a greatdeal of variation within each institution group. Studywithin institution groups will yield further understandingof the girls’ education landscape.Within multilaterals and bilaterals, analyses of howgender mainstreaming affects funding levels for girls’education are important, as well as best practice sharing.A study of the volume and use of project aid forgirls’ education in countries where girls face extremegender disparity will shed light on the use and limitsof this mechanism.Corporations and foundations have different accountabilitystructures and institutional cultures. Study ofcorporations’ versus foundations’ specific actions ongirls’ education may further define the comparativeadvantage that different types of actors have, andthereby encourage further action and partnerships.Across all institution types, data on the most marginalizedgirls and boys is critical. The Global Initiativeon Out-of-School Children is a major effort by UNICEFand UNESCO to improve the quality of data and policyon out-of-school children. The initiative suggestsa number of actions for funders, including helping todefine key issues and standards used for data collection,and supporting the development of educationdata systems. Funders’ gender-sensitive lens can helpto ensure the development of high-quality data onmarginalized girls and boys, and gender-responsive38 GLOBAL ECONOMY AND DEVELOPMENT PROGRAM

analysis frameworks that lead to understanding of thecrosscutting issues that affect children. 132important opportunity to spur a corporate focus ongirls’ transition to the workplace.Better data can help to show how gender discriminationshapes various factors in the education landscape,including attendance and performance, and how girlsfare during conflict. Notably, data on out-of-school childrenare not available in some of the countries wheregirls are furthest behind boys, such as Somalia andAfghanistan, due to challenges in collection.3c. Integrate Research Agendas and Findings onWorkforce DevelopmentThe countries where women’s workforce participationis lowest are not always those where girls are furthestbehind in education, which indicates that a differentset of factors often affects the school-to-work transition.The barriers can be far-reaching, including in thepolitical, religious, and cultural domains. Restrictionson women may also be embedded in the law. In 79countries, laws dictate the kind of jobs that womencan perform; and in 15 countries, men can preventtheir wives from accepting jobs. 133 In the followingcountries, women participate in the labor market ata rate of less than 25 percent: Syria, Iraq, Algeria,Palestine, Jordan, Afghanistan, Iran, Saudi Arabia,Lebanon, Samoa, Egypt, Pakistan and Timor-Leste. 134There are clear interlinkages between women’s workforceparticipation and girls’ education, although thesemay be considered separate sectors in some institutions.Efforts to integrate research findings on women’sworkforce participation may offer important insightsfor girls’ education and transition to the workplace.For corporations, there is a clear case for investingin workforce development. The Global BusinessCoalition for Education is establishing a task force ongirls’ education and technology, which could prove an4. Build and Share a Common FrameworkBuilding and sharing a common framework forgirls’ education, as the sun sets on the MillenniumDevelopment Goals in September 2015, can help harnessresources and action for girls’ education. Sucha framework should build on the positive gains ofEFA and the MDGs, and also focus on promising approachesto address the challenges that girls face.The historic commitment made at the Clinton GlobalInitiative by the CHARGE initiative shows the power ofbringing institutions together with a common framework.With this commitment, funding institutions,governments and implementing partners pledgedto support the effort to reach 14 million girls withinfive years. The framework used by CHARGE, and alsoproposed for discussion within the broader educationcommunity, is shared in box 8.Box 8. GirlsEducation Post-2015• Access: Ensuring that girls enter and stay inschool through secondary completion.• Safety: Ensuring that schools are safe and facilitiesare girl-friendly.• Quality learning: Improving the quality of learningopportunities for girls.• Transitions: Supporting girls’ transition fromsecondary school to postsecondary school andthe workforce.• Local leadership: Supporting leaders in developingcountries to help catalyze change in girls’ education.Source: Rebecca Winthrop and Eileen McGivney, Raisingthe Global Ambition for GirlsEducation (Washington: TheBrookings Institution, 2014).INNOVATION AND ACTION IN FUNDING GIRLS’ EDUCATION 39

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