A fair chance - United Nations Girls' Education Initiative

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ANNEX 1Recommendations from the country studiesCambodiaThere have been numerous lessons learned duringrecent efforts to implement educational developmentplans that improve gender equity. These can betranslated into recommendations as follows:1. Need for more locally generated definitions of genderequity. There is a need to rely more on locally definedconcepts of gender equity to ensure that there is aconsensus on what the concept means, and greatereffectiveness in reconciling it with traditional genderroles. Stakeholders’ consensus on commitment togender equity is currently fragile becauseprogramme designs rely on very differentunderstandings of gender equity, much of whichis imported and alien to local stakeholders.2. Avoid stand-alone gender training interventions.Promoting gender equity in the education sector canonly be meaningful if it is sustained and coordinatedwith follow-up measures. The sector has not yetdemonstrated adequate and sustained coordinationbetween interventions that focus on attitude change(e.g. gender awareness training) and those that try toprovide concrete applications of gender equityconcepts (scholarships, life skills, etc.). Many standaloneinterventions in the past have not beencharacterised by a commitment to gender equity as aprocess. Interventions to promote gender equityshould seek to be more comprehensive in approach,incorporating a range of complimentaryinterventions in one package, or if this is notpossible, building in measures that ensurecoordination with other programmes that canprovide suitable follow-up.3. Need for improved focus on integrated investmentstrategies that balance the needs of women and girls.The education sector has exhibited an investmentimbalance that has placed considerable emphasisand resources on improving the education of girlswho are still in the formal education system.Interventions focused on women and out-of-schoolgirls, particularly in the NFE sub-sector, have beenunder-resourced. It is recommended that theGovernment and donors address this imbalance byacknowledging the comprehensive planning ideasput forth in the MoEYS EFA 2005 Plan andresourcing it accordingly.4. Improve focus on quality education as a means tomotivate parents to send their daughters to school.Overcrowded classrooms, talk and chalk teachingmethods, and an irrelevant curriculum willundermine efforts to convince parents to send theirdaughters to school. It is strongly recommended thatimmediate steps be taken to introduce measures thatwill help upgrade teaching methodologies andimprove curricular relevance, particularly throughthe development of life skills and prevocationalprovisions within the basic education system.5. Institutionalisation of gender equity sensitivitieswithin MoEYS. A promising start has been made inMoEYS to institutionalise gender advocacy, not onlythrough the establishment of a Gender WorkingGroup, but also by properly resourcing this office.The Ministry needs to move further to demonstratethat its commitment to gender issues is nottokenism, but real and sustained. An important placeto start in demonstrating this commitment would beto move to accelerate the movement of women intomanagement level positions at both headquartersand provincial level.53
Page 1 and 2: ContentsIntroduction 2Report object
Page 3 and 4: Box 1: Education Can Save Your Life
Page 5 and 6: travel on their own. As Sukhiya Yad
Page 7 and 8: 1. How big are the Education Gender
Page 9 and 10: Table 1: GER gender gaps for primar
Page 11 and 12: than 20 percentage points) in 15 co
Page 13 and 14: Figure 5: Education attainment by g
Page 15 and 16: Table 3: GER gender gaps for primar
Page 17 and 18: Figure 8: Change in educational att
Page 19 and 20: 2. Why do fewer girls go to school?
Page 21 and 22: daughters to get a good enough educ
Page 23 and 24: Fees and charges for education have
Page 25 and 26: In Nepal, girls contribute at least
Page 27 and 28: fact that it is official policy tha
Page 29 and 30: 3. What has been done to close the
Page 31 and 32: However, international agencies cou
Page 33 and 34: Free primary education for allThe w
Page 35 and 36: Box 10: The Female Secondary School
Page 37 and 38: Ensuring girls’ safety anddignity
Page 39 and 40: Community schoolsThe emergence of v
Page 41 and 42: A number of other ‘alternative’
Page 43 and 44: 4. Beyond rhetoric:Making gender eq
Page 45 and 46: In Sub-Saharan Africa, the overall
Page 47 and 48: fewer resources, offer fewer hours
Page 49 and 50: governments to be able to commit ex
Page 51: Ilon, L. 1992. ‘Fitting girls’
Page 55 and 56: Ethiopia1.In order to reach the rur
Page 57 and 58: 4. Backward and forward linkages: I
Page 59 and 60: (iv) It has been illustrated that s
Page 61 and 62: women; legal rights counseling; HIV
Page 63 and 64: Female teachers1.Increase the numbe
Page 65 and 66: topics or subjects that will highli
Page 67 and 68: ANNEX 2Additional tablesAnnex 2 tab
Page 69 and 70: no schooling, no schooling, primary
Page 71 and 72: Annex 2 table 4: Percentage change

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