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EDUCATION FOR ALL GLOBAL MONITORING REPORT 2015 GENDER SUMMARY teachers, parents, communities and government officials. Governments must show commitment and leadership on the issue by incorporating it into national policies and action plans. Clubs and associations can empower girls and encourage them to challenge inequalities and different forms of gender discrimination. 4 Governments should recruit, train and support teachers effectively to address gender imbalances in school. They should improve the remuneration and training of teachers and ensure there is an equitable balance of female to male teachers in schools at all levels, including in school leadership. All teachers should receive good quality pre- or in-service training in gender-sensitive practices so they can challenge social norms and their own gender attitudes. Training should be designed so it is relevant to local contexts and include comprehensive sexuality education. Teachers should also be supported with teaching and learning materials that question gender stereotypes and promote equitable behavior. 49
GENDER AND EFA 2000-2015: achievements and challenges The vision agreed upon at the World Education Forum in Dakar, Senegal, in 2000 was clear and transformational: long-standing gender bias and discrimination undermine the achievement of Education for All (EFA). Until all girls and women exercise their right to education and literacy, progress in achieving EFA will be stymied, and a dynamic source of development and empowerment will be squandered. Fifteen years later, the road to achieving gender parity and reducing all forms of gender inequalities in education continues to be long and twisting. This publication by the EFA Global Monitoring Report provides detailed evidence of how much has been achieved in the past 15 years but also where considerable – some quite intractable – challenges remain. It highlights notable progress in gender parity in primary and secondary education, particularly in South and West Asia, while underscoring the persistent barriers to achieving gender equality in education. The lack of progress in literacy among adult women is especially stark: in 2015 an estimated 481 million women, 15 years and over, lack basic literacy skills, 64% of the total number of those who are illiterate, a percentage virtually unchanged since 2000. This report describes an array of country efforts, some quite effective, to achieve and go beyond gender parity in education. Many of these policies and programmes focus on the immediate school environment in which girls learn. Others focus on the informal and formal laws, social norms and practices that deny girls their right of access to, and completion of, a full cycle of quality basic education. The analyses and key messages in Gender and EFA 2000–2015: Achievements and Challenges deserve careful scrutiny as the world embarks on a universal, integrated and even more ambitious sustainable development agenda in the years to come. The EFA Global Monitoring Report is an editorially independent, evidence-based publication that serves as an indispensable tool for governments, researchers, education and development specialists, media and students. It has assessed education progress in some 200 countries and territories on an almost annual basis since 2002. This work will continue, throughout the implementation of the post-2015 sustainable development agenda, as the Global Education Monitoring Report. In the rural areas, early marriage and other forms of discrimination like sending girls to learn a trade continue to put pressure on girl child education. While the boys in the village can easily combine herding and farming with school, the girls on the other hand have to be attending to their trade all day all year round. – Daniel, teacher in Nigeria One of the good changes that the education sector has seen in the last 14 years is that girls are now generally encouraged to go to schools; although in some of the rural areas of the country, things can be further improved in this regard. – Abdullah, teacher in Pakistan Since 2000 it is noticeable in the classroom that the number of girls is becoming more and more important than the boys, and this even at the university level. Women are being more and more socially considered, more and more politically given responsibilities and this helps to modify the negative sociocultural complexes of inferiority. – Hassana, teacher in Cameroon There are no more courses which seem to be designated for males or females only. For example, we now have a lot of males taking nursing or midwifery as a profession. – Eunice, teacher in Botswana UNESCO Publishing United Nations Educational, Scientific and Cultural Organization www.unesco.org/publishing www.unesco.org/gemreport
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