Summary

More documents

Recommendations

Info

EDUCATION FOR ALL GLOBAL MONITORING REPORT 2015 Database on Education (WIDE) GENDER SUMMARY Visitors to the website can compare groups within countries according to various education indicators, and according to the factors that are associated with inequality, including wealth, gender, ethnicity, religion and location. Users can create maps, charts and tables from the data, and download, print or share them online. Pakistan, 2012 The site was designed by InteractiveThings. Region 0% Balochistan Punjab 100% + Wealthdisparities are further aggravated by gender disparities Poor Rich Lower secondary school completion rate, by region, wealth and gender (%) Balochistan 0% Poor Rich Pakistan, Punjab 2012 0% Region 0% + Gender Balochistan, Poor + Wealth Balochistan, Rich Balochistan Punjab, Poor Punjab Punjab, Rich 0% 0% 0% 0% 0% 0% Balochistan Punjab Female Male Poor Female Poor Female Male Rich Male Rich Male Female 100% 100% 100% 100% 100% 100% 100% 100% 100% + Gender Balochistan, Poor Balochistan, Rich Punjab, Poor Punjab, Rich 0% 0% 0% 0% Female Female Male Female Male Male Male Female 100% 100% 100% 100% Nigeria, 2013 Region 0% North East South East 100% + Wealth North East Nigeria, South East 2013 0% 0% Poor Rich Poor Rich 100% 100% Region + Gender North East, Poor + Wealth North East, Rich North East South East, Poor South East South East, Rich 0% 0% 0% 0% 0% 0% 0% Female Poor North East Male Female Rich Male Female Poor South East Male Rich Female Male 100% 100% 100% 100% 100% 100% 100% + Gender Female Male North East, Poor 0% 100% On the WIDE site, the user can look in detail at intersecting patterns of disadvantage within countries. FemaleIn Pakistan, in the Male province of Balochistan, only 21% of the poor North complete East, Rich lower 0% secondary school. However, gender disparities within this group are large: only 10% of poor young women complete lower secondary 100% school compared with 31% of poor young men. In Punjab, the gender gap is in the opposite direction Male among the rich. Female In Nigeria, there is very large inequality between the conflict-ridden South East, Poor North 0% East region and the prosperous South East region. In the North East, there are wide gender disparities among both the poor and 100% the rich at the expense of young women; in the South East, gender disparities are lower – but among the poor they are at the expense Female of young men. Male South East, Rich 0% 100% www.education-inequalities.org 25
GENDER SUMMARY EDUCATION FOR ALL GLOBAL MONITORING REPORT 2015 Challenges and policy solutions to achieve gender equality post-2015 Entrenched discriminatory social norms undermine the benefits of girls’ and young women’s improved access to education Persistent barriers to achieving equality in education Multiple and often intersecting barriers still prevent millions of children, young people and adults from accessing and attaining good quality, gender-equitable education. This section examines such constraints. Social institutions – formal and informal laws, and social and cultural norms and practices – can help explain why gender parity and equality in education have not been achieved in some countries. Analysis based on the OECD’s 2012 Social Institutions and Gender Index (SIGI) found that countries with higher levels of discrimination against women generally performed worse on development indicators, including education (OECD, 2012a). Structural barriers and entrenched discriminatory social norms reduce demand for girls’ education, restrict access and undermine the benefits of girls’ and young women’s improved access to education. These norms are reflected in practices such as early marriage, gender-based violence, traditional seclusion practices that restrict travel to schools, the favouring of boys in families’ education investment and the gendered division of household labour. Once in schools or non-formal programmes, discriminatory gender norms and stereotypes – conveyed in teaching and learning resources and practices – can damage learners’ self-esteem and limit their expectations and achievements, as well as reinforce inequalities in wider society. Social and gender norms also affect boys’ education. Within certain communities and groups, continued education for boys and young men is undervalued, leading to their disengagement and dropout from school (Box 4). Poverty and the need or desire to work also underpin constraints on boys’ completion of schooling. Early marriage and adolescent pregnancy limit girls’ education Early entry into marriage and pregnancy limits adolescent girls’ access to and continuation in education. School attendance is often incompatible with the responsibilities and expectations of marriage and motherhood (Mensch et al., 2005; Omoeva et al., 2014). This is not a one-way relationship, however, for a lack of schooling opportunities and/or extenuating factors that result in some girls dropping out of school can also lead to early marriage (Lloyd and Mensch, 2006). As the 2013/14 GMR notes, a strong body of evidence indicates girls’ participation in formal education is itself an important factor in delaying marriage and child-bearing (UNESCO, 2014c). Decisions about education, age of marriage and pregnancy can be a result of combined underlying factors, including poverty, gender norms, household composition, and the accessibility and quality of education provision (Psaki, 2015a). Conflict and humanitarian crises also exacerbate girls’ vulnerability to early marriage (Lemmon, 2014). Legislation has been strengthened but is not sufficient to eliminate child marriage International human rights law forbids child marriage. In the Programme of Action adopted at the 1994 International Conference on Population and Development, signatories agreed to enforce laws against child marriage. And regional treaties, including the African Charter on Human and People’s Rights and the African Protocol on the Rights of Women (2004), commit governments to prevent child marriage. Of 55 developing countries with data, the legal age of marriage increased between 1990 and 2000 for women in 23 countries, and for men in 20. As of 2010, 158 countries had laws that set 18 as the legal age of marriage for girls without parental consent (Loaiza and Wong, 2012). 26
Page 1 and 2: EFA Global 2 0 1 Monitoring Report
Page 3 and 4: GENDER SUMMARY EDUCATION FOR ALL GL
Page 31: GENDER SUMMARY EDUCATION FOR ALL GL
Page 57: GENDER AND EFA 2000-2015: achieveme

Summary

Create successful ePaper yourself

Delete template?

Save as template?