Summary
Yo4Ar
Yo4Ar
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
GENDER SUMMARY<br />
EDUCATION FOR ALL GLOBAL MONITORING REPORT 2015<br />
more recent NSED 2020 continues the use of media<br />
campaigns, but aims specifically at improving<br />
the particularly low enrolment of girls in postcompulsory<br />
secondary education (UNICEF, 2013b),<br />
90 girls for every 100 boys in 2012.<br />
National education coalitions, representing civil<br />
society in political forums, can support advocacy for<br />
girls’ education and gender equality. The GCE works<br />
with over 80 national education coalitions (Global<br />
Campaign for Education, 2014; Verger and Novelli,<br />
2012). Its ‘Make it Right’ campaign calls for robust<br />
government plans to be drawn up in collaboration<br />
with civil society and backed by resources to achieve<br />
gender equality in education (Global Campaign for<br />
Education and RESULTS Education Fund, 2011).<br />
One of its members, the Ghana National Education<br />
Coalition Campaign, obtained a pledge by its<br />
Ministry of Education to develop a gender education<br />
policy as part of the government agenda for 2012<br />
(Global Campaign for Education, 2012) to address<br />
gender disparity at the secondary level, where 91<br />
girls were enrolled for every 100 boys.<br />
Community mobilization strategies have also<br />
been integrated into many non-government<br />
programmes and small-scale projects supporting<br />
girls’ education. In Burkina Faso, community<br />
mobilization strategies were part of a project to<br />
provide quality, girl-friendly schools (Kazianga et<br />
al., 2013). In India, the District Primary Education<br />
Programme supported early initiatives to increase<br />
girls’ enrolment by mobilizing and organizing<br />
women through a women’s advocacy project<br />
(Unterhalter, 2007).<br />
Campaigns that have proved particularly effective<br />
engage partners from multiple sectors, are<br />
supported by national planning and policy, and<br />
directly involve grass-roots organizations and<br />
communities (Parkes and Heslop, 2013). In Turkey,<br />
the inclusion of multiple stakeholders in a national<br />
campaign to promote girls’ education resulted<br />
in increased enrolments in the targeted districts<br />
(Box 7). However, despite the increased levels of<br />
schooling among young women supported by this<br />
campaign, attitudes toward gender equality have<br />
not improved more broadly (Dincer et al., 2014).<br />
Women’s rights are still not fully protected in<br />
Turkey’s constitution and penal code. High levels<br />
of domestic violence against women persist and<br />
women’s participation in the political arena and the<br />
labour market remains poor (Pasali, 2013).<br />
Box 7: Multiple stakeholders support campaign to<br />
promote girls’ education in Turkey<br />
In Turkey, the Hey Girls, Let’s Go to School! campaign supported<br />
government efforts to expand access to education and increase<br />
girls’ enrolment. The campaign was launched in 2003 in the 10<br />
Turkish provinces with the most gender disparity in access to basic<br />
education.<br />
Since the Ministry of National Education lacked accurate information<br />
on out-of-school children, a steering committee sent consultants to<br />
the 10 provinces to assess needs and inform local stakeholders about<br />
the campaign. This met with limited success due to the hierarchical<br />
structure of the Turkish education system: consultants were perceived<br />
as inspectors, and uptake of the campaign was poor.<br />
Following a shift in approach, the campaign established a new model<br />
of relationships between a wide range of central and provincial<br />
stakeholders: officials met frequently to solve problems faced by<br />
local teams. Both state officials and teachers were heavily involved in<br />
home visits – an effective strategy in persuading families to send girls<br />
to school. And local civil society organizations were made part of the<br />
campaign.<br />
In the end, the 10 provinces selected at the beginning of the<br />
campaign were found to have made better progress than the other<br />
Turkish provinces in closing gender gaps in enrolment. It is estimated<br />
that up to 350,000 children were enrolled in school during the four<br />
years of the campaign.<br />
Sources: Beleli (2012); Sasmaz (2015b).<br />
Reducing costs of schooling is effective<br />
Throughout the EFA era, global attention has been<br />
directed towards redressing gender disparities<br />
in enrolment and attainment by lowering direct<br />
and indirect costs of education to families,<br />
predominantly at the primary and secondary<br />
school levels. Reducing costs can be particularly<br />
advantageous for girls because, where family<br />
resources are limited, they tend to be allocated to<br />
boys first. Measures to reduce costs include fee<br />
abolition, scholarships and stipends.<br />
Fee abolition has been the main strategy of<br />
governments for increasing enrolment of<br />
both girls and boys at primary and secondary<br />
levels. And the decade after Dakar saw large<br />
increases in enrolment.<br />
In principle, most countries now have primary<br />
schooling free of tuition fees. Based on GMR<br />
research, progress has been particularly impressive<br />
in sub-Saharan Africa where, since 2000, 15<br />
34