It focuses on:

Ø  gender parity in education participation, 

Ø  attainment and learning achievement, the framework 

Ø  examines broad social and economic contexts (gender norms and institutions) 

Ø  examines key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). 

Ø  looks at the relationship between education and selected social and economic outcomes

Ø  moves towards parity in education attainment 

Ø  may increase women's labor force participation rates

Ø  examine how low levels of labor force participation feed into existing norms and constrain expansion of education opportunities for women

 

2 in 3 countries have achieved gender parity in primary education

1 in 2 countries have achieved gender parity in lower secondary education

1 in 4 countries have achieved gender parity in upper secondary education

 
Change won’t happen unless we tackle harmful social norms and attitudes

1/4 people think that a university education is more important for a boy

 
2x Girls are twice as likely to be involved in child domestic work than boys

 
Laws are needed to change the status quo

117 countries and territories still allow a girl, (not just a young teenager, but a girl) to marry

4 countries in sub-Saharan Africa enforce a total ban against girls returning to school after pregnancy

1.       Two out of three countries have achieved gender parity in primary education, one in two have achieved parity in lower secondary education and one in four in upper secondary education.

2.       This will not change unless we challenge harmful social norms and attitudes about women's role in society.

3.       About 27% of respondents in the World Values Survey agreed that ‘a university education is more important for a boy than a girl’ with shares as high as 56% in Pakistan and 59% in Haiti 

4.       Education systems are only as equal as we make them. But, teaching is frequently a female profession with men in charge In a group of high income countries, the share of female head teachers was 26% lower than the share of female teachers.

5.       Laws are needed to change the status quo: countries must ban child marriage and let pregnant girls go to school.

6.       In sub-Saharan Africa, 4 countries even enforce a total ban against their return.

7.       Donors generally prioritize gender equality in their education budgets; they must ensure their projects are sustainable and scalable

8.       On average, across DAC member countries, 55% of direct aid to education was deemed gender-targeted, ranging from 6% in Japan to 92% in Canada ​​​​​​​

2. Education systems are only as equal as we make them. But 

3. Teaching is frequently a female profession with men in charge.

4. Laws are needed to change the status quo: countries must ban child marriage and let pregnant girls go to school.

5. Donors prioritize gender equality in their education budgets; their projects must be sustainable and scalable

6. Countries must make sure gender equality is central in their education plans

7. Countries must make sure gender equality is central in their education plans

1.       Intersections between education, migration and displacement are not gender-neutral

2.       Gender factors influence the education of children left behind by migrating parents

3.       Gender aspects of migrant remittances have an impact on education

4.       Displacement exacerbates gender imbalances in education

DESPITE PROGRESS, DISPARITY PERSISTS IN YOUTH AND ADULT SKILLS

5.       Teaching resilience and life skills to adult displaced populations has important gender dimensions

I. UNEQUAL AND HARMFUL SOCIAL NORMS AND VALUES PERSIST

1. Migrant women face deskilling in many contexts

II.  CHILD DOMESTIC WORK IS A GENDER DISCRIMINATORY PRACTICE THAT AFFECTS EDUCATION

III.   LAWS ON EARLY MARRIAGE CAN HELP FULFILL THE RIGHT TO EDUCATION

1. Migrant child laborers, poverty and education should be considered through a gender lens

2. Child marriage risk rises in displacement settings

IV.   DISCRIMINATORY INSTITUTIONS CAN PERPETUATE GENDER INEQUALITY, INCLUDING IN EDUCATION

V. GENDER, POVERTY AND LOCATION INTERACT TO EXACERBATE INEQUALITY. GENDER, POVERTY AND LOCATION INTERACT TO EXACERBATE INEQUALITY

1.       Gender dimensions of migration and displacement affect children’s education opportunities

VI.  IN TECHNICAL, VOCATIONAL AND TERTIARY EDUCATION, GENDER GAPS PERSIST IN ACCESS AND SUBJECT CHOICE

VII. DISPARITY IN READING SKILLS HAS ROOTS IN THE HOME

1.       Gender factors influence the education of children left behind by migrating parents

2.       Gender aspects of migrant remittances have an impact on education

3.       Displacement exacerbates gender imbalances in education

VIII.    DESPITE PROGRESS, DISPARITY PERSISTS IN YOUTH AND ADULT SKILLS 

1.  Teaching resilience and life skills to adult displaced populations has important gender dimensions

 

 Structural inequality impedes gender equality in education

I.  UNEQUAL AND HARMFUL SOCIAL NORMS AND VALUES PERSIST

1.       Migrant women face deskilling in many contexts

II.  CHILD DOMESTIC WORK IS A GENDER DISCRIMINATORY PRACTICE THAT AFFECTS EDUCATION

III.  LAWS ON EARLY MARRIAGE CAN HELP FULFIL THE RIGHT TO EDUCATION

1.       Migrant child laborers, poverty and education should be considered through a gender lens

2.       Child marriage risk rises in displacement settings

IV.  DISCRIMINATORY INSTITUTIONS CAN PERPETUATE GENDER INEQUALITY, INCLUDING IN EDUCATION

I.  PREGNANT GIRLS SHOULD NOT BE EXCLUDED FROM SCHOOL

II. SCHOOL ENVIRONMENTS ARE OFTEN NOT SAFE OR GENDER-INCLUSIVE

1.       School-related gender-based violence affects millions of boys and girls

a.       Gender-based violence is worse in displacement settings

2.       An education of good quality for boys and girls must include comprehensive sexuality education.

3.       Too many schools lack sanitation facilities

III.  TEACHING IS FREQUENTLY A FEMALE PROFESSION WITH MEN IN CHARGE 

1.       Many countries struggle to deploy female teachers where they are most needed

a.       There is a shortage of female teachers in displacement settings

2.       Gender norms often account for persistent disparity in education leadership

3.       Teachers need to be trained to challenge gender discrimination

a.       Teacher training is key to promoting gender equality in migrant and refugee communities

I.   AID POLICIES VARY IN THEIR EMPHASIS ON GENDER EQUALITY IN EDUCATION

II.  DONORS TACKLE PRIORITIES ON GIRLS’ EDUCATION IN VARIOUS WAYS:

The first three priority areas in the questionnaire were related to gender norms. 

1.        EMPOWERMENT OF GIRLS AND BOYS TO FIGHT GENDER STEREOTYPES

2.       ENGAGEMENT OF LOCAL ACTORS

3.       FEMALE PARTICIPATION IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

4.       CASH AND IN-KIND TRANSFER PROGRAMS FOR GIRLS, IN PARTICULAR FROM DISADVANTAGED GROUPS

5.       SECOND-CHANCE PROGRAMS FOR GIRLS WHO HAVE LEFT SCHOOL OR ARE AT RISK OF LEAVING

6.       TECHNICAL AND VOCATIONAL EDUCATION

7.       CURRICULUM AND TEXTBOOK REFORMS TO ELIMINATE GENDER BIAS AND STEREOTYPES

8.       GENDER-RESPONSIVE TEACHER EDUCATION

9.       FEMALE TEACHERS IN RURAL AREAS

10.   SAFE SCHOOLS, INCLUDING PROTECTION FROM ATTACKS AND SAFE JOURNEYS TO SCHOOLS

11.   SCHOOL-RELATED GENDER-BASED VIOLENCE

12.   ADEQUATE AND APPROPRIATE WATER AND SANITATION FACILITIES

13.   AID DIRECTED AT GENDER EQUALITY IN EDUCATION NEEDS TO LEAD TO SUSTAINABLE RESULTS

1. Education opportunities. 

2. Gender norms and values. 

3. Institutions outside education.

4. Education laws and policies. 

5. Education systems. 

6. Development outcomes