Presentation on theme: "Gender sensitive indicators in education"— Presentation transcript:
1Gender sensitive indicators in education Rezart XheloPolicy Specialist – GRB & Statistics, UN Women Albania
2WHY? UN Women mandate to mainstream gender in all field; Sex-disaggregated data are important for evidence based policy making;Statistics needed to monitor gender equality commitments of the GoA;CEDAW Article 10 – women & men have equal opportunities to education and training.
3MDG2: Achieve high quality basic universal education
4Enrollment ratio in pre-school Ensure universal enrollment by (100%)- Progress from 2002 to ;Drastic decrease in 2008, perhaps due to: various dimensions of pre-school quality, cost of private institutions, innigration, etc.Source: LSMS 2002, 2005 & 2008
5Gross enrolment in primary education 2015 target 100%- The decreasing trend , especially for girls requires further investigation!- Are boys more likely than girls to be repeaters at the primary level???Source: INSTAT, 2011
6Net enrolment in primary education 2015 target 100%- Net enrolment decreased by 19% for boys and 16.3% for girls;- There’s a reverse trend slightly lower for boys since 2008.- Are schools gender-sensitive environments?Source: WB data-base, 2012
7Literacy rate (15years and above) 2015 target 100%there’s a gender gap increase;- twice as many illiterates among the poor as the non-poor;- twice as many illiterate women as illiterate men;- 4% illiterate people in urban vs. 6% illiterate in rural areas;Source: WB data-base, 2012
8MDG 3: Promote gender equality and empower women Women find employment predominantly in jobs requiring either very low or very high levels of education.
9Net enrolment in mandatory education 2015 target 100%Gender differences are evident at pre-school, mandatory & high school level.Source: INSTAT, 2011
10Completion of high school - There’s a tendency of boys to leaving education after the mandatory one.There’s no differences between rural and urban.
11Ratio in vocational education - Vocational education not really attractive for girls;- The majority of courses offered are so-called “male professions”- Few girls attend vocational courses in rural settings.Source: INSTAT, 2011
12Gender and educationIn all types of education: marked sex segregation of courses and disciplines along traditional gender roles and stereotypes.Women make up roughly 70% of academic staff But, less than 30% of women are directors at edu institutions.University programs have become more and more gender sensitive.
13Gender and educationAfter mandatory education, boys are 10% more likely to proceed with high-school education;However, at the end of high school, a significantly higher number of girls than boys obtain a secondary school diploma;Roughly 2/3 of all full-time university students in Albania are female;Access to education is not yet fully ensured for minority groups;Supporting studies, are required in the areas of net enrolment, literacy, and school drop-out.The gender stereotyped character of vocational education needs to be addressed. (VET Strategy)
14What we doSo far…Forward …Harmonized indicators on GE & the status of women in Albania;National Rep on the Status of Women & GEGender Wage Gap reportGender sensitive revision of textbooks;Raising gender awareness of teachers;5-year official statistical programme.Joint program on Statistics;Monitoring and reporting;Specific analysis and interpretation of Annual Statistical Yearbook;Refine data according to ethnicity, disability & spatial residence;Run special support programmes for the establishment of non- traditional occupational profiles for both girls and boys.
15Thank you…By combining the equal access to education with equal participation within education, we can achieve gender equality through education...Tel:Tirana, Albania