1. PROMOTING QUALITY EDUCATION THROUGH GENDER FRIENDLY SCHOOLS
Contrasting Frameworks on Gender, Equality, Quality & Development
Changu Mannathoko Senior Advisor, Education UNICEF HQ

2. Changu Mannathoko Senior Advisor, Education UNICEF HQ
Introduction
Review of contrasting gender frameworks applied in schools and education systems:
Women in Development (WID)
Gender and Development (GAD)
Post-structuralism
Rights-based approach to education
Overview
I. Transition to Post-Primary Education (PPE) is important and must be given high priority in all countries
II. PPE is especially critical for girls, based on the benefits to them and on their needs
III. Each country needs to develop its own PPE strategy
IV. A range of effective PPE strategies are available for consideration
Changu Mannathoko Senior Advisor, Education UNICEF HQ

3. Why review these frameworks?
Various interpretations of gender, education, development, equality and child rights
Based on differing frameworks to research, gender and policy analysis
To demonstrate use of frameworks to tackle challenges in gender-friendly schools
To identify/document lessons learned and good practices
To find out how to inform partnerships (e.g. EFA, UNGEI) through work undertaken in gender-sensitive schools
What is Post-Primary Education?
PPE includes all learning opportunities for adolescents, either integrated into formal schooling or apart from it:
Traditional formal schooling opportunities in lower secondary and upper secondary, which are followed by tertiary or higher education;
Vocational/technical education, and job training
Life skills, health education, income generation programs, etc. (integrated into formal schooling, or apart from it)
Even basic education for youth who have not completed primary school
Changu Mannathoko Senior Advisor, Education UNICEF HQ

4. Bring girls & women into schools Women in Development (WID)
Expansion of schooling for girls’ access and gender parity
Employment of more women teachers for girls’ safety and security
Counting numbers of girls’ in and out of school
Example: AARI in South Asia and SS Africa
Boarding facilities for girls
I. Post-Primary Education is important and necessary. . .
for reaching EFA, UPE, MDGs; it is key to the educational pipeline
for development - economic, social, political
to improve health and life chances of individuals, families, communities, nations
for achieving gender equity, since Education for All is a human right
Changu Mannathoko Senior Advisor, Education UNICEF HQ

5. School and Society as Gendered Power Structures (GAD)
Sexual division of labor
School insecurity and violence
School governance and teacher education
Curriculum content and learning-teaching methods
Gender mainstreaming, gender-friendly policies and strengthening structures
Example: UNGEI and girls’ education from gender perspective (boys’ backlash)
Impact of gender on learning and education of girls and boys
Example: HIV-AIDS, conflict situations
1. The Educational Pipeline
Post-primary education is not keeping up pace with efforts to universalise primary education.
PPE is necessary to sustain UPE
Teacher shortages are due to insufficient numbers of secondary school completers who are eligible for teacher training. More teachers are needed for primary schools to meet the need for UPE
“[W]ithout expanded access beyond primary it is unlikely to that MDGs and DGs will be achieved” (Lewin 2005: 409).
Changu Mannathoko Senior Advisor, Education UNICEF HQ

6. Challenge of post-structuralism to gender, sexuality & education
Framework is critique of range of development practice and methodologies e.g. Third World women, development assistance
Questioning methodologies in researching the most vulnerable
Identities and objectifying girls and women
Example: 6-country study on gender, sexuality and HIV-AIDS in education
Social mobilization and participation of subordinated identities, e.g. girls (GEM)
ESAR Data Trends
Primary NER
80%+ for nine ESAR countries
70%+ for four countries; three below 60%
Gender parity improved significantly
Primary Completion
80%+ finish in five countries
Transition to Secondary
88%+ in five countries
36% or below (Uganda, Tanzania, Burundi)
Changu Mannathoko Senior Advisor, Education UNICEF HQ

7. Transformative action through rights to education and gender equality
Three preceding frameworks acknowledge global agreements (UDHR, CRC, Beijing, EFA Dakar declaration) but gender equality understood differently
Gender equality
Right to Education
Rights within Education
Rights through Education
Above rights linked positively
Educational Pipeline – ESAR Data Trends
Over the next national primary school cycle, the ratio of children entering the last grade of primary education will increase by more than one-third in 5 countries: Burundi, Comoros, Eritrea, Madagascar, Rwanda, and Tanzania (UNESCO, 2005)
11 ESAR countries have Sector-Wide Approaches that include PPE; others do not
Changu Mannathoko Senior Advisor, Education UNICEF HQ

8. Changu Mannathoko Senior Advisor, Education UNICEF HQ
Transformative action through rights to education and gender equality (2)
Child-friendly school approach address concerns of all four frameworks
Right to Education: inclusion, discrimination, GBV, policies
Rights within Education: learning content, teaching-learning practices, safety and security, WES, school governance, teacher education
Rights through Education: health, employment, life skills (including disaster risk reduction), preparedness for adulthood (internal and external)
Example: UNGEI (national, regional, global levels)
Educational Pipeline – ESAR Data Trends
Over the next national primary school cycle, the ratio of children entering the last grade of primary education will increase by more than one-third in 5 countries: Burundi, Comoros, Eritrea, Madagascar, Rwanda, and Tanzania (UNESCO, 2005)
11 ESAR countries have Sector-Wide Approaches that include PPE; others do not
Changu Mannathoko Senior Advisor, Education UNICEF HQ

9. Changu Mannathoko Senior Advisor, Education UNICEF HQ
Conclusions
Multi-dimensional and comprehensive frameworks, e.g. child-friendly schools, for addressing gender equality and quality in education
Importance of identifying enabling factors at school level
Gender equity vital for measuring outcomes and impact
Boys’ and men’s attitudes and behaviors examined through gender lens to identify power relations – dominant masculinities and achievement
Transformation of gender relations to foster friendships and equal treatment
2. PPE is Key to Development
Development of knowledge, skills, and competencies are essential to success in the job market and important for participation in civil society (Lewin, 2005)
Globalization and development increase the amount of knowledge maths, literacy) and level of skill (job skills; higher level thinking) individuals need.
Changu Mannathoko Senior Advisor, Education UNICEF HQ

10. Gender, education and development: contrasting frameworks
Linked theories
Understandings of gender
Understandings of development
Understanding
of education
of equality
Women in Development (WID) from 1970s to present
Modernization human-capital theory
Gender=women, girls
Growth, efficiency, good governance, social cohesion
Schooling
Inclusion
Equal opportunity to resources (parity)
Gender and Development (GAD) from 1980s to the present
Structuralism;
Marxism
Constructed social relations, power
Challenging inequity & oppression
Conscientisation
Empowerment
Gender mainstreaming, gender budgeting & gender auditing
Redistribution of power,. Sometimes termed equity
Post-structuralism (from 1990s to the present
Post-colonial theory
Shifting identities
Femininities & masculinities
Struggling with the past in the present to shape multifaceted identities & new narratives
Deconstructive
Stress on difference
Rights based approach to education late 1990s to present
Human development
The capacity approach
Inequalities
Capability denial
Development as freedom, social justice and empowerment
Right to access education; rights within education; and rights through education)
Equality of rights & capabilities
Adapted from: E. Unterhalter (2005) Fragmented frameworks? Researching women, gender, education and development S. Aikman and E. Unterhalter (eds) Beyond Access: Transforming policy and practice for gender equality in education, Oxfam GB
Changu Mannathoko Senior Advisor, Education UNICEF HQ