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Guidance for Developing Gender-Responsive Education Sector Plans

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Guidance for Developing Gender-Responsive Education Sector Plans Guidance for Developing Gender-Responsive Education Sector Plans 1704069_GPE_Guidance_Cover.indd 3 2/22/17 3:46 PM Guidance for Developing Gender-Responsive Education Sector Plans This guidance has been prepared under the joint leadership of the United Nations Girls’ Education Initiative (UNGEI) and the Global Partnership for Education (GPE) supported by UNICEF. 1704069_GPE_Guidance_for_Gender-Responsive_ESPs_FM.indd 1 2/1/17 3:32 PM The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNICEF, UNGEI, or GPE concerning the legal status of any country, territory, city, or area or its authorities, or concerning its frontiers or boundaries. Published by: The Global Partnership for Education 900 19th Street, N.W., Suite 600, Washington DC, 20006, USA www.globalpartnership.org United Nations Girls' Education Initiative Three United Nations Plaza New York, NY 10017 USA https://www.unicef.org Cover Photos: Group of girls Student in lower secondary school open to blind students Credit: GPE/Guy Nzazi Boy in white shirt Chavuma Secondary School, North-Western province, Zambia, May 2016 Credit: GPE/Tanya Zebroff Girl in brown sweater Chavuma Secondary School, North-Western province, Zambia, May 2016 Credit: GPE/Tanya Zebroff Students at Ayno Meena Number Two school in the city of Kandahar, Afghanistan Credit: GPE/Jawad Jalali 1704069_GPE_Guidance_for_Gender-Responsive_ESPs_FM.indd 2 2/13/17 3:58 PM Guidance for Developing Gender-Responsive Education Sector Plans • January 2017 United Nations Girls’ Education Global Partnership Initiative (www.ungei.org) for Education The United Nations Girls’ Education Initiative (UNGEI) (www.globalpartnership.org) is a multi-stakeholder partnership committed to The Global Partnership for Education works with improving the quality and availability of girls’ educa- 65 developing countries to ensure that every child tion and achieving gender equality. It is founded on an receives a quality basic education, prioritizing the understanding that all children—girls and boys—have poorest, the most vulnerable, and those living in fragile the right to learn in a safe and supportive learning and conflict-affected countries. The Global Partnership environment. UNGEI was launched in 2000 as a desig- mobilizes financing for education and supports devel- nated flagship of the Education for All (EFA) initiative. oping countries to build effective education systems It strives to support governments and the international founded on evidence-based planning and policies. It community to deliver on gender and education com- leverages the aid it provides by incentivizing partner mitments set out in the Sustainable Development Goals governments to gradually allocate up to 20 percent of (SDGs) and detailed in the 2030 Education Framework national budgets to quality education. for Action. A key function of the Global Partnership is to support Partners, including multilateral and bilateral devel- the development of good quality education sector plans opment agencies, nongovernmental organizations, and encourage donors to align their support with these intergovernmental organizations, and regional civil plans, which reduces aid fragmentation and transac- society networks unite under the UNGEI umbrella with tion costs. By leading a government-wide analytical, the understanding that a collaborative advantage can policy, and planning process in partner countries, the be gained through collective advocacy and coordinated Global Partnership improves how education funding is action. UNICEF provides strategic leadership for the spent. The Global Partnership facilitates budgetary and partnership and hosts the secretariat at the UNICEF policy transparency and supports civil society organiza- headquarters in New York. tions to hold governments accountable for implement- ing national education plans. In order to maximize efforts that are most needed and will have the highest impact on girls’ education around Established in 2002 as the Education for All Fast Track the world, UNGEI focuses its policy advocacy on four Initiative, the Global Partnership has evolved into an key strategic priorities: effective inclusion of marginal- independently governed partnership of governments, ized and excluded groups; elimination of school-related civil society, multilateral organizations, the private gender-based violence; improved learning outcomes for sector, and foundations. Since 2002, the Global Partner- girls; and increased transition to secondary school and ship has allocated US$4.6 billion to support education postprimary learning opportunities. UNGEI is commit- in developing countries and is the fourth largest donor ted to: a) using its collective voice to raise awareness to basic education in low- and lower-middle-income of the importance of girls’ education and influence countries. Almost half of all GPE funding allocated policy discussions to support increased investments to in 2014 and 2015 supported children in fragile and address barriers to girls’ education and gender equal- conflict-affected countries. ity; b) strengthening the evidence base on effective practices for facilitating girls’ education and gender equality across regions and countries; and c) build- ing capacity to ensure a collaborative and coordinated approach to addressing and supporting girls’ education. iii 1704069_GPE_Guidance_for_Gender-Responsive_ESPs_FM.indd 3 2/1/17 3:32 PM Guidance for Developing Gender-Responsive Education Sector Plans • January 2017 Foreword These guidelines on developing gender-responsive all girls and women and boys and men, but also the education sector plans provide readers with the infor- removal of gender bias and discrimination within and mation and tools needed to take a fresh look at gender across education systems, from teacher recruitment equality and why it matters in education. and training to curriculum and materials develop- ment, and in making school environments safe, secure Over the past fifteen years, the Millennium Develop- and free from violence. This broader level of ambition ment Goals and Education for All initiatives have speaks to the role and the potential of all girls, women, shaped the efforts and investments made in educa- boys and men to create a more just, equitable, and tion by developing country governments, donors, and inclusive world. other partners, leading to tremendous gains in access. Around the world and particularly in developing These guidelines offer the opportunity to reflect countries, there are more schools, more trained teach- personally and professionally, alone and in teams, on ers, more textbooks, more toilets, and more girls and issues relating to gender equality. They include back- boys in school than ever before. And yet many barriers ground information and a series of practical exercises remain for the millions of children still seeking to get on how to conduct gender-sensitive quantitative and into school and, for those in school, to learn. qualitative data collection, analysis and interpretation, and on using the findings to enhance the sector plan- As this new era of global commitment to development ning process. and to education begins, the UN Sustainable Develop- ment Goals (SDGs) and Education 2030 Framework for The guidelines are intended for use alongside the GPE/ Action provide both a more ambitious vision and a UNESCO/World Bank/UNICEF Education Sector Analysis contemporary focus for the efforts of the global com- Methodological Guidelines and the GPE-IIEP Educa- munity. The SDGs place people firmly at the center tion Sector Plan Preparation and Education Sector Plan of sustainable development, striving for a world that Appraisal Guidelines, providing additional opportuni- is just, equitable, and inclusive. They seek to ensure ties for readers to i) identify critical gender disparities inclusive and equitable quality education and the and the factors contributing to them; ii) analyze and promotion of lifelong learning opportunities for all interpret gender disparities, channeling insights into the (Goal 4) and the achievement of gender equality and education sector plan consultative process; and iii) evalu- the empowerment of all women and girls (Goal 5). The ate the extent to which gender equality issues are under- Education 2030 Framework for Action places gender stood and addressed in the education sector plan. equality in its top three guiding principles, alongside education as a fundamental human right and a public Education systems will need to change and improve, good, and acknowledges the need for universal access, using time, funding and human resources wisely in inclusion, and good quality. order to deliver better quality education and learning for all, and to meet the expectations set out in the SDG As we renew our efforts toward achieving inclusive goals. It is hoped that these guidelines contribute in a and equitable quality education and lifelong learn- meaningful way to that endeavor. ing for all, these guidelines provide an up-to-date and informed view of gender equality, moving beyond a Karen Mundy simple focus on girls’ education and achieving gender Chief Technical Officer, parity in enrollment. The GPE and UNGEI envision not Global Partnership for Education just ensuring access to a good quality education for January 2017 iv 1704069_GPE_Guidance_for_Gender-Responsive_ESPs_FM.indd 4 2/7/17 11:26 AM Guidance for Developing Gender-Responsive Education Sector
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