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54 EFA Mid-Decade Assessment●Textbooks: stereotypic language and illustrations, lack of female role models,etc.● Teachers: different attitudes and academic expectations towards boys andgirls, etc.●●●●Physical environment: no chairs/desks, separate toilets/changing rooms forgirls and boys, long distance to schools, bad road conditions, etc.Lack of female teachers: Female share in teaching staff becomes lower thehigher the education level becomes• South/West Asia: 36% (primary education level)• But also, feminization of the teaching force in Central AsiaProblems within the system: Little chance of promotion for female teachers(few female management level staff)Parents’/Society’s values: Low value attached to girls education; domesticchores; lack of confidence in schools, etc.Limitations of Setting QuantitativeGoals only for GenderAchievement of GPI is only oneaspect, and does not meangender equality has beenachievedNeed to go deeper – who aredisadvantaged?Lack of indicators to measureprogress in gender equality – only1 of 18 EFA indicators specificallyaddress gender disparity issue i.e.adult literacyEFA must go beyond UPEGender issues must also look intosecondary educationStrategies are often not evidencebasedand not innovativeTranslating research findings intopolicyEFA planning, implementation andmonitoring processes – EFA plansare generally not gender-responsiveGender equality is lacking, with textbooks andlearning materials often containing stereotypicimages of boys and girls. Boys and girls are notreceiving the same education or educationalopportunities, with boys more often being givenleadership opportunities and the chance to thinkmore deeply about questions asked in class, toarticulate longer answers, to see images of maleleaders, history-makers and scientists intextbooks. They have more time at home tostudy and do their homeworks, while their sistersand female peers are expected to help with thehousework or take care of younger siblings orelders.ChallengesImprovement have been made in access toprimary education but gender disparities persistin access at lower secondary education andretention/drop-out, learning achievement andcompletion at all levels.To address these challenges, it is critical thatcountries consider the key issues listed in thetext box on the left.Education for All: Reaching the Unreached