Download - UNESCO Bangkok

EFA Goal Five: Achieving Gender Parity and Equality 55In undertaking the mid-decade assessment, it is critical to adhere to genderperspectives in monitoring, evaluation and national assessment of education.This includes objective analysis of the current situation. Key points to consider are asfollows:● Monitoring and evaluation is planned and carried out mostly by men. Theinformation providers are also mostly men●●The big misunderstanding: “boys and girls are equal in the classroom”• If all the girls are in school, the educational problem of both boys and girlsare solved?The pitfall in educational statistics• Generally, disaggregated data are collected and available• However, statistical trends can hide aspects of gender inequality (social,cultural, traditional factors obstructing girls’ educational opportunities)• Many indicators are not gender-sensitive or meaningfulGender sensitive assessment (and monitoring and evaluation) ensures participation ofboth men and women in monitoring and evaluation, planning, implementation, andresult analysis. It includes both “gender parity” and “gender equality” concepts inmonitoring and evaluation factors and analysis of quantitative statistical data taking intoaccount the socio-cultural factors that may be shaping the gender-relations in thesociety.6.2 Cambodian ExperiencePresenter: Nath Bunroeun, National EFA Coordinator, CambodiaCambodia established a five-year gender mainstreaming strategy in 2002 addressingthree components: girls’ equal access to education, enhancement of gender equality ineducation management and delivery of services, and strengthened gender technicalcapacity in education programming and policy-making.Gender issues have been mainstreamed through institutional committees including theInter-ministerial Gender Working Group under the EFA Secretariat and the SteeringCommittee on Gender and Girls’ education in the Ministry of Education.Cambodia has moved from commitment to action through the following initiatives:●●Poverty indexed incentive programmes to prevent drop-out among girlsInstitutional capacity-building to promote greater representation of women atmanagement levels within the education systemEducation for All: Reaching the Unreached