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@GEMReport

Bit.ly/gem2018gender

#WhosAccountable

Gender Review social media resources

KEY TWEETS

 

  • JUST RELEASED @GEMReport gender review finds only 44% of countries are fully committed to the cause of gender equality in education #WhosAccountable ⁉ Bit.ly/gem2018gender (image)
  • NEW @GEMReport gender review looks into the causes of slow progress towards gender equality in education and how we can address these issues #WhosAccountable Bit.ly/gem2018gender
  • New @GEMReport gender review highlights the importance of teacher training and codes of conduct in overcoming gender stereotypes and tackling gender-based violence #WhosAccountable Bit.ly/gem2018gender (image)
  • New @GEMReport gender review recommends comprehensive sexuality education programmes address gender power relations to be more effective #WhosAccountable Bit.ly/gem2018gender
  • #WhosAccountable when countries do not meet their legal commitments to the right to education for girls and women? Bit.ly/gem2018gender
  • “The Gender Review looks at #WhosAccountable when gender inequality in education prevails & reminds us that countries have made legal commitments for girls’ and women’s right to education.” @AAzoulay Bit.ly/gem2018gender

 

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FACEBOOK

NEW @GEM Report UNESCO Gender Review finds that only 44% of countries are fully committed to the cause of #genderequality in education. The review looks into the causes of slow progress towards #genderequality in education and how we can address these issues. #WhosAccountable  #InternationalWomensDay Bit.ly/gem2018gender

 

LINKEDIN

The new GEM Report Gender Review has just been released to coincide with International Women’s Day. The Review finds that only 44% of countries are fully committed to the cause of gender equality in education. It looks into the causes of slow progress towards gender equality in education and how we can address these issues. The Review highlights the importance of teacher training and codes of conduct in overcoming gender stereotypes and tackling gender-based violence. It recommends comprehensive sexuality education programmes should address gender power relations. And restates the fact that governments are the primary duty bearers of the right to gender equality in education, and the first line of defence for ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Download the Review: Bit.ly/gem2018gender

 

More tweets

1/10 girls in sub-Saharan Africa misses school during menstruation because of inadequate sanitation facilities - yet, across 71 countries national regulations required single-sex toilets in only 61% for public schools and 66% for private schools. #WhosAccountable Bit.ly/gem2018gender

  • Having a signature on an international treaty does not always guarantee strong gender equality in education. Afghanistan, has ratified all treaties but has one of the highest levels of gender inequality in education in the world #WhosAccountable Bit.ly/gem2018gender
  • Tanzania has ratified all international treaties, yet its President recently stated that no pregnant students could go to school #WhosAccountable Bit.ly/gem2018gender
  • International treaties provide a possible path for governments to be held to account, and their ratification without reservations are an important measure of commitment to gender equality in education #WhosAccountable Bit.ly/gem2018gender
  • Governments need to adopt laws and policies that remove obstacles preventing girls from attending school and enjoying equal treatment in the classroom #WhosAccountable Bit.ly/gem2018gender
  • 20 countries which have ratified the #CEDAW, have expressed reservations on the article regarding child marriage, turning a blind eye to forced marriage and the denial of the right to education for girls. #WhosAccountable Bit.ly/gem2018gender
  • Comprehensive sexuality educating programmes that address gender relations have been shown to be 5x more effective in reducing rates of sexually transmitted infections and unwanted pregnancy than those that do not. #WhosAccountable Bit.ly/gem2018gender

 

Curricula, textbooks, programmes and teaching methods need to be revised to keep them free of gender stereotypes #WhosAccountable Bit.ly/gem2018gender

Participation and completion

  • Only 66% of countries have achieved #genderparity in primary education, 45% in lower secondary and 25% in upper secondary #WhosAccountable Bit.ly/gem2018gender
  • Between 2000 and 2015, the share of countries that achieved #genderparity in primary education increased by 8% and in upper secondary education by 14% #WhosAccountable Bit.ly/gem2018gender
  • Gender disparities in #outofschool rates have narrowed over the last 15 years. Globally, a gap exists only in primary education: 5 million more girls than boys are out-of-school #WhosAccountable Bit.ly/gem2018gender
  • In lower and upper secondary education, there is parity overall, but disparities emerge at regional level #WhosAccountable Bit.ly/gem2018gender
  • In tertiary education, only 4% of countries have achieved parity, with the gender imbalance increasingly at the expense of males: Overall, there are more females than males in tertiary education in almost all regions. #WhosAccountable Bit.ly/gem2018gender
  • Sub-Saharan Africa is the only region where women still do not enrol in or graduate from tertiary education at the same rates as men #WhosAccountable Bit.ly/gem2018gender
  • In Chile, Ghana and Switzerland, women account for less than 1/4 of all #STEM degrees #WhosAccountable Bit.ly/gem2018gender
  • Women in Albania, Algeria and Tunisia are more likely than men to earn a #STEM degree #WhosAccountable Bit.ly/gem2018gender

In many countries, although women outnumber men as graduates, they lag behind men in completing science, technology, engineering and mathematics #STEM degrees #WhosAccountable Bit.ly/gem2018gender

Learning and skills

  • Gender disparity in #learning outcomes emerges in diverse forms among subjects and over time. In mathematics, girls show a clear disadvantage in the upper primary school grades in Latin America and in sub-Saharan Africa. #WhosAccountable Bit.ly/gem2018gender
  • In all countries with learning assessment results at the end of lower secondary education girls do better than boys #WhosAccountable Bit.ly/gem2018gender
  • While the adult #literacy rate increased from 81.5% to 86% worldwide between 2000 and 2015, the share of women in the total population of adult illiterates has remained constant at 63% #WhosAccountable Bit.ly/gem2018gender
  • Gender disparity persists in the youth #literacy rate in three regions: North Africa and Western Asia, Southern Asia and sub-Saharan Africa. #WhosAccountable Bit.ly/gem2018gender
  • In European countries including Austria, the Czech Republic and Hungary, at most 25 women have programming skills for every 100 men. #WhosAccountable Bit.ly/gem2018gender

 

Leadership positions

  • Women are under-represented at senior levels within the international organizations that shape much of the global dialogue on education #WhosAccountable Bit.ly/gem2018gender
  • A task force reviewing the UN as a whole has set 2026 as the target year for parity at all levels across the system #WhosAccountable Bit.ly/gem2018gender
  • In 2017, out of 193 UN countries, 11 had a woman serving as head of state and 12 had a woman as head of government #WhosAccountable Bit.ly/gem2018gender
  • Within parliaments, only the Nordic countries come close to equal representation, with women making up 41% of their single house parliaments #WhosAccountable Bit.ly/gem2018gender
  • In local positions of authority, women leaders can have a positive impact on the well-being of the community. In India, increased numbers of women political leaders led to greater emphasis on immunization programmes and girls’ education #WhosAccountable Bit.ly/gem2018gender
  • The feminization of the teaching workforce in most countries is a well-known phenomenon, but less attention is paid to the continued imbalance in men’s favour in education management and leadership positions. #WhosAccountable Bit.ly/gem2018gender
  • Women are usually under-represented on school management committees and, where they do hold positions, they tend to be assigned to roles in social affairs or welfare and not to roles involving executive or finance decisions. #WhosAccountable Bit.ly/gem2018gender

 

The continuing dominance of men in decision-making posts limits women’s voice and ability to influence policy design at international, national and local government levels, as well as at the level of schools and communities. #WhosAccountable Bit.ly/gem2018gender

Education in the other SDGs

  • All human resource sector strategies need to focus on gender mainstreaming so that men and women can be equal participants in the workforce #WhosAccountable Bit.ly/gem2018gender
  • Attention must be paid to the institutional barriers faced by female workers in the health, water and sanitation, and agriculture sectors, as well as to #genderstereotypes across professions #WhosAccountable Bit.ly/gem2018gender
  • Girls and women are most often responsible for hauling water, especially in rural areas. As a result, lack of easy access to water for household usage has a detrimental effect on school attendance #WhosAccountable Bit.ly/gem2018gender

In many countries, laws – especially those that permit early marriage or allow schools to exclude pregnant girls – act as barriers to education #WhosAccountable Bit.ly/gem2018gender

Accountability

  • Achieving #genderequality in education involves complex processes and the efforts of many actors. Accountability can help ensure all are functioning as they should. #WhosAccountable Bit.ly/gem2018gender
  • Ensuring #genderequality in education is a collective enterprise in which all actors – not just government – must work together to meet their responsibilities. #WhosAccountable Bit.ly/gem2018gender
  • In holding the government accountable for its promises in #genderequality in education, a key tool is credible education plans, which should identify clear lines of responsibility, be properly costed and have a transparent budget. #WhosAccountable Bit.ly/gem2018gender
  • Education plans facilitate coordination across entities and can bring together different ministries to tackle the wide-ranging challenges that often hamper girls’ education. #WhosAccountable Bit.ly/gem2018gender
  • Gender budgeting – analysing budgets from a gender perspective – can clarify how priorities are set and strengthen accountability in education. #WhosAccountable Bit.ly/gem2018gender #WhosAccountable Bit.ly/gem2018gender
  • To provide the public with information to hold governments to account, governments should prepare an annual education monitoring report that tracks progress toward gender equality among other national education plan objectives. #WhosAccountable Bit.ly/gem2018gender
  • Governments, schools, teachers and students all have a part to play in ensuring that schools are free of violence and discrimination and provide a gender-sensitive, good-quality education. #WhosAccountable Bit.ly/gem2018gender

Recommendations

  • To improve what we know about #genderequality in education, the monitoring framework should go beyond simply measuring disparities in education opportunities between males and females. #WhosAccountable Bit.ly/gem2018gender
  • Some basic barriers limit girls’ access to school. In only 9 of 44 countries with available data did more than 75% of primary schools have single-sex sanitation facilities. #WhosAccountable Bit.ly/gem2018gender
  • Governments need to periodically review and revise curricula, textbooks and teacher education programmes to ensure that they do not perpetuate gender stereotypes. #WhosAccountable Bit.ly/gem2018gender
  • To address the lack of gender balance in subject choice, governments should consider promoting apprenticeship programmes, mentorships, networking or scholarships for women in #STEM #WhosAccountable Bit.ly/gem2018gender
  • To change gender-biased attitudes and behaviours, codes of conduct for students and teachers are needed. School-wide approaches should be used to address student behaviour that undermines their peers’ right to education. #WhosAccountable Bit.ly/gem2018gender

Governments must apply a gender lens to every stage of an education plan and should also carry out a gender assessment of the implications of the policy and examine the gender implications of resource allocation. #WhosAccountable Bit.ly/gem2018gender