Education International Research
Obstacles to gender equality in education are pervasive A GPE review114 revealed that only 25 of the 42 Education Sector Plans surveyed were gendersensitive. Three main criteria were used to assess their gender sensitivity: 1. availability of genderdisaggregated statistical data; 2. analysis of barriers to girls’ education; and 3. implementation of specific strategies for girls’ education, including “gender-mainstreaming” strategies Nine countries did not meet any of the three criteria: Central African Republic, Chad, Comoros, Guyana, Haiti, Madagascar, Nicaragua, the Republic of Moldova and Uzbekistan. This is unacceptable, as having gender-sensitive Education Sector Plans with concrete genderequality strategies is the first step toward ensuring equitable education systems. Even when countries do have gendersensitive policies, these policies are not always implemented. In Morocco, for example, the SNE-CDT115 note that the government has developed initiatives that address gender equality, but they “remain at the level of discourse”. Asked about the top obstacles to gender equality in education, unions identified a variety of different bottlenecks, including school environments, lack of appropriate infrastructure, schoolrelated genderbased violence (SRGBV), safety, genderbiased learning materials, curricula, resources and support. Deep-seated cultural norms or religious beliefs that oppose gender equality were cited as the most difficult challenges to overcome. For example, in 2019 the Council of Higher Education in Turkey cancelled a gender equality programme that had been implemented in universities since 2015 following pressure from Turkish religious groups.
Examples of obstacles to gender equality in education: “Few female teachers, especially in rural schools, to act as role models to the girls” — Uganda “The inability of institutions to break existing patterns of discriminatory practices” — South Africa “The failure to take a holistic view of curriculum and learning that seeks to challenge gender stereotypes and engage [with] and build on pupils’ interests” — UK “Early marriages, unwanted pregnancies in schools and a lack of adequate infrastructure for girls” — Burkina Faso “The patriarchal structure of society” — India
Gender-based violence in schools remains rampant GRO.EI-IE
Every year, an estimated 246 million girls and boys experience some form of school-related violence.116 School-related gender-based violence (SRGBV) affects all children, but girls are the most vulnerable. The abuse occurs across all nationalities, races, ethnicities, classes, income levels, religions, migration statuses, disabilities, sexual orientations, ages and occupations, but it affects marginalised populations the most and is particularly prevalent during and after conflict or emergency situations.
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Governments must urgently step up their efforts to end SRGBV by adopting comprehensive, integrated and multisectoral action plans to prevent and respond to SRGBV. The plans should include ensuring expanded funding for combating SRGBV; designing quality curricula, tools and materials; providing gender-transformative teacher training; and implementing systematic reporting on SRGBV as part of Education Sector Plans, inter alia. 114 GPE. 2017. Girls’ Education and Gender in Education Sector Plans and GPE-funded Programs. Retrieved from: http://www.ungei.org/resources/files/201705-gpe-gender-stocktaking-report.pdf Syndicat National de l’Enseignement - Confédération Démocratique du Travail Global Working Group to End School Related Gender-Based Violence. Why Ending School-Related Gender-Based Violence (SRGBV) Is Critical To Sustainable Development. Retrieved from: http://www.ungei.org/resources/files/SDGsEnglish.pdf
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