Gender-responsive Education In The Context Of COVID19
Gender-responsive Educationin the Context of COVID19Framework and Progressive Standardsfor South AsiaUNICEF Regional Office for South AsiaDecember 2020
ACKNOWLEDGEMENTSChris Henderson is the lead consultant and author of the publication, developed under theguidance of Maha Muna, Frank van Cappelle and Jim Ackers, with significant support alsofrom Katelyn Forsyth, Ivan Coursac, Jieun Lee, Emma Hamilton-Clark, Dharshini Seneviratne,Vidur Chopra, and Camille Evans, at UNICEF ROSA; at UNICEF New York: Ingrid SanchezTapia, Lauren Rumble, and Takudzwa Kanyangarara; at UNGEI: Nora Fyles and Sarah Winfield;at Generation Unlimited: Urmila Sarkar and Celine Lafoucriere; at UNICEF India, Rikvit Patra,Sunisha Ahuja, Ramachandra Rao Begur; and at UNICEF Bangladesh, Iqbal Hossein and AnikaTanjim Konoc.For review feedback, and support developing the case studies in the accompanying evidenceand promising practices guide, thanks go to the team at Girls Education Challenge, especiallyIan Attfield, Freda Wolfenden, Elisabetta Naborri, and Ella Wong.Acknowledgements are also extended to colleagues who presented in the Leave No GirlBehind webinar series, which informed much of this publication’s development: Baela RazaJamil (ITA), Danielle Cornish-Spencer (GEC), David Clarke (UNICEF consultant), Stephen Blight(UNICEF), Caroline Jordan (Cambridge Education), Pramod Bhatta (Safe to Learn), KrishnaCapri (MoEst Nepal), Dr. Ataullah Wahidya (MoE Afghanistan), Laura Brannelly (DFID), Lia vanNieuwenhuijzen (Aga Khan STAGES), Erinna Dia (UNICEF), Barno Mukhamadeiva (UNICEF),Lauren Rumble (UNICEF), Annabel Gerry (FCDO), Binita Shrestha (WiSTEM), Jayne Harthan(GEC), Nabine Lamichanne (Mercy Corps), Urmila Sarkar (Generation Unlimited), and IqbalHussein (UNICEF). Last but not least, much admiration and appreciation for the contributionsof our youth activists: Maryam and Nivaal (Pakistan), Bonita (Nepal), Roya (Afghanistan) andJohora (Bangladesh).Produced by UNICEF Regional Office for South Asia (ROSA)The statements in this publication are the views of the author(s) and do not necessarily reflectthe policies or the views of UNICEF.The designations employed in this publication and the presentation of the material do notimply on the part of the United Nations Children’s Fund (UNICEF) the expression of anyopinion whatsoever concerning the legal status of any country or territory, or of its authoritiesor the delimitations of its frontiers.Cover Photo: UNICEF/UNI346400/PanjwaniPermission is required to reproduce any part of this publication: Permission will be freelygranted to educational or non-profit organizations. Others will be requested to pay a smallfee. Please contact: Division of Communication, UNICEF, Attn: Permissions, 3 United NationsPlaza, NewYork, NY 10017, USA, Tel: 1-212-326-7434; email: nyhqdoc.permit@unicef.org .All images used in this report are intended for informational purposes only and must be usedonly in reference to this report and its content. All photos are used for illustrative purposesonly. UNICEF photographs are copyrighted and may not be used for an individual’s ororganization’s own promotional activities or in any commercial context.The content cannot bedigitally altered to change meaning or context. All reproductions of non-brand content MUSTbe credited, as follows: Photographs: “ UNICEF /photographer’s last name”. Assets notcredited are not authorized.Thank you for supporting UNICEF.December 2020 2020 UNICEF. All rights reserved.
Gender-responsive Educationin the Context of COVID19Framework and Progressive Standardsfor South AsiaUNICEF Regional Office for South AsiaDecember 2020
Contents1. Introduction and areas of evidence.61.1. Gender and education in South Asia before COVID1971.2. The disproportionate impact of school closures on girls81.3. Learning continuity and the digital gender divide81.4. Getting all girls and boys back into education91.5. By investing in gender-responsive teachers, we invest in learners102. Gender responsive education framework and progressive standards. 122.1 System-level drivers132.2 Overarching Principle - Prioritize vulnerable, marginalized, and excluded girls and boys172.3 Guiding principles182.4 Sites – School & alternative education, home & community222.5 Domains - Learning, protection, & health232.6 Key actors and their roles243. Gender-responsive education: Progressive standard goals. 283.1 Progressive standards for gender-responsive education in the context of COVID1930
GENDER-RESPONSIVE EDUCATION IN THE CONTEXT OF COVID191. Introduction and areas of evidence UNICEF/6The audience for Gender and Education in the Contextof COVID19: Progressive Framework and Standardsfor South Asia is the region’s Ministry of Educationofficials and UNICEF Country Office practitionersand implementing partners; especially those workingwith education clusters, school leaders, women’sorganisations., and youth organisations. These colleaguesare playing key roles in ensuring marginalized, vulnerable,and excluded girls and boys are identified and accesscontinuous learning in the context of COVID19. Basedon a child-centered, cross-sectoral framework, thisdocument sets forth evidence-informed progressivestandards to support gender-responsive actions thataddress the unique needs of girls and boys at risk of notengaging in education, training or employment.The progressive standards can and should becontextualized for local-level realities and needs;specifically, responding to the differential barriers thatimpact South Asia’s girls’ and boys’ ability to access andcomplete safe schooling and transition to meaningfulemployment. When and where progressive standardscannot be achieved, it is expected that Ministries ofEducation, district-level authorities, and school leaderswill incorporate them into sector plans as longer-termstrategic objectives.Before the progressive framework and standards forgender-responsive education are introduced, SouthAsia’s educational context is outlined. Drawing oncomprehensive research and guidance from humanitarianpartners, the areas of evidence provide an overview ofthe important progress achieved over the past decade,the gender oriented educational challenges that COVID19has compounded, and the priorities needing sustainedinvestment in the weeks and months ahead. For theprogressive standards in chapter 3, the areas of evidenceare used as an organizing schema; highlighting whythese areas of evidence need urgent attention and howcorresponding gender-responsive strategies and actionscan be carried out at school and in alternative educationcentres, in the community, and at home.
FRAMEWORK AND PROGRESSIVE STANDARDS FOR SOUTH ASIA1.1. Gender and education in South Asia before COVID19At the turn of the 21st century there were more out-ofschool girls in South Asia (86 million) than out-of-schoolboys (69 million)1. By 2020, sustained effort on the partof governments, United Nations agencies, and nongovernmental partners had reduced the number of out-ofschoolgirls by nearly 50 per cent; this advance in reducingthe number of out-of-school children points towardsstrong political commitments to education, genderparity, and the systemic capacity to prioritize and pursueeducation reforms.These sustained efforts have helped countries reachnear parity for primary aged children in Bhutan, India,Maldives, Nepal and Sri Lanka, with a slight advantage forgirls2. Today, the number of out-of-school boys (47 million)in the region is marginally larger than girls (45 million).However, these figures are very misleading, because ofthe variability of gender parity in the region. For every100 boys in primary school in Bangladesh there are 128girls; whereas in Afghanistan only 56 girls for every 100boys makes it to primary school or alternative education.3Overall, it is a fact that 90 million children and adolescentsin South Asia are still not receiving an education.4Therefore, as we contend with the impact of COVID19on girls’ and boys’ learning it is crucial that we build uponpre-pandemic political momentum for equal, equitable,and inclusive education opportunities for all, as well asdevelop new strategies to address the specific challengespresented by COVID19.Notwithstanding these gains in participation, South Asiais still facing a “learning crisis.”5 Experiencing some of thelowest levels of learning outcomes in the world, beforeCOVID19 millions of enrolled girls and boys in South Asiacontended with poor quality education and were not oncourse to meet minimum proficiency in basic reading andmath, let alone the secondary-level 21st Century skills orknowledge needed for a productive and fulfilling life.6After leaving school, South Asia’s adolescent girlsand young women (aged 15-24 years) are also lesslikely than boys to be in education, training andemployment.7 As such, the gains made to achieveparity in school enrolment do not translate to genderequality in transitions to further training, employment,or independent income, condemning girls and womento cycles of poverty, exploitation, and socioeconomicdisadvantage.8 Entrenched gender norms continueto limit women and adolescent girls’ contributions todomestic and reproductive roles and exclude them fromcivic participation and other related elements of the publicsphere.9Since the outbreak of COVID19, a large number ofguidance documents have been produced, drawingon the consolidation of global policy, advocacy, andresearch evidence. In this document’s development, thisguidance has been analysed using a gender-responsiveeducation lens. The following areas of evidencerepresent a synthesis of common trends, statistics, andrecommendations which have been organised as:ϐϐ The disproportionate impact of school closures on girlsϐϐ Learning continuity and the digital gender divideϐϐ Getting all boys and girls back into educationϐϐ By investing in gender-responsive teachers, we investin learnersUnited Nations Children’s Fund, UNWOMEN, Plan International. A New Era for Girls: Taking stock of 25 years of progress. January 2020, New YorkWorld Bank (2020). Gender parity index (GPI) - School enrolment, primary (gross).3United National Children’s Fund, United Nations Fund for Population Activities, UNWOMEN. Gender Counts: A quantitative assessment of genderinequality and its impact on children and adolescents. 2019, New York.4Ibid5World Bank (2018) World Development Report: Learning to realize education’s promise. Washington DC6Ibid; United Nations Children’s Fund, United Nations Education, Science, and Culture Organisation , Plan International. Building Back Equal: Girls back toschool guide 2020. New York; United Nations Children’s Fund. Addressing the Learning Crisis: An urgent need to better finance education for the poorestchildren. 2020. New York.7United National Children’s Fund, United Nations Fund for Population Activities, UNWOMEN. Gender Counts: A quantitative assessment of genderinequality and its impact on children and adolescents. 2019, New York.8Ibid9Ibid127
8GENDER-RESPONSIVE EDUCATION IN THE CONTEXT OF COVID191.2. The disproportionate impact of school closures on girlsThe loss of hard-won gains in terms of gender parityand enrolment due to COVID19 is likely to have a severelong-term impact on girls’ education in the region. AWorld Values Survey shows that approximately 91 percent of men and 86 per cent of women sampled from75 countries hold at least one bias against genderequality in areas such as politics, economic, education,violence, and women’s reproductive rights10. Thesebiases are detrimental to educational and nationaldevelopment outcomes and it is important to considerhow humanitarian crises affect women, girls, men, andboys in different ways due to the inequitable roles andprivileges ascribed to gender.11 Beyond lost learning,vital public health measures and associated economicshocks are also worsening existing inequalities, meaningvulnerable girls are the most adversely affected by schoolclosures.12 Prevailing gender norms mean girls and youngwomen are devoting more time than boys to unpaid carework and caring for younger siblings, older populations,and those who are ill within the household rather thanfocusing on education.13 Furthermore, health systems’near-total focus on COVID19 outbreak prevention andresponse has diverted attention from routine servicessuch as sexual and reproductive health and the clinicalmanagement of gender-based violence. During the Ebolacrisis, girls and women in affected countries experienceda 65 per cent increase in gender-based violence, early andforced marriages, and transactional sex.14For proposed progressive standards to address thedisproportionate effect of school closures on girlssee pages: 32, 36, 39, 46, 49.1.3. Learning continuity and the digital gender divideOne of the key outcomes of school closures due toCOVID has been a shift in focus to allow children tolearn outside the school. This has involved much moreemphasis on technological solutions. While this presentsopportunities the massive scale of school closuresin South Asia has laid bare the uneven distributionof technology needed to facilitate digital and evenbroadcast-based learning.15 Although rates of access tomobile technology in South Asia are high (e.g. 78 per centin Pakistan, 86 per cent in Bangladesh, and 84 per centin Afghanistan16) the region also has the world’s widestgender divide in terms of mobile phone ownership.17This divide emerges as girls enter puberty, broadensas they reach older adolescence, and persists aftermarriage.18 Research in India has found almost twiceas many boys have phones as girls, and in Bangladeshabout two-thirds more.19 Overall, women in South Asiaare 26 per cent less likely to own a mobile than menand 70 per cent less likely to use the internet.20 Evenwhere sufficient technologies are available, the genderdivide means girls benefit less from online or broadcastbased learning, especially where families have limiteddevices.21 During COVID19 lockdowns in South Asia, atleast 147 million children or 38 per cent of all learnerscannot access remote learning and only 7 per cent canaccess online modalities.22 The actual number withoutaccess to learning is much higher, as household accessto technology does not guarantee children within thehousehold have regular access, nor does it guaranteethey are using the technology for learning. We knowthat girls are under-represented in terms of access totechnology. This data confirms that a move to digital andUnited Nations Development Program. Gender Social Norms Index. 2020. New YorkCARE and International Rescue Committee. Gender Global Rapid Analysis for COVID19. 2020. Geneva.12United Nations Girls Education Initiative. Putting Gender at the Forefront of the COVID19 Education Response. 2020. New York13UNWOMEN. The first 100 days of COVID19 in Asia and the Pacific. 2020. New York14United Nations Education, Science and Culture Organisation. Addressing the Gendered Dimensions of School Closures. 2020. Paris15United Nations Children’s Fund. COVID19: Are Children Able to Continue Learning During School Closures? August 2020. New York16GSMA Mobile Gender Gap Report. 202017United Nations Children’s Fund Regional Office for South Asia. Guidance on Distance Learning Modalities to Reach all Children and Youth During SchoolClosures. June 2020. Kathmandu.18See also: Vodafone. Real Girls, Real Lives Connected: A global study of girls’ access to and usage of mobile. 2019. London.19Vodafone. Real Girls, Real Lives Connected: A global study of girls’ access to and usage of mobile. 2019. London.20United National Children’s Fund, United Nations Fund for Population Activities, UNWOMEN. Gender Counts: A quantitative assessment of genderinequality and its impact on children and adolescents. 2019, New York.21UNWOMEN. The first 100 days of COVID19 in Asia and the Pacific. 2020. New York22United Nations Children’s Fund. COVID19: Are Children Able to Continue Learning During School Closures? August 2020. New York1011
FRAMEWORK AND PROGRESSIVE STANDARDS FOR SOUTH ASIAonline learning compounds educational inequalities forgirls, as well as vulnerable and marginalised learners,and will continue to do so without widescale investmentin communications infrastructure, rollout of devices,and free or subsidised data plans.23 Until this happens,strategies for continued learning must explore alternativeways to access education materials, and take intoaccount and challenge the prevalence of the region’sdigital gender divide.24 On the one hand, strategies forcontinued learning must explore alternative ways toaccess education materials. Yet on the other hand, wemust recognise that improved access to devices willnot resolve a pervasive digital gender divide withoutalso addressing the harmful stereotypes and norms thatcause it.25For proposed progressive standards to addresslearning continuity and the digital gender divide,see pages: 33 and 43.1.4. Getting all girls and boys back into educationDespite promising progress towards universal primaryand basic education, the numbers of out-of-schoolchildren in South Asia were staggering even beforeCOVID.26 Children from the poorest households arealready five times more likely to be out of primaryschool than those from the wealthiest,27 and the longermarginalized girls and boys are out-of-school due toCOVID19, the less likely they are to return. Factorscontributing to out-of-school status in South Asia, preCOVID included:1. Household wealth: Low economic status isnegatively correlated with school exclusion2. Gender: Gender gaps are largest for the poorestfamilies and for lower secondary school-age children.School attendance rates are lower for girls in Pakistanthroughout the basic education cycle. In rural India,older girls are more likely to be excluded than olderboys. Girls in rural areas, particularly those fromScheduled Castes and Scheduled Tribes in India alsohave higher rates of exclusion. In Bangladesh, boys aremore excluded in both levels of education.3. Urban-rural location: Children living in rural areasand in urban slums have a higher chance to be out ofschool.4. Children with disabilities: Children with disabilitiesare less likely to enrol and complete a full cycle ofbasic education.5. Child labour: The incidence of child labour varies from3 per cent in Sri Lanka to 16 per cent in Pakistan. InIndia and Bangladesh, an estimated 12 per cent and 9per cent of children are engaged in child labour. Acrossthe region school attendance rates for child labourersare lower than for other children of the same age.28Additionally, cultural beliefs and social practices alsoinhibit girls’ opportunities for learning.29 Child marriage,for example, is a strong contributor to girls not attendingschool. Many are forced to drop out soon after marriagedue to family expectations or in some cases because ofdiscriminatory practices on the part of schools; this isespecially common with early pregnancy. Often, girls arealso prevented from attending school due to perceivedstigma. In some contexts, an educated girl can be adeterrent to suitors due to the mobility that educationrepresents. Mobility is seen as a male privilege, andfor girls a catalyst for romantic relationships outside ofthe community, which is prohibited.30 Due to the risk ofschool-related gender-based violence as well as religiousbeliefs around gender mixing, many families are alsoreluctant to send girls to school if they are not gendersegregated.For girls, schools are promoted as more than an accesspoint for education. They should also provide a lifelineand safe haven, delivering essential health informationand services, nutrition, and protection from domesticexploitation and violence.31 T
1.3. Learning continuity and the digital gender divide 8 1.4. Getting all girls and boys back into education 9 1.5. By investing in gender-responsive teachers, we invest in learners 10 2. Gender responsive education framework and
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Manual for Training on Gender Responsive Budgeting 4 Before you start training: How to design a sound training course on gender responsive budgeting A variety of different actors and stakeholders can be involved in gender responsive budgeting, e.g. x The Ministry/Department of Finance x Sector or line ministries/departments
accessible and diverse gender information. It is one of a family of knowledge services based at IDS . Other recent publications in the Cutting Edge Pack series: Gender and Care, 2009 Gender and Indicators, 2007 Gender and Sexuality, 2007 Gender and Trade, 2006 Gender and Migration, 2005 Gender and ICTs, 2004 . 6.3.1 Gender mainstreaming .
