Equity, Gender, and Quality in Education

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Equity, Gender, and Quality in Education

• Presented by
• Dr. Nhim Vanchankan
• Inspector General and Gender Focal Point
• Ministry of Education, Youth and Sport
• Royal Government of Cambodia
• 11-12 June 2008
• Kathmandu, Nepal

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Ministry of Education Youth and Sport is the
engine of gender mainstreaming

• The engine of gender mainstreaming is having a
  gender-responsive organizational culture within
  the MoEYS

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Characteristics of gender-responsive MoEYS

• Putting in place gender policy, strategy,
  actions, budget and staff
• All support delivery of education that helps each
  girl and each boy reach their individual
  potential
• Most significant is that all ministry employees,
  male and female, do their personal and
  professional best to advance gender equality in
  their own work and in their interaction with
  others. This should be recognized and valued
  equally with the performance of all other key
  functions

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Characteristics of gender-responsive MoEYS

• The visible support and good example of the
  Minister and Senior Ministry Officers are
  essential in creating this gender-responsive
  organizational culture

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Structure for Gender Mainstreaming

• Inter-ministerial Gender WG under EFA Secretariat
  related to the Goal 5 of EFA
• Steering Committee on Gender and Girls Education
  in MoEYS
• Mainstream Gender Issues in all aspects of MoEYS
• Report on the progress in achieving equitable
  access to program benefits for females within the
  EFA plan implementation.

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Structure for Gender Mainstreaming
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Key MoEYS Achievements

• 1. Policy and tools development
• Gender Mainstreaming Strategic Plan updated for
  the period of 2006-10 with two main objectives
  1) to increase womens participation in the
  management and delivery educational services at
  all levels 2) to create positive social
  attitudes towards girls education and gender
  equality. The plan spells out concrete targets,
  outputs and key activities under each objective.

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Key MoEYS Achievements

• Quality standards and indicators for gender
  mainstreaming in education drafted to include
  both quantitative and quality indicators. This
  provides a tool for systematic gender review and
  analysis at all levels.

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Key MoEYS Achievements

• 2. Gender sensitization
• Gender mainstreaming strategic plan disseminated
  to central, provincial, and district education
  staff, both men and women through regional gender
  sensitization workshop.
• Gender based education leadership training
  conducted for female vice school directors and
  well performing upper secondary school teachers
  to prepare them to take school director positions
  in the future.

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Key MoEYS Achievements

• Gender responsiveness as one of child friendly
  school 6 core dimensions implemented at school
  level to promote gender awareness and provide
  equitable educational opportunities for girls and
  boys through promotion of girl representation in
  student councils and school support committee.

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Key MoEYS Achievements

• 3. Gender monitoring and evaluation
• Gender assessment conducted in 24 provinces using
  quality standards and indicators for gender
  mainstreaming in education.
• EFA mid decade assessment report produced with a
  chapter focusing on analysis of gender and
  equality. The main results are as follows

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Lessons Learnt

• In academic year 2007-08, MoEYS introduced a
  gender responsive approach to teacher trainee
  selection process giving priority to female
  teacher candidates. If female candidates have the
  same scores as their male counterparts the
  females are selected. In addition, all reserved
  positions are offered to female candidates. Such
  affirmative action by MoEYS led to increased
  percentage of female teacher trainee intake up to
  51.9.

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Challenges

• Transforming the gender mainstreaming strategic
  plan into affirmative actions that produces
  tangible outputs to achieve the set targets.
• Increasing female representation in educational
  leadership and management positions at all
  levels.

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Future Actions

• Gender responsive recruitment and promotion
  strategies to be developed to enhance female
  presentation in leadership and management
  positions.
• Finalize standards and indicators for gender
  mainstreaming in education to monitor and
  evaluate gender based performance at all levels.
• Continue to provide gender sensitization training
  to staff at all levels and train middle level
  staff in gender monitoring, planning and
  analysis.
• Gender responsiveness module as part of CFS
  initiatives to be developed to sensitize gender
  at school levels.

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• Thank You