Girls Education in CARK countries

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Girls Education in CARK countries

• Dushanbe - 2005

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Gender equality in education

• Gender disparity in society has a greater
  negative impact on girls than on boys. That is
  why the majority of initiatives in providing
  equality are aimed at the increase of the status
  of girls and women in order to improve historical
  inequity.

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Gender equality in education

• This does not mean any restriction of rights
  of boys in order to give more rights to girls. We
  are speaking of the process, which will
  eventually contribute to realize the rights of
  both girls and boys.

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Key definitions of gender equality in education

• Gender parity equal participation of boys and
  girls at different levels of the education system
  
• Gender parity assumes equal opportunities for
  boys and girls to enter school and to be
  competent participants of the learning process
  free of gender stereotypes and bias
• Equality equal rights for access to education,
  equal rights in the process of education (quality
  of education) and equal rights in the result of
  education (in the labour market and public life)

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International Obligations of the CARK Countries

• MDG. Goal 2 Ensure that, by 2015, children
  everywhere, boys and girls alike, will be able to
  complete a full course of primary schooling
• MDG. Goal 3 Promote gender equality and empower
  women
• CRC
• CEDAW
• Dakar EFA goals in general and in particular, to
  eliminate gender disparity in primary education
  by 2005 and at all levels of education by 2015
  as well as ensuring free of charge compulsory
  basic education for all

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National Obligations

• CARK countries Constitutions guarantee
  compulsory basic education free of charge
• Laws on Education
• Law on State Guarantees for Gender Equity
• Approved NPA on EFA including Dakar Goals with
  special attention in NPAs to girls education
• NPAs on Increase of Womens Role in Society
• Other National Programmes and Plans, such as
  PRSP, Presidential Quote for Higher Education for
  Girls From Rural Areas, etc

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Situation in Girls educationPrimary education
coverage ()
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Situation with girls education basic
(secondary) education coverage
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Situation with girls educationGender balance in
secondary special education institutions
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Situation with girls EducationGender Balance in
higher education (universities)
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Ratio of women in CARK Parliaments
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Major problems

• Girls/young women mainly learn such specialities
  as Pedagogical Sciencies, Culture and Art,
  Humanitarian Sciences, Service Sector, etc.,
  which admittedly do not guarantee high income and
  status in future. Boys/young men mainly learn
  such specialities as Agriculture, Architecture
  and Building Industry, Technical Sciences, Law,
  International Relations, which guarantee high
  income and status in future.
• Predominance of women among teachers distorts
  childrens image of social environment and limits
  students opportunities to be witness to
  different genger behaviour models, and that
  affects their future gender perception.
• In spite of the fact that the majority of
  teachers are women, men dominates among
  managerial personnel at all levels of education
  sector.

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Major problems

• Equal access for men and women to education does
  not necessarily guarantee gender balance.
• Content of education programmes in major CARK
  countries contributes to gender stereotypes
  strengthening.
• Lack of effective methodology for gender
  sensitive data collection in education sector at
  the national levels.
• Lack of awareness of parents and teachers about
  the importance of girls education is a serious
  obstacle for gender equality promotion

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Recommendations for progress to be achieved

• Strengthen links between formal and non-formal
  education systems in order to promote continuing
  education
• Increase the role of Mass Media in promotion of
  gender equality in education and society in
  general
• Improve cooperation of NGOs with education
  departments at the national and local levels in
  addressing gender education and gender disparity
  of society
• Support research programmes on gender issues and
  ensure access to their results for all interested
  people. Development of information networks on
  gender issues.

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Recommendation for progress to be achieved

• Elaborate methodology for the development of
  gender sensitive programmes and textbooks for all
  levels of education
• Through the formal and informal in-service
  training system conduct many- level training on
  gender competence for education workers at all
  levels and for local authorities
• Continue introduction of gender courses in all
  faculties and for all specialities. Priorities
  are pedagogical universities and journalism
  departments at universities.
• Develop and introduce common gender statistics in
  education at region level

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Main directions of regional cooperation for 2005
- 2006

• Continue regular exchange of information,
  materials and experience between CARK working
  thematic groups
• Create website on Girls education in the
  framework of CARK Education Forum website.
• Develop and conduct Surveys on the role of
  teachers in achieving gender equality during the
  process of education in CARK countries
• Consider the possibility of translation into
  national languages the Manual of Quality Surveys
  conduction Gender in Education

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Main directions of regional cooperation for 2005
- 2006

• Continue regular meetings of the Working thematic
  group of Girls Education and gender members for
• - Discussion of the mechanisms of the
  implementation of existing legislation on gender
  issues in education
• - Training and workshops for National Working
  Thematic Groups members on methodology of
  qualitative surveys of gender issues in
  education, on Mass Media involvement, on advocacy
  materials development (posters, calendars, etc)
  and on advocacy and promotion of gender issues
  and girls education

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Thank you