Beijing Platform for Action, Strategic Objective BGender .ppt

1、1,Beijing Platform for Action, Strategic Objective B“Gender Equality, Education and Training” Online Discussion (10 January 7 February 2010)Preliminary Conclusions,UNESCO Division for Gender Equality of the Bureau of Strategic Planning,2,Background,Discussion was one of a series of online discussion

2、s organized by the United Nations Inter-Agency Network on Women and Gender Equality (IANWGE).The online discussions each focus on one of the Strategic Objectives of the Beijing Platform for Action.UNESCO was asked to lead the online discussion on Strategic Objective B of the Beijing Platform, “Educa

3、tion and Training of Women” from 10 January to 7 February 2010.,3,Strategic Objective B,Ensure equal access to education,Eradicate illiteracy among women,Improve womens access to vocational training, science and technology, and continuing education,Develop non-discriminatory education and training,A

4、llocate sufficient resources for and monitor the implementation of educational reforms,Promote life-long education and training for girls and women.,4,Participation,457 women and men took part in the discussion. 18,6% men and 81,4% womenParticipants in majority above 36 yrs of age (74%),Fig. 1: Part

5、icipants by Gender and Age,5,Participation,Diverse professional profiles: people working in the field for CBOs/NGOs (national and international); high private institutions,Figure 2: Professional profiles of participants,6,Participation,360 Facebook fans and 111 Twitter followers Participants from al

6、l regions - 70 countries,7,Contributions,Testimonies Presentations of ongoing initiatives (NGOS, gvt) and good practices Opinions and analyses Submission of reports and studies Requests for advice and assistance,8,Contributions,Papers prepared for the online discussion: Elaine Unterhalter, Amy North

7、 and Jenny Parkes (Institute for Education), “Gender Equality and Women and Girls Education, 1995-2010: How much is there a space for hope?” UNESCO Institute for Lifelong Learning (UIL), “Ensuring Equitable Lifelong Learning Opportunities”, based on National Reports feeding into the Global Report on

8、 Adult Education (CONFINTEA VI); Dec 2009. UNESCO Institute for Statistics (UIS) , “Gender Disaggregated Key Education Indicators since Beijing 1995” Global Monitoring Report Team, “Gender Overview of the 2010 Global Monitoring Report : Reaching the Marginalized” Plan International,9,Themes of Discu

9、ssion,Week 1: Disconnects: missed opportunities for progress and lessons learned Week 2: Silences and hidden challenges Week 3: Crises: challenges and new opportunities Week 4: Key messages,Opportunity to look at achievements, gaps and challenges.,10,Week One: Disconnections: Missed opportunities fo

10、r progress and lessons learned ,Disconnections between policy discourse at international (EFA, CEDAW-art 10) and national levels and implementation. Policy commitment to gender mainstreaming but little evidence of large scale programmes supporting claim (nb: literacy).Disconnections between national

11、 commitments and local needs/action. Policies not implemented on the ground due to poor communication between stakeholders, insufficient resources and lack of coordinated action. Need to look beyond gender parity in basic education. Exclusive focus on EFA Goals & MDG leads to deprioritization of acc

12、ess to higher levels of ED and insufficient attention to the development of quality empowering education (formal & non-formal),11,Week One: Disconnections: Missed opportunities for progress and lessons learned cont,Losing the holistic vision of education in Beijing PFA that is a true catalyst for ch

13、angePedagogical materials that perpetuate restricted female social roles and out of date teaching practices were two key areas that participants identified as lagging behind international frameworks and research.(industrialized and developing nations)How do we tackle cultural resistance to the educa

14、tion of women which prevents many from either accessing or completing education?,12,Week Two: Silences and hidden challenges ,Chronic underreporting, fear of speaking out and silences in data on gender-based violence in and around schools is perpetuating gender inequalities and contributing to girls

15、 low confidence and high drop out rates.(boys and girls are victims; industrialized and dvt nations) responses require community based approach, I&Ecampaigns targeting girls and boys. All age groups.Education initiatives not responding to complex needs of women suffering from compounded forms of dis

16、crimination. Ethnic and minority women: programmes and policies need to take account special learning needs and specific challenges.Mother-tongue language: bi-lingual educational materials and teaching methods should be promoted by governments.,13,Week Two: Silences and hidden challenges ,Teen pregn

17、ancy and early marriage: a challenge to have girls re-integrated into education. Reports of schools refusing entry despite national policy encouraging re-entry. Insufficient research available coordination.,14,Week Three: Crises and new opportunities ,Strong concern for the negative impact of the fi

18、nancial crisis on education funding. Maintaining aid commitments seen as especially critical in period of crisis due to the social protection education offers. Common held belief that financial crisis may reverse gains.What kind of education? Nonformal education should be promoted since it allows wo

19、men, excluded from formal education, to keep on learning and building skills in critical areas such as health, ICT and entrepeneurial/business. Emphasis on diversifying forms of education/delivery mechanisms to ensure continuous adult education,15,Week Three: Crises and new opportunities ,Policy and

20、 programmes should ensure that quality nonformal education can provide a bridge to the formal system through equivalency programmes. In context of crisis, education is critical to ensure womens participation in development/reconstruction as active and full citizens (citizenship)More interventions to

21、 provide women with the necessary skills to deal with effects of climate change.,16,Week Four: 5 key messages for decision makers and governments ,A strong consensus that greater opportunities for participation by grassroots organization in national policy development were required in order to trans

22、late commitments into effective local action and coordinate implementation;Govts need to be more accountable and transparent, allocate more resources and train more teachers, esp. in rural areas.(role of civil society impt to hold gvts accountable)Gvts need to consider wider context of gender inequa

23、lityGender equality can only be achieved through holistic approach that includes boys and men in all interventions. Media, pedagogical materials and cultural traditions that perpetuate stereotypes of feminine subjects and professions need to be reformed in order to reflect more progressive social ro

24、les for women.Training programmes need to better equip women to face and surmount crises.,17,Beijing + 20? Lessons learnt and analysis,General frustration with persisting gender stereotypes and so-called cultural barriers; fear of the “educated woman”Feeling of regression in terms of the vision. Act

25、ions to advance the Beijing agenda have been fragmented, poorly coordinated and not always sustained. Incapacity to go to scale.The level of exchange reflects a need and a desire - for more partnerships and complementary actions between NGOs, different levels of gvt and and international institution

26、s; Strong sense of isolation from policy-making arenas,18,Beijing + 20? Lessons learnt and analysis,Achieving gender equality in education requires social transformations in all spheres of public and private life: eg. media, popular culture, cultural traditions, employment opportunities A reconceptu

27、alization of education is needed to include questions on: how to diversify education to respond to the needs of women unable to access formal learning, how we ensure that education filters through to all spheres of life; and developing non-formal institutions that cater for the life long learning ne

28、eds of women. Knowledge gaps need to be filled regarding adult education (participation); marginalized girls/women; early pregnancy and education pracices; gender based violence; levels of education and social outcomes. Guidance and counselling; effectiveness of gender budgets in education,19,Follow

29、-Up: Transformative policies and initiatives: promoting gender equality in all spheres of life ,During the discussion numerous participants expressed the wish to see the discussion prolonged, valuing the occasion to share and collaborate with colleagues from all horizons and backgrounds. A participa

30、nts survey confirmed that participants wanted the online discussion to continue. A strong majority (95.6%) of all respondents to the survey expressed their enthusiasm for a prolongation. We will prolong the online discussion until the High-level Event by the United Nations General Assembly on the Mi

31、llennium Declaration and the Millennium Development Goals in September 2010. The online discussion will broaden its focus to look at transformative policies, practices and initiatives that promote gender equality in all spheres of life.,20,http:/www.unesco.org/genderequality,For more information, please visit UNESCOs global resource for Gender Equality: Division for Gender Equality Bureau of Strategic Planning 7, place de Fontenoy 75007 Paris, France Tel: 33 (0)1 45 68 16 54 Fax: 33 (0)1 45 68 55 58 Email: gender.equalityunesco.org,