GMR 2011: A REVIEW FROM
THE PERSPECTIVE OF
GENDER AND THE
MESSAGES FOR UNGEI
Jyotsna Jha, Consultant, UNGEI
1 February 2011, Paris
GMR 2011 Part I: Strengths and Gaps
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The focus on most vulnerable / marginalised maintained
throughout the report; Coverage of and focus on gender
issues uneven
Both intrinsic and instrumental aspects of female education
included though tilted towards latter in providing evidences
Gender analysis evident in goals where girls / women /
gender figure as a special concern/focus but either weak or
missing for other goals (Goals 1 and 3)
Focus on gender parity issues in primary and secondary
education highlighting the importance of a continuum
approach but weak in the the coverage of and focus on
gender equality issues / linkages.
The issue of male underachievement now common in many
high and middle income countries at secondary level not
given much attention.
GMR 2011 Part II: Strengths and Gaps
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Extensive analysis of education /child related issues in
conflict areas for the first time; Acknowledging the
information/data-gaps and therefore limitations of
estimates / extrapolations but not being restricted by
those in carrying out analyses
Identification of rape, sexual violence and other
violations / protection /reporting / response related
issues as major barriers for girl’s education in addition
to direct attack on schools / children / girls in conflict
areas in a comprehensive manner; some gaps exist
The analysis of conflict areas include the issues of
refugees and internally displaced people; a fine
gender analysis in most cases but some gaps exist
GMR 2011 : Strengths and Gaps
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The report rightly recognizes the critical role that
school curricula can play in fuelling conflict or
promoting peace but it misses the point that it can
also do that for gender norms and practices in
general and in conflict/post-conflict situations in
particular
Good analysis of gaps in financing in general and
during the economic downturn; the need for
reforming the aid architecture in general and
conflict areas in particular; gender aspects could be
strengthened (e.g., the impact of food crisis)
GMR 2011 Part I: Main messages
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The world is not on track in achieving universal primary
education. Progress in the last three years slower than
the previous six years. Being female, poor and living in
a country affected by conflict are three of the most
pervasive risk factors for children being out of school.
Persistent gender disadvantage in some regions (59%
of out of school children in South and West Asia are
girls); girls disadvantaged at every stage - entry at
right age, survival, quality education and completion.
Known barriers (early marriage, perception that
education is not critical for girls, high perceived and
real costs, poverty) continue to play a role against girls’
education
GMR 2011 Part I: Main messages
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Nutrition and ECE participation critical for later success and
completion at primary and secondary levels. Strong linkages
with maternal education; Adult illiteracy, especially female
illiteracy, is declining but not fast enough; Inadequate public
funding for ECCE and literacy programmes
Learning achievement is invariably associated with factors
such as parental wealth and education, language, ethnicity
and geographic location. Poor girls are likely to suffer more
because of low parental support / willingness to spend
The issue of gender equality within education: redefining
quality to include empowerment issues and making
educational processes gender – equal would be important in
the long run (school, youth and literacy programmes)
GMR 2011 Part I: Main messages
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The situation at secondary level more uneven but most
disparities can be traced to primary level; higher disparities
in labour market where the gender gaps reduce much more
slowly
Economic downturn has clearly affected the job market
adversely; new job creations concentrated in high-skill area
while much of job destruction is happening in low-skill areas
leading to further marginalisation of lowly educated youth,
especially women
Several developing countries reduced the share of national
income on education; reduction on fiscal spending might
affect education investment further; Quality of spending and
governance as important – efficiency and commitment to
equity critical to determine the outcome; donor commitments
unfulfilled despite increase; need for new instruments
GMR 2011 Part II: Main messages
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The impact of armed conflict has been underestimated.
Gender disparities are significantly higher at both primary
and secondary levels (the gap being wider at secondary) in
conflict-affected comparable income level countries not
affected by conflict
Being a civilian – especially a female civilian – is far more
dangerous than being in the armed services. Diseases that
follow wars and the widespread displacement, destruction
of assets and infrastructure, and disruption of livelihoods
cause far more/higher deaths, malnutrition and vulnerability.
In several long-running conflicts, armed groups have used
attacks on school children and teachers to ‘punish’
participation in state institutions. Groups opposed to gender
equity in education have targeted girls in particular
(Afghanistan and Pakistan).
GMR 2011 Part II: Main messages
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Children subject to the trauma, insecurity and displacement
that come with armed conflict are unlikely to achieve their
potential for learning.
Rape and sexual violence used as a weapon of war: with
direct and indirect consequences for education
(Psychological trauma, stigma, fear of such violence,
women’s mobility, access to health care often missing for
victims and others facing trauma, redefined social and
gender norms). Poor reporting, lack of effective law and
other instruments (national and international)
Conflict diverts resources from education. Many of the
poorest countries spend significantly more on arms than on
basic education.
GMR 2011 Part II: Main messages
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High levels of gender disparity - a common feature of
many refugee camps; ‘temporary’ status accorded to
refugees deter investment beyond the primary level. The
situation for IDPs is worse as there is no legally binding
instrument upholding the rights of IDPs.
Humanitarian aid is intended to save lives, sustain access
to vital services and maintain human dignity. Education is
seen as a less immediate priority – needs to change.
Humanitarian aid fragmented and not necessarily well
coordinated. Wide reforms needed in aid architecture.
Education Needs are often poorly assessed and planning
cycles are too short to allow for long terms views.
Education is doubly disadvantaged- a small share of
requests and the smallest percentage of requests
attended to within humanitarian aid.
UNGEI Message for the EFA Working
Group (Donors and National Governments)
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Need to understand the strong interrelationships and
therefore comprehensive policy / funding /aid response.
Several interrelationships are critical: (i) nutrition - education
– nutrition linkages, (ii) educational continuum – entry at
right age to survival to quality in primary education for
transition and completion of secondary education, (iii)
maternal (or, parental?) education and empowerment –
nutrition/care/education for girls linkages, and (iv)
protection – education linkages.
Greater investment on ECCE and youth/adult literacy
programmes to make them more accessible to girls and
children facing greater vulnerability to achieve all the EFA
goals. Inter-departmental coordination becomes critical.
UNGEI Message for the EFA Working
Group (Donors and National Governments)
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Educational curricula and processes can play a
major role in changing a large number of gender
related practices, norms and beliefs including those
linked to violence against women/girls and sexual
abuse. Hence, the need for tailoring the educational
interventions in general and in conflict areas in
particular. The notion of quality of education needs
to undergo a change to incorporate values of
equality, diversity and respect.
UNGEI Message for the EFA Working
Group (Donors and National Governments)
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Enhancing social/economic security schemes / coverage
can help in reducing the adverse impact caused by
economic downturn/uncertainties;
Fiscal adjustments might mean reduced revenue
collection and therefore the need for (i) maintaining
investment on education in the exercise, (ii) Innovative
strategies for funding education (Global Education
Fund?) and (iii) ways of ensuring enhanced aid
effectiveness
Strengthening the gender component of FTI through
formal UNGEI engagement in
review/planning/monitoring processes
UNGEI Message for the EFA Working
Group (Donors and National Governments)
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The need to recognise that protection, gender and
educational policies are integral parts of aid policy in
conflict areas and reforming the aid architecture in that
light. The reform should take note of the following
issues: (i) the divide between humanitarian and
development aid is artificial, (ii) aid cycle for
humanitarian aid also needs to be longer to enable
effective planning and implementation, (iii) pooled
funding and coordinated monitoring enable much more
efficient use of aid, and (iv) strengthening gender
component of education clusters and expanding the role
of education clusters in need assessment would be
important.
UNGEI Engagement with GMR
processes, report and dissemination
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Develop a gender review framework for the
forthcoming GMR theme and make it available to
the GMR team as well as the wider audience
Continue with the annual gender review of the GMR
Advocate for a formal UNGEI representative in the
GMR Board
Strengthen the dissemination exercise through
various means: carrying out regional gender
reviews and sharing at regional levels – also
making use of the background papers
THANK YOU