شبكة المعلومات العربية التربوية

Since the World Education Forum in Dakar in 2000, efforts and commitments at both national and international levels have brought significant progress in education systems with a view to reducing inequity between girls and boys. Among the Global Partnership for Education (GPE) partner developing countries, the primary Gross Enrollment Rate (GER) Gender Parity Index (GPI) increased from 0.82 in 2000 to 0.93 in 2013, and the Primary Completion Rate (PCR) GPI increased from 0.81 to 0.90, for the same period. Despite this progress, gender discrimination continues to keep millions of girls out of classrooms, depriving them of their fundamental right to a quality education. Given the persistence of gender inequalities, the latest 2012-2015 GPE Strategic Plan reaffirmed as a priority goal that "all girls in GPE-endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment." This report was therefore commissioned by the GPE Secretariat to take stock of how girls' education and gender issues are included in education sector plans (ESPs), including their implementation or action plans, in 42 countries, as well as in GPE-funded programs in member developing countries. The objective of the report is to establish an information baseline based on a sector plan formative evaluation to improve consideration of this issue in the future sector plans in order to better promote the achievement of GPE Strategic Objective 2 on gender equality and inclusion. Key findings in this report include: (1) The presentation of gender-disaggregated statistical data in ESPs is a key first step in assessing the extent of gender disparities and identifying at what levels such disparities exist; (2) National statistical data may conceal significant regional disparities; and (3) The lack of female teachers was highlighted in 31% of ESPs as a barrier to girls' education. The following annexes are included: (1) Selected Countries for the Study; (2) Data Availability in ESPs; (3) Barriers to Girls' Education as Mentioned in ESPs; (4) Strategies; (5) Gender-Sensitive ESPs; and (6) Analysis Framework. (ERIC)