GENDER IN EDUCATION NETWORK IN ASIA (GENIA)

Transcription

1 GENDER IN EDUCATION NETWORK IN ASIA (GENIA) Report on Outcomes Regional Workshop on Strengthening National Capacities for Implementing Gender Responsive EFA Plans October 2003 Bangkok, Thailand

2 This project was part of the Scandinavian-funded programme on building capacities of Ministries of Education to implement gender responsive education policies (515-INT ). Participants: 23 people (10 women, 13 men) participated in this meeting, consisting of gender focal points (GFPs), Education for All (EFA) coordinators, other key government counterparts, UNESCO project officers and national commission members. The countries represented were: Bangladesh, Cambodia, Kazakhstan, Kyrgyzstan, Lao PDR, Mongolia, Pakistan, Thailand, and Viet Nam. Resource People: Ms. Nina Sardjunani, Directorate of Education and Religious Affairs, National Development Planning Agency, Indonesia and Ms. Ruth Kavuma, Forum of African Women Educationalists (FAWE) - Uganda Chapter. Mr. Sheldon Shaeffer, Director, UNESCO Bangkok, was called away on an urgent mission, and his opening speech was delivered by Malama Meleisea, Regional Adviser for Social and Human Sciences in Asia and the Pacific, UNESCO Bangkok. (The speech is included as Appendix C.) Co-Facilitators: Gender Consultants Linda Pennells, Shirley Miske and Amar Torres, and Vibeke Jensen, Programme Specialist Basic Education and Gender, UNESCO Bangkok. Project Contact: Vibeke Jensen, Programme Specialist Basic Education and Gender, UNESCO Bangkok. Tel: v.jensen@unescobkk.org Report Purpose and Structure The main purpose of this report is to document the key outcomes of the workshop. Appendices include some of the handouts, resource materials and presentations from the workshop as well as participants evaluations of the effectiveness of the proceedings and information received. Objectives: (Two-day workshop with GFPs and EFA Coordinators) To discuss with EFA Coordinators how EFA plans can be made gender responsive in their implementation and the role EFA Coordinators can play in this process. To gain support and advice from EFA Coordinators on how best to undertake mainstreaming efforts in the Ministry of Education. (Three-day workshop with GFPs) Gain practical training in how to design and facilitate EFA gender training at provincial and district levels. Discuss the multiple roles of a GFP and training on how to manage them. Continue the process of sharing lessons, challenges and gender materials. Continue the process of building and strengthening GENIA. 1

3 Expected Outputs: 1) Strategies based on lessons learned from FAWE s experience and Indonesia on how to overcome remaining obstacles to gender mainstreaming and developing gender responsive EFA plans. 2) A better understanding among GFPs of each other s situations and the development of strategies for collective problem solving. 3) Practical, user-friendly tools that can be used by GFPs for advocacy, resource mobilization and gender training. 4) Greater knowledge base on HIV/AIDS in Asia and its impact on women and girls. 5) Skills in creating gender indicators. 6) Strategies for more effective networking among GFPs. 7) Outline of programme and dates for next consultant missions to the 9 project countries. Expected Workshop Outcomes Greater cooperation between gender focal points and EFA coordinators, and an increased skill level in promoting gender responsive education in their ministries. Workshop Method This workshop was designed to be participatory and hands-on, using group activities and actual situations to enable GFPs to develop strategies to overcome obstacles they may face. Content Highlights The key points of discussions during the workshop are outlined below. Further details can be found in the documents included as appendices. 1. Lessons Learned from FAWE and Indonesia experiences The Hon. Ruth Kavuma, MP from Uganda, described the programmes of FAWE, a 10- year-old network of female ministers of education and male associate members from 33 African countries (Her presentation is attached as Appendix E.). The mission of the network is to ensure gender equality in all education policies and programmes and debate and review of social policies related to the implementation of education policies. Nina Sardjunani from the Directorate of Education and Religious Affairs in Indonesia s National Development Planning Agency talked about Indonesia s experiences in ensuring gender equity and equality in its Education for All planning and implementation. Work in this area has been buttressed by a Presidential Instruction entitled, Guidance for Gender Mainstreaming on National Development, which requires all ministries to have a special unit dealing with gender issues and to increase communication, information and education in this area. After hearing about the experience of FAWE, Cambodia and Indonesia, groups brainstormed on lessons learned and how these could be applied in addressing the remaining obstacles to gender mainstreaming and developing gender responsive EFA plans. Key lessons identified included: 2

4 It is important that communities are engaged in the process and that awareness is raised regarding EFA goals Governments cannot do all that is required to promote gender-equal education on their own, and need to enlist the support and assistance of civil society Effective national EFA plans require solid sex-disaggregated data, timetables, adequate human and financial resources, and sufficient knowledge and capacity with regard to gender issues Legal regulations and high-level sponsorship are very useful 2. Clarifying the Role of Gender Focal Points As part of one of two groups, participants discussed the main functions of GFPs, towards ensuring that these tasks are realistic and manageable. Expectations of GFPs can be very high, and it was emphasized that they cannot handle all of the ministry s needs on their own, but rather could make a bigger impact with a team effort. Some of the key functions identified were: providing advice on gender issues/policies, mobilizing resources for gender and education, serving as an advocate for gender equality in education, ensuring gender input in government speeches and documents, and building networks with other gender specialists (a more detailed account of the roles identified can be found in Appendix I). The point was raised that prior to the GFP s job description being developed, it is essential that formal or legal status for the GFP position be attained and that the GFP s authority for decision-making be ensured. Through this exercise, participants also outlined the qualities and skills required of GFPs, mechanisms needed for effective advocacy, and resources and information needed to carry out this work. 3. Designing and Conducting Gender Training The second of the two groups worked on how to plan and conduct gender trainings. An approach to designing gender training on policy and planning was shared, in addition to a school and classroom observation tool that can be used in gender and education training. The training-of-trainers (TOT) model was also described and discussed. Based on this, and information provided on how to design a training strategy (see Appendix J), participants looked at the Dakar Framework of Action Goal 5 and identified specific national goals, workshop objectives, daily schedules, and session activities that would be appropriate to their particular national contexts. 4. Strengthening GENIA In looking at ways to strengthen this networking mechanism, GFPs were asked to write down what they would like to obtain from the Gender in Education Network in Asia (GENIA) on paper leaves, which were later put up to form a GENIA tree. They were then asked to select those ideas that they felt would be most useful on a regional level and at the national level. Overall, their interests were in the area of training, sharing experiences and piloting innovations. More specifically, at the regional level, activities identified were: Having annual workshops Receiving more technical assistance for the EFA and Gender Plans Learning about innovative approaches to solve gender issues in education 3

5 At the national level, the following were mentioned as main activities of interest: Holding gender training/workshops Creating active networks with Ministries of Education, CBOs, NGOs and other ministries Creating GFP networks at local levels Gaining support from multi-stakeholders Sharing and distributing gender-related materials on a regular basis 5. Research in Girls Education The role and need for research in girls education was discussed. The point was made that people have many perceptions and opinions about education and what some of the barriers are that children, and particularly girls, face. Without research, it is difficult to determine whether these views are well-founded or not. It is, therefore, important to conduct more research towards developing evidence-based strategies for girls education that address the real reasons they may not be attending school or are dropping out. Furthermore, there needs to be greater ownership of these studies on the part of governments for more effective implementation of recommendations. Too often, research is donor-initiated, without the needed input and involvement from governments in the countries the studies are conducted. For the research that has been conducted, findings need to be disseminated more widely so that as many people as possible may benefit from them. In this effort, UNESCO Bangkok has developed a gender website, to facilitate the dissemination of studies, reports, information, resource persons and other relevant information (website address: 6. Country-Specific Gender Activities and Insights During the course of the meeting, there was considerable opportunity for experience sharing among participants. Below are just some of the various country experiences that were mentioned. Indonesia is providing training to authors, illustrators and publishers on how to rid curriculum and books of gender bias. The Ministry of Education developed guidelines after putting textbooks through a gender lens and gathering specific evidence of gender bias. Viet Nam has approved a multi-tier gender training intervention as part of its National Commission for the Advancement of Women (NCFAW) strategy. Under this initiative, communities and schools will be mobilized to promote gender equality. The cascade gender training is being used to create fertile ground for policy change when the schoolbased research and activities are completed. In Lao PDR, gender research was conducted on upper primary and lower secondary learning environments, in and out of class, to identify gender disparities and policies to address them. It was found that less than half of ethnic minority children complete grade 4

6 five, and more than one half of ethnic minority girls never attend school. Most that do, drop out after about two years. Cambodia has developed a five-year gender mainstreaming strategy, with an established structure and institutional arrangements, including a support group, an idea based on observations and lessons learned from a study tour to FAWE. The process has led to increased political will to address gender issues, a reduction in the gender gap at the primary school level, and gender disaggregated data analysis, among other achievements. (The presentation made on Cambodia s gender mainstreaming strategy is included as Appendix F.) The Kazakhstan Institute for Social and Gender Study (SRISGS) had also conducted gender research. In addition, the Institute held a training workshop and developed a 36- hour gender course, which is being piloted in two pedagogical institutes. Kyrgyzstan s Ministry of Education is conducting gender research and sensitization with parents and communities to better understand their needs and to gain their acceptance of improved training of kindergarten teachers. The post-soviet economic crisis led to a collapse of pre-school education, and it is not possible for the government to provide the type of funding for kindergartens that was once granted under Soviet rule. Therefore, more community-driven approaches are necessary. Community consultation also aims to attract parental investment in early childhood education. In Thailand, all education data are now being disaggregated by sex for use in conducting gender analysis. Furthermore, significant progress has been made in ending gender disparities in education. Dr. Kasama Varavan, Permanent Secretary, Ministry of Education, indicated that 70 per cent of university students are women. However, girls are still seen as sex objects, often by girls themselves, which has led to differential treatment of girls and boys in instances of sexual harassment and misbehaviour. Bangladesh s next National Plan of Action will focus on programmes to improve the quality of education, especially for girls. In addition, a gender specialist will be appointed to the Directorate for Primary Education to oversee gender mainstreaming in primary schools. In Pakistan, teaching materials have been developed for population education that include modules on gender roles. These materials have been distributed to 30,000 primary schools where they have been field-tested and utilized. 7. Visit to Cabbages and Condoms Participants were taken to the restaurant, Cabbages and Condoms, established by Mechai Viravaidya, former senator and minister in the Royal Thai Government. He made a presentation to the group on the activities of the organization he heads, called Population and Community Development Association (PDA). His work, and that of PDA, has been instrumental in raising awareness about HIV/AIDS, including among school girls and 5

7 boys, and is an example of best practice in using culturally-appropriate means for addressing a sensitive issue. Evaluation Highlights Below are some main points from the evaluations. A more detailed overview of comments made in the evaluations can be found in Appendix L. Feedback from both GFPs and EFA coordinators indicated that they felt that having a joint session was useful, and that as a result of this meeting, they would work more closely and effectively with one another. Participants rated both the content of the meeting and effectiveness of the facilitators highly. Most felt their input was valued and that the discussions were useful. Several participants indicated that they would like further training on gender issues in the future. Moving Forward Dependent on the scope of resources mobilized at international and national levels, the capacity building programme will move forward with in-country technical support to gender focal points and units, awareness-raising among high level policymakers for ensuring gender responsive implementation of EFA plans, continued exchange of experience and lessons learned among GFPs in the Asian Region through the Internet, the Gender in Education website and possible study visits or sub-regional/regional meetings. 6

8 APPENDICES A. Agenda B. List of Participants C. Opening Speech D. Presentation on the Regional Project, Strengthening National Capacities in Implementing Gender-Responsive EFA Plans E. Presentation by the Hon. Ruth Kavuma, FAWE F. Presentation on Gender Mainstreaming in Cambodia G. Conflict Mapping H. Presentation on Gender, AIDS and Education I. Job description of a Gender Focal Point J. Developing Training Designs, Methods and Tools K. Steps in Gender Advocacy L. Evaluation Results 7