Accountability for gender equality in education: Critical perspectives on an indicator framework for the SDGs
Lead Research Organisation:
University College London
Department Name: Education, Practice & Society
Abstract
The Framework of the Sustainable Development Goals (SDGs) adopted by the UN in 2015 set ambitious targets for achieving an expansion of education provision worldwide and enhancing gender equality. The Policy Document Education 2030 sets out the detail on this. Some new indicators to monitor, evaluate and build accountability for this framework have been developed and others are under discussion by a number of technical committees. This project aims to contribute to this work. We propose to i) review the scholarly literature refining insight into what is entailed in definitions of learning outcomes linked with gender equality, ii) discuss some of the critiques and limitation of indicators as a technique for building accountability, and iii) develop an indicator framework for gender equality in education that can support the work of Education 2030, particularly the monitoring of the SDG targets on gender and education (Target 4.7 and 4a) , while also responding to concerns of organisations that work at international, national and local levels. South Africa and Malawi have been selected as research sites for detailed work reflecting on a proposed indicator framework for accountability for gender eequality in education. Both have policies in place in support of an expansion of education provision and addressing aspects of gender inequality. Howevever, both face complex challenges of implementation. Through a series of key informant interviews in each country with partipants who have knowledge of the needs of the education sector, women's rights and gender equality issues, we aim to refine the proposed indicator framework we wish to develop . We also plan a number of interviews regarding the proposed indicator framework with key informants located in global women's rights networks and who work at the global level in multilateral, bilateral, NGO and large donor organisations. Outputs from the project will include a revised indicator framework on gender equality in education, with particular relevance for monitoring for SDG targets 4.7 and 4a.
Planned Impact
The research will be of benefit to the community of practice concerned with the indicators for the SDGs and Education 2030, particularly international organisations (UNGEI, UNESCO, UNDP), and national governments engaged with responding to the proposed SDG indicators and grappling with how to evaluate gender equality and learning outcomes. It will also benefit academic and activist communities, including women's rights networks, engaged in critical reflection on the translation of international policy frameworks into local contexts, the use of indicators as techniques of accountability, and how to enhance international action to support gender justice.
These groups will benefit from this research through the team's development of an indicator framework to evaluate gender equality in education linked with the SDGs, but responsive to local contexts as exemplifed by South Africa and Malawi and some critical views of activists in the women's rights movement. This will support enhanced information for critical engagements with the SDG process, and support work on indicators linked to Education 2030 that respond to aspirations for gender equality in education that go beyond gender parity.
These groups will benefit from this research through the team's development of an indicator framework to evaluate gender equality in education linked with the SDGs, but responsive to local contexts as exemplifed by South Africa and Malawi and some critical views of activists in the women's rights movement. This will support enhanced information for critical engagements with the SDG process, and support work on indicators linked to Education 2030 that respond to aspirations for gender equality in education that go beyond gender parity.
Organisations
- University College London (Lead Research Organisation)
- British Council (Collaboration)
- Equal Measure (Collaboration)
- United Nations (UN) (Collaboration)
- University of KwaZulu-Natal (Collaboration)
- United Nations Educational, Scientific and Cultural Organization (Collaboration)
- World Values Survey Association (Collaboration)
- African Economic Research Consortium (Collaboration)
- UNIVERSITY OF JOHANNESBURG (Collaboration)
- Organisation for Economic Co-operation and Development OECD (Collaboration)
- Global Partnership for Education (Collaboration)
- University of Malawi (Collaboration)
Publications
Unterhalter E
(2019)
The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG 4
in Global Policy
Unterhalter, E
(2019)
The many meanings of quality education: politics of targets and indicators in SDG4'
in Global Policy
Anand P
(2020)
COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges
in Journal of Human Development and Capabilities
Unterhalter E
(2022)
Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement
in Journal of Human Development and Capabilities
Anand, P
(2020)
) COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges
in Journal of Human Development and Capabilities,
Terzi L
(2023)
Philosophical Reflections on Child Poverty and Education
in Studies in Philosophy and Education
Unterhalter, E
(2018)
The many meanings of quality education: the politics of targets and indicators in SDG4
Unterhalter E
(2021)
Education and International Development. An introduction
Unterhalter, E
(2019)
The capability approach, empowerment and participation
Unterhalter E
(2021)
AGEE Framework
Description | Metrics are important for accountability processes towards achieving gender equality in education, but the information captured by the existing metric, gender parity is too limited to understand the many facets of the gender relationships associated with resources, power and multiple processes and outcomes in education. The project has developed a new indicator framework for gender equality in education that can be used at different scales from cross national, comparing countries, down to the very local looking at neighbourhoods or single institutions. Around the world while school enrolment rates for girls and women have risen steadily, educational gender inequalities persist in key areas such as the ongoing marginalisation of certain groups of girls and women from accessing education, and the gendered conditions within learning environments. More needs to be understood about how girls' education relates to gender equality in the labour market, poverty, equal political and cultural participation and representation, and levels of violence against women. Existing indicators of gender equality in education are overwhelmingly based on measures of gender parity in relation to particular facets of education (frequently enrolment or achievement measures such as literacy or numeracy). It has been difficult for groups selecting the indicators for the Sustainable Development Goals (SDGs) or the Global Partnership for Education Results Framework to move beyond a reliance on gender parity. While such measures can be an important initial step in illuminating the incidence of educational inequalities, 'gender parity' metrics omit insight into the conditions that underpin these, which may be significantly different for different groups of children (such as pedagogic relationships and curriculum opportunities), which can be constituted or constrained or expanded by institutions, norms or national frameworks. We have worked to construct a new indicator framework, first through a 'dashboard' approach and secondly through the potential for a composite indicator, looking at the possibilities for using existing data sources to capture and compare information on gender inequalities in education. In the second phase of work on AGEE, funded through a Follow on grant, the potential of the AGEE framework to be used at different scales, ranging from comparing across nations to doing work in a single institution or neighbourhood emerged, and is being further developed. In the AGEE project a range of key domains have been identified, to cover aspects of educational resources, values, opportunities, conversion processes and the environment and outcomes both within education and through education. A clear process has been established to help different kinds of organisation develop dashboards, establish criteria for the selection of indicators and consult on indicators for different kinds of processes. The follow on funding phase has led to the populating of the cross national dashboard, the development of a cross national composite indicator, and the identification of important areas of missing data. We have consulted through workshops and interviews in South Africa, Malawi and with an international community of practice with regard to the dashboard and indicator framework.The AGEE framework for gender equality in education has been concerned to present data linked to planning and evaluation processes. Our thinking on how the AGEE dashboard feeds into these processes builds on an understanding of equality from the capability approach and is distilled in depth on the AGEE website 9https://www.gendereddata.org/framework/agee-framework-in-detail/) The six domains of the AGEE Framework (Resources, Values, opportunities, participation, knowledge/skills/understanding, and outcomes) are intended to each linked with a bank of indicators. Some of these indicators are collected routinely by governments, as part of the administration of the education system. Some are collected through regular surveys of households or specific population groups. Indicators can be added depending on issues in particular national contexts. A report has been prepared on the indicators identified during project discussions and list both data which is currently available, and data which it would be useful to generate. The AGEE website (launched in 2021) presents and explains the domains of the framework in a user friendly style , and assembles publications from the project. In the next phase of the project, (2022-2023) AGEE aims to consult on the criteria for selecting indicators, construct a dashboard using data from a number of different countries, and work on a composite indicator that can be compared across countries. The thinking linked to the AGEE framework was used to design and develop the conceptual framework for the systematic review conducted for UNESCO on the gendered effects of extended school closures (published 2022) |
Exploitation Route | We applied for and were awarded follow on funding to develop work books and visualizations for education planners linked to the Gender at the Centre Initiative. UNESCO drew on the work we were doing in two reports looking at the gendered effects of school closures linked to COVID (published October 2021) and a systematic review of gendered effects of children out of school due to pandemics, environmental disasters, violence and political upheavals ( published March 2022). This work, together with the AGEE dashboard fed into the position on the need for a platform on gender equality in and through education agreed at the Transforming Education Summit (TES) at the UN in September 2022, and a global platform has been established in 2023, which has one workstream looking at data, including the AGEE dashboard. |
Sectors | Education |
URL | https://en.unesco.org/news/when-schools-shut-new-unesco-study-exposes-failure-factor-gender-covid-19-education-responses |
Description | UNESCO Global Education Monitor team used our findings to develop a global indicator framework of gender equality in education. The 6 elements of this were incorporated in the Gender Review 2019, and have been used in guiding the development of the Gender at the Centre Initiative (GCI) which has worked on training for civil society and civil servants working on gender and education issues in West African states. Our development of a dashboard for governments to evaluate gender equality in education drew on discussions in Malawi and South Africa, and is being used as part of the training module for the UNGEI led Gender Responsive Education Sector Planning work. IIEP and GPE consulted with us on the range of indicators we proposed for our dashboard. The AGEE cross national dashboard was used by UNICEF and UNESCO in reviewing the range of dashboards available to support the work of the Global Platform for gender equality in and through education (March 2023) and was featured when the global dashboard was launched (October 2023). Draft national dashboards are in development for Malwi and South Africa. The new Bridging AGEE grant from IDRC will allow for finalization of the Malawi national dashboard. Many of the insights from our project informed the formulation of the Global Partnership for Education (GPE) KIX briefing paper on gender equality in and through education (2019), and were used in reviewing the work by UNGEI and the Malala Fund on gender responsive financing for education (2019-2020). UNGEI drew on our work from 2020 in emphasising the need to build links with young women's feminist mobilisation around education. UNGEI consulted us in 2023-4 on how to think about indicators in planning the focus for their feminist network events. IIEP has used our formulation in its work on GRESP. Gender at the Centre Initiative (GCI) drew on AGEE thinking in raining for teams developing education sector plans and we delivered a joint workshop with them in 2022 in Sierra Leone, with further workshops planned for 2023. UNGEI drew on our critical review of gender indicators to develop an audit of what gender indicators existed. The thinking associated with the AGEE framework informed the work undertaken by members of the AGEE team for UNESCO in 2021-2022 on designing and conducting a systematic literature review looking at the gendered effe3cts of extended school closures. This has was published (March 2022)(https://unesdoc.unesco.org/ark:/48223/pf0000380935) and key ideas from this fed into the formulation of the policy paper for the Transforming Education Summit (TES) at the UN in September 2022, and the launch of the Global Platform on Gender Equality in and through education (March 2023). Our findings have been used in discussion with the Girls Education Challenge (GEC) team, reviewing their MEL (Monitoring, evaluation and learning) indicators and thinking about further work with GEC implementing partners. The Brookings institutie ROSI project will work with us on researching our work in sclaing the AGEE dashboards (from March 2024) |
First Year Of Impact | 2020 |
Sector | Education,Government, Democracy and Justice |
Impact Types | Policy & public services |
Description | Collaboration with GCI |
Geographic Reach | Africa |
Policy Influence Type | Influenced training of practitioners or researchers |
Impact | Training provided to policy teams from education MInistries, police, Ministries of Finance, Gender and Women and Culture in Sierra Leone; to teams from Malwi NSO , Ministry of Education and University of Malawi, and to teams from South Africa's Department of Basic Education. |
URL | https://www.ungei.org/publication/gender-centre-initiative |
Description | Development of global gender and education indicator framework |
Geographic Reach | Multiple continents/international |
Policy Influence Type | Contribution to a national consultation/review |
Impact | Expanded dashboards have been used in the UNESCO GEM Reports for dealing with gender since 2018; the AGEE cross national dashboard has excited interest across a range of practitioners and is under discussion linked to the work on dashboards for the TES Action Track (https://www.un.org/en/transforming-education-summit/advancing-gender-equality)., and bein reviewed in discussion with governments in Malawi, South Africa and Sierra Leone. The work of AGEE in this area was written up in a REF Impact study by UCL https://www.ucl.ac.uk/impact/case-studies/2022/apr/supporting-safer-more-gender-equitable-schools-across-eight-countries-africa |
URL | http://www.gendereddata.org |
Description | Gendered effects of COVID school clsures |
Geographic Reach | Multiple continents/international |
Policy Influence Type | Participation in a guidance/advisory committee |
URL | https://www.un.org/en/transforming-education-summit/advancing-gender-equality |
Description | HDCA engagement |
Geographic Reach | Multiple continents/international |
Policy Influence Type | Influenced training of practitioners or researchers |
Impact | Organisation of HDCA conference 2019 in London enhancing researching and networking. Work on conference organisation with HDCA 2019-2021 and on education resources for HDCA |
URL | https://hd-ca.org/ |
Description | Macarthur |
Geographic Reach | Multiple continents/international |
Policy Influence Type | Membership of a guideline committee |
URL | https://www.macfound.org/programs/100change/ |
Description | AGEE Follow on funding |
Amount | £40,000 (GBP) |
Organisation | Economic and Social Research Council |
Sector | Public |
Country | United Kingdom |
Start | 03/2022 |
End | 02/2023 |
Description | GEM Gender Review paper |
Amount | £10,000 (GBP) |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Sector | Academic/University |
Country | France |
Start | 03/2020 |
End | 06/2020 |
Description | Gender Equality KIX paper |
Amount | £26,000 (GBP) |
Organisation | Global Partnership for Education |
Sector | Charity/Non Profit |
Country | United States |
Start | 03/2018 |
End | 06/2019 |
Description | Gendered effects of school closures |
Amount | $60,000 (USD) |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Sector | Academic/University |
Country | France |
Start | 04/2021 |
End | 12/2021 |
Description | Knowledge and innovation for strengthened education data systems and data use |
Amount | £950,000 (GBP) |
Organisation | International Development Research Centre |
Sector | Public |
Country | Canada |
Start | 03/2024 |
End | 03/2027 |
Description | UNESCO |
Amount | £6,000 (GBP) |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Sector | Academic/University |
Country | France |
Start | 05/2020 |
End | 11/2020 |
Title | AGEE Framework |
Description | Developing a theoretically informed framework for monitoring and evaluating gender equality in education, and developing approach to developing a dashboard of indicators |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2019 |
Provided To Others? | Yes |
Impact | Better conveing of community of practice working on indicaotrs of gender equality in education. Closer selection of indicators for evaluating gender equality in education |
URL | https://www.gendereddata.org/ |
Title | Gender and non state actors in education |
Description | Rigorous review of literature on gender and non state actors in education |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2020 |
Provided To Others? | No |
Impact | Study is to inform 2021 UNESCO Global Education Monitor Gender Review; will be published June 2021 |
Title | Research instrument for exploring gender equality in education |
Description | A tested research instrument for discussing with key informants key issues concerning gender issues in education and relationships between national and international processes |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2019 |
Provided To Others? | No |
Impact | Key issues from the interviews conducted with this instrument have fed into the refinement of the AGEE dashboard and UNESCO's adaptation of this for the GEM Gender Reivew |
Title | Systematic review of gendered effects of children out of school during disasters |
Description | Conceptual diagram and systematic review for investigating gendered effects of school closures and children out of school due to disasters |
Type Of Material | Improvements to research infrastructure |
Year Produced | 2021 |
Provided To Others? | Yes |
Impact | Recommendations of attending to gender on children's return to school after disasters . Rigorous literature review to be published March 2022 |
URL | https://unesdoc.unesco.org/ark:/48223/pf0000379270 |
Description | Africa Economic Research Consortium |
Organisation | African Economic Research Consortium |
Country | Kenya |
Sector | Charity/Non Profit |
PI Contribution | Helped develop gender mainstreaming strategy for AERC. Ran workshops for AERC staff on gender. Helped selct team members for AERC projectg. |
Collaborator Contribution | Discussed use of AGEE framework in African higher education institutions and networks |
Impact | Report on gender mainstreaming in AERC. Traning materials on gender for AERC staff |
Start Year | 2021 |
Description | British Council |
Organisation | British Council |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | In 2020 under contract to conduct a rigorous literature review on higher education and development (published 2020) . Builds from earlier research conducted on teacher education in Nigeria commissioned through British Council. In 2021 contributions made to SPHER Learning Exchanges Week, December and SPHEIR wrap up seminar (2022). In 2023 discussed work with British Council in follow on from SPHEIR using AGEE framework |
Collaborator Contribution | Drawing on ideas, discussions, and knowledge of literature sources generated through the project |
Impact | Discussion of use of AGEE framework in monitoring and evaluating work on gender and higher education (2023-4) Collaboration on ideas for follow ons from SPHEIR , including deployment of AGEE framework (2022-3) Presentation at SPHEIR wrap up seminar (2022) Presentation to SPHEIR conference (December 2021) Literature review (Howell, Unterhalter and Oketch published 2020.) Multi-disciplinary team involving work with economics of education, disability studies, women and gender studies, comparative education, and education and international development. Report on teacher education research Unterhalter, E., North, A., Ezegwu, C. and Shercliff, E. , 2018, Teacher education, teacher practice, gender and girls' schooling |
Start Year | 2018 |
Description | Chancellor College, University of Malawi |
Organisation | University of Malawi |
Country | Malawi |
Sector | Academic/University |
PI Contribution | (2018- 2020) Presentation of jointly written conference papers, development of jointly written paper submitted to an international journal, hosting key policy makers for advisory committee meetings. Participation in launch of AGEE website (2021) 2022 collaboration on the development of the AGEE cross national dashboard 2023 collaboration on work of the Malawi national AGEE dashboards 2023-4 collaborated in bid to IDRC for third phase of AGEE funding. Bridging AGEE awarded and work began 1 March 2024 led by UCL with Malawi colleagues as CIs. |
Collaborator Contribution | Office space, facilitating expedniture on meetings. Participation in launch of AGEE website (2021) 2022-3 inputs into discussions on the AGEE cross national dashboard, and co-facilitation of discussions on Malwi national AGEE dashboards (January 2023) Inputs into bid for IDRC funds (June 2023) |
Impact | Conference presentation, Johannesburg colloquium of Rasing Learning Outcomes programme, September 2018. Co-0authorship of paper for SAERA conference, October 2019 Convening of advisory committee for AGEE project, November 2018 and March 2019 Presentation at AGEE meetings (2021) 2022 collaborative discussions and work on expert survey regarding AGEE cross national dashboard Report on Malawi workshop on AGEE national dashboard Research bid to IDRC |
Start Year | 2018 |
Description | Department of Sociology and SARCHI Research Chair in Teaching and Learning, University of Johannesburg |
Organisation | University of Johannesburg |
Country | South Africa |
Sector | Academic/University |
PI Contribution | 2023 Participation in seminar at University of Johannesburg on framework ideas for project on negative capability. 2023 Collaboration with academics from University fo Johannesburg in seminar 'Beyond decolonisation'. 2024 support to development of Special Issue proposal on 'Beyond decolonisation' Joined research project on hisdtory of NECC (June 2023). Co-authored papers with Linda Chishold for conferences (UKFOET and European History) Participation in research design, data collection, analysis, and authoring project outputs. Participation in meetings and conferences to co-present and share research findings internationally . Co-authorship of book proposal submitted to African Minds and accepted for publication 2020. Participation in 2021 - 2024 in Advisory Committee for SARCHI Research Chair in Teaching and Learning 2022 presentation of seminar, University of Johannesburg on gender and education, and adoption of AGEE framework at an instiution level |
Collaborator Contribution | Comments on emerging ideas on project on negative capability. Presented preliminary research from 'Beyond decolonisation' project. Collaborative research on hisotry of NECC project Participation in research design, data collection, analysis, and authoring project outputs. Participation in meetings and conferences to co-present and share research findings internationally . Co-authorship of book proposal with African Minds. Submission of article for Special Issue of Journal of Higher Education in Africa, published in 2023. Participation in discussion of plans for Research Chair in teaching and Learning Participation in expert survey on AGEE dashboard, 2022 |
Impact | Book on NECC in preparation in collaboration with Linda Chisholm an d Shireen Motala Conference paper to Wits History workshop on NECC transnational networks (March 2024) see all outputs co-authored with Siphelo Ngcwangu and Mthobisi Ndaba Participation in launch events for Research Chair (2021 and 2022), research seminar at University of Johannesburg, July 2022 Abstract submitted to UKFIET by Linda Chisholm and Elaine Unterhalter (March 2023) |
Start Year | 2017 |
Description | Discussions on SIGI |
Organisation | Organisation for Economic Co-operation and Development OECD |
Country | France |
Sector | Public |
PI Contribution | Inputs into dialogues on how education should be incorporated into OECD SIGI (2020-21). Conversations continued in 2022 in relation to development of AGEE cross national dashboard. Exchanged with OECD SIGI team, who attended UNESCO-AGEE meeting in Paris (October 2023) on high quality data for gender and education. |
Collaborator Contribution | Invitation to participate in three day consultation on future of SIGI (2020), collaborations on joint presentations and launch of AGEE website (2021). 2022 SIGI partnered with AGEE in one round of discussions on the AGEE cross national dashboard, and some dialogue in 2022 in relation to AGEE publication in JHDC. SIGI participated in UNESCO-AGEE workshop on high quality gender and education data, and provided peer review feedback on work on cross national indicator. |
Impact | Ideas for building AGEE website based on SIGI; presentation by SIGI linked to launch of AGEE website (2021). Feedback to SIGI team on survey regarding education (2021) Draft for cross national AGEE dashboard (2022) and ideas for building AGEE composite indicator (2022-3) Report on advancing gencder equality in education through high quality data https://unesdoc.unesco.org/ark:/48223/pf0000388490 |
Start Year | 2020 |
Description | Equal Measures 2030 |
Organisation | Equal Measure |
Country | United States |
Sector | Charity/Non Profit |
PI Contribution | Contributed discussions of participatory processes around gender data |
Collaborator Contribution | Member of AGEE Advisory Committee since 2018. Provided opportunities for AGEE input into World Data Forum (2022) Helped develop ideas for AGEE-UNESCO bid to IDRC KIC )2022-3) Participated in UNESCO-AGEE Paris workshop on high quality data for gender equality in education |
Impact | Successful funding bid to IDRC for third phase of work on AGEE (2024-2027) |
Start Year | 2018 |
Description | Gender at the Centre Initiative (GCI) |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Department | International Institute for Educational Planning (IIEP-UNESCO) |
Country | France |
Sector | Academic/University |
PI Contribution | 2018- 2021 Presentation on AGEE dashboard and discussions on GRESP (Gender responsive education sector planning). Reflections with team working on Gender at the Centre Initiative (GCI). 2022 Preparation and presentation of workshop with GCI team to government and civil society in Sierra Leone, November . Collaboration on bid to ECW (Education cannot wait) for an AGEE dashboard based on internally displaced populations in Nigeria. Developed article for publication (currently under peer review) on work of GCI |
Collaborator Contribution | Critical engagement and comments on AGEE dashboard (2020-2021). 2022 Participation in AGEE workshop on indicators for the cross national dashboard, and survey finalizing AGEE indicators 2023 collaboration to plan AGEE workshops in Nigeria and Sierra Leone 2023 Contribution to AGEE neighbourhood workshop , July 2023 and UNESCO/AGEED Paris meeting on high quality data for gender equality in education, |
Impact | Half day presentation to IIEP staff on AGEE dashboard (2020). AGEE materials used in GCI training (2021). Involvement with plan for AGEE follow on funding (2022) Presentations to Sierra Leone GCI workshop, November 2022 Development of AGEE cross national dashboard (2022-2023) Presentation to AGEE/UNESCO Paris workshop, October 2023 |
Start Year | 2020 |
Description | Global Partnership for Education |
Organisation | Global Partnership for Education |
Country | United States |
Sector | Charity/Non Profit |
PI Contribution | Authored KIX (Knowledge exchange) paper on Achieving gender equality in and through education (2019) Engaged in discussions about gender hardwiring and GPE strategy (2021) Panel presentation with GPE (CIES Washington DC, 2023) Drew on papers from GPE and interviews with staff members in preparing journal article on international organisations working on gender and education (article in review) |
Collaborator Contribution | Promoted ideas of AGEE project and approach to dashboard in discussion with GPE partners (2019-2020) Participated in expert survey on AGEE cross national indicators, 2022 Joined in panel presentation at CIES, Washington DC, February 2023 Attended AGEE/UNESCO Paris meeting on achieving gender equity in education through high quality data (October 2023) |
Impact | GPE, KIX paper (Unterhalter et al, 2019) https://www.globalpartnership.org/sites/default/files/2019-07-kix-gender-final-english.pdf Discussions of gender equity and gender equality in GPE (2020-2021) AGEE cross national dashboard Panel at CIES, 2023 Report of Paris workshop https://unesdoc.unesco.org/ark:/48223/pf0000388490 |
Start Year | 2018 |
Description | UN Girls Education Initative |
Organisation | United Nations (UN) |
Department | United Nations Girls Education Initiative |
Country | Global |
Sector | Public |
PI Contribution | 2023-2024 Review of AGEE cross national indicator and participation in discussion about youth activists conferences (Istanbul, 2023) and planned for Cape Town, 2024 2021-2022:Discussions about AGEE project and orientation of UNGEI to focus on youth, feminist activism, and critical engagement with metrics 2018- 2021: Comments on ongoing projects as member of advisory committee, eg project on gender responsive financing with Malala Foundation, and advice on projects being developed eg. Gender responsive Education Sector Planning (GRESP) and Girls' education work with GPE (2021) Published Equals newsletter with funding from UNGEI ( from c. 2005) before current award began |
Collaborator Contribution | Advice on projects being developed, policy networks, policy papers in development, strategic opportunities Membership of AGEE Advisory Committee. Participation (2022) in discussions on AGEE cross national dashboard. Collaboration onpanels for CIES (February 2023). Collaboration on work on dashboards for UN Transforming Education Summit (TES) Global Platform Action Track 1. |
Impact | Development of dashboard indicator framework for use in discussions of traning materials for GRESP. Scoping paper for GPE KIX (published 2019 Unterhalter, Parkes and Howell) developed in discussion with UNGEI. Participated in discussions of direction for UNESCO Gender Review. Plans for Girls' education day (2021). 2022 UNGEI participated in discussions AGEE cross national dashboards and appeared on platform with AGEE at UKFIET girls education day. 2023 shared platform at CIES conferences - panel discussion on problematising girls' education (https://www.ungei.org/event/problematising-girls-education-and-what-needed-progress-debate) 2024 participated in planning for Cape Town workshop (October 2024) |
Start Year | 2009 |
Description | UNESCO |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Country | France |
Sector | Academic/University |
PI Contribution | AGEE team researched and wrote systematic review commissioned by UNESCO on gendered effects of school closures. This fed into the planning work UNESCO did in preparing for the Transforming Education Summit (TES) at the UN in September 2022, and the focus of a work stream on strengthening data and dashboards arising from TES. The organisational work for this in which AGEE has involved with UNESCO and UNICEF in the Global Platform launched March 2023 (https://www.un.org/en/transforming-education-summit/advancing-gender-equality). In October 2023 the AGEE team collaborated with UNESCO to host a meeting in Paris reporting on the AGEE cross national composite indicator, the AGEE dashboard, and inviting participation from other projects and collaborations working on improving data on gender and education. Ther AGEE team led a bid with UNESCO to KIX call on improving data which was successful, Project started March 2024. |
Collaborator Contribution | Participation in consultations on the AGEE cross national dashboard (2022), involvement of AGEE with drafting documents for TES (2022) and development of dashboards (2023). Presented AGEE cross national dashboard at meeting co-hosted with UNESCO at Paris Headquarters (October 2023). Co authored successful bid to IDRC for funding for third phase of AGEE research 'Bridging AGEE'. Launched March 2024 . AGEE has partnered with UNESCO on the global accountability dashboard arising from the Transforming Education Summit (TES). UNESCO co-organised with AGEE the October Paris meeting on high quality data, prepared and published the report of the meeting (https://unesdoc.unesco.org/ark:/48223/pf0000388490), featured AGEE on the dashboard linked to measuring accountability for the TES, and partnered with AGEE in developing the successful bid to IDRC KIX for funding for the Bridging AGEE |
Impact | Co-authored report 'When schools are shut: gendered effects of school closures (2022 https://unesdoc.unesco.org/ark:/48223/pf0000379270) ; presentation on a panel at CIES convened by UNESCO March 2022, collaboration on drafting position paper for Action Track i at TES, 2023 co-hosted Paris meeting on Advancing gender and education through high quality data (https://unesdoc.unesco.org/ark:/48223/pf0000388490) Elaine Unterhalter was invited by UNESCO to speak at the first UIS conference on education data, Paris, Feb 2024 |
Start Year | 2021 |
Description | UNESCO GEM Report team |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Country | France |
Sector | Academic/University |
PI Contribution | Comment on and assistance with development of draft indicator framework for use at global level. Ideas utilised in Gender Review, 2019. Used in presentations for Gender at the Centre Initiative, 2019 Commissioned to write concept paper on intersectionality and partnership with non state partners (2020) 2021 partnered in presentation at CIES conference on line. 2022 linked member of GEM Report team with NORRAG for presentation at the SDG Missing Data event (June 2022) 2022 discussed development of dashboard on gender and education policies |
Collaborator Contribution | Comment on draft dashboard for national indicaotr framework. Networking with global partners Contributed background papers on gender to a range of GEM reports. This partnership pre-dates this award. 2022-2023 Member of GEM Report team active member of AGEE Advisory Committee participating in discussions of cross national dashboard and composite indicator. |
Impact | Draft indicator frameworks reported in GPE blog https://www.globalpartnership.org/blog/making-gender-equality-reality-education-what-will-it-take Indicator framework in UINESCO GEM report Gender Review, 2019. Discussions on AGEE cross national indicator (www.gendereddata.org) |
Description | UNESCO GEM Report team |
Organisation | United Nations Educational, Scientific and Cultural Organization |
Country | France |
Sector | Academic/University |
PI Contribution | Comment on and assistance with development of draft indicator framework for use at global level. Ideas utilised in Gender Review, 2019. Used in presentations for Gender at the Centre Initiative, 2019 Commissioned to write concept paper on intersectionality and partnership with non state partners (2020) 2021 partnered in presentation at CIES conference on line. 2022 linked member of GEM Report team with NORRAG for presentation at the SDG Missing Data event (June 2022) 2022 discussed development of dashboard on gender and education policies |
Collaborator Contribution | Comment on draft dashboard for national indicaotr framework. Networking with global partners Contributed background papers on gender to a range of GEM reports. This partnership pre-dates this award. 2022-2023 Member of GEM Report team active member of AGEE Advisory Committee participating in discussions of cross national dashboard and composite indicator. |
Impact | Draft indicator frameworks reported in GPE blog https://www.globalpartnership.org/blog/making-gender-equality-reality-education-what-will-it-take Indicator framework in UINESCO GEM report Gender Review, 2019. Discussions on AGEE cross national indicator (www.gendereddata.org) |
Description | University of Kwazulu Natal |
Organisation | University of KwaZulu-Natal |
Country | South Africa |
Sector | Academic/University |
PI Contribution | This collaboration pre-dates this award,. The work undertaken through this award builds on relationships established through previous projhects. In this award we have contributed to jointly authored conference papers, a jointly authored paper submitted to an international journal, and included work by Professor Moletsane in the special issue of Compartive Education edited by Elaine Unterhalter on gender and girls' education (2023). promoting the profile of UKZN at international policy meetings and in international publications We have engaged with members of the Advisory Committee for AGEE convened by UNKZ, engaged in discussions about current and future research, and possible career paths for researchers. (2018-202) In 2021 Prof Moletsane spoke at the launch for the AGEE webiste and on a shared platform at the UKFIET conference. In 2022 an AGEE workshop took place at the DBE co-organised with Professor Moletsane In 2023 Prof Moletsane contributed a paper to the Special Issue of Comparative Education being edited through the work of the project . In April 2023 Prof Moletsane and Prof Unterhalter spoke about AGEE at the World Data Forum conference in China In December an application was made to UCL for funds for Prof Moletsane to work in London in 2024 to prepare a bid for AGEE Phase 3 in South Africa. Although this bid was unsuccessful, a collaborative bid is in preparation (March 2024) |
Collaborator Contribution | Sponsoring co-investigator to attend WERA conference, August 2018 in Cape Town. Provision of meeting rooms for convening of advisory committee, February 2019 and 2020 Contributed to research design, data collection and analysis, co-auhtored conference papers and presentations. Contributed presentation to launch of AGEE webiste (2021) and joint panel at UKFIET conference (2021) Ongoing discussions on AGEE dashboard as a cross national initiative and a national initiative in South Africa. Help with planning AGEE workshiop with Department of Basic Education (April 2023) |
Impact | Conference presentation, WERA, Cape Town August 2018; c onference presentation SAERA, October 2019 Convening South Africa Advisory Committee, February 2018 and February 2019 Presentations at launch of AGEE website (2021) and UKFIET conference (2021) Paper by Professor Moletsane in Special Issue of Comparative Education: Moletsane, R. (2022). Using photovoice to enhance young women's participation in addressing gender-based violence in higher education. Comparative Education, 1-20. |
Description | World Values Survey |
Organisation | World Values Survey Association |
Country | Austria |
Sector | Charity/Non Profit |
PI Contribution | AGEE team led the co-ordination of inputs by gender and education experts suggesting additional questions on gender and education to be included in the World Values survey modules |
Collaborator Contribution | Currently (March 2023) assessing the proposals made by the AGEE team and associates |
Impact | Detailed analysis of questionsin World Values survey, and identification of gaps around gender and education |
Start Year | 2022 |
Description | Article on accountability in Japanese Vogue |
Form Of Engagement Activity | A magazine, newsletter or online publication |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Article in Japanese Vogue (Main Text: Reina Shimizu Editor: Yaka Matsumoto) on accountability at time of Japanese Olympic Games, September 2021 |
Year(s) Of Engagement Activity | 2021 |
Description | COVID effects |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Public/other audiences |
Results and Impact | Panel presentation UCL IoE series 'What if' on girls' education and COVID |
Year(s) Of Engagement Activity | 2021 |
Description | Conference presentation UKFIET |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Presentation at UKFIET conference |
Year(s) Of Engagement Activity | 2021 |
Description | Dialogue with GPE |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Reviewing global public goods on gender and education |
Year(s) Of Engagement Activity | 2018 |
Description | Gender and missing education data |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Planning and reviewing missing data on gender and education |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.norrag.org/missing-data-project/ |
Description | Participation in parliamentary discussion |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Brief presentation/question relating to our researchproject and the perspectives of GPE in the context of the UK government's strategy on girls' education |
Year(s) Of Engagement Activity | 2020 |
Description | Presentation of AGEE dashboard |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Presentation of AGEE dashboard in module on Gender, Education & Development in MA degree , UCL |
Year(s) Of Engagement Activity | 2020 |
Description | Presentation of Dashboard |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Presentation to IIEP UNESCO of AGEE dashboard and discussion of proposed indicators |
Year(s) Of Engagement Activity | 2020 |
Description | Presentation of dashboard and indicators |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Discussion with core GPE indicators team on AGEE dashboard |
Year(s) Of Engagement Activity | 2021 |
Description | Presentation to Global Dialogue 2021 |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Other audiences |
Results and Impact | Wider discussion of AGEE framework with both critics and people using simialr frameworks |
Year(s) Of Engagement Activity | 2021 |
URL | https://hd-ca.org/conferences/hdca-global-dialogue-2021 |
Description | Research sharing South Africa |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Policymakers/politicians |
Results and Impact | Presentation of key elements in AGEE framework and dashboard for monitoring gender equality and education |
Year(s) Of Engagement Activity | 2020 |
Description | Seminar series on education and child poverty |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Postgraduate students |
Results and Impact | Series of 4 seminars (4 March, 23 March, 15 April and 3 May) organised as a partnership with the Philosophy of Education Society of GB. Leading to discussion of philosophical issues associated with thinking about gender and child poverty |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.philosophy-of-education.org/events/large-grant-seminar-series-1/ |
Description | Talk at Girls Education day |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | girls education day, as part of programme for refunding GPE |
Year(s) Of Engagement Activity | 2021 |
URL | https://girlseducationchallenge.org/media/n4xfl00b/ged_flyer_final.pdf |
Description | Talk on gender and BRICS at book launch |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Presentation on gender and education issues at book launch for BRICS Handbook |
Year(s) Of Engagement Activity | 2021 |
URL | https://www.wider.unu.edu/event/kunal-sen-joins-webinar-brics-and-emerging-economies |
Description | Technical meeting (London) to discuss developing a dashboard for monitoring gender equality in education |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | The purpose of this technical meeting co-organised by the AGEE project and the UNESCO Global Education Monitor (GEM) was: i) to review a dashboard concerned with gender equality and education developed from these phases of work and to consider this as a possible shared indicator framework for a community of practice concerned with gender equality and education to compare across countries to evaluate progress towards gender equality in education. This indictor framework might become a useful review mechanism for countries to use in developing Education Sector Plans ii) to discuss the advantages and disadvantages of a composite indicator of gender equality in education to be developed for the UNESCO GEM 2020 which will focus on inclusion and education The meeting buildt on consultations held in London in September 2015 which produced the UNGEI working paper Measuring gender inequality and equality in education . At the techncial meeting a community of practice working on gender equality and education indicaotrs convened, discussed exiting indicatotr frameworks, and the potential to build on these |
Year(s) Of Engagement Activity | 2019 |
URL | https://www.globalpartnership.org/blog/making-gender-equality-reality-education-what-will-it-take |
Description | UN Women expert group |
Form Of Engagement Activity | A formal working group, expert panel or dialogue |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Policymakers/politicians |
Results and Impact | Development of report by UN Women f |
Year(s) Of Engagement Activity | 2019 |
Description | school visit (London) |
Form Of Engagement Activity | A talk or presentation |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Schools |
Results and Impact | Puropose to inform Year 10 students of what working in socila policy on gender and education with global organisations involved and some of the key contemporary issues about measurment and indicators |
Year(s) Of Engagement Activity | 2019 |