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)
- United Nations (UN) (Collaboration)
- University of KwaZulu-Natal (Collaboration)
- World Values Survey Association (Collaboration)
- United Nations Educational, Scientific and Cultural Organization (Collaboration)
- University of Malawi (Collaboration)
- UNIVERSITY OF JOHANNESBURG (Collaboration)
- Global Partnership for Education (Collaboration)
- Organisation for Economic Co-operation and Development OECD (Collaboration)
Publications
Vaughan R
(2022)
A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls' education
in Comparative Education
| 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 has been used by UNICEF and UNESCO in reviewing the range of dashboards available to support the work of the Globsal Platform for gender equality in and through education (March 2023). 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. 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. |
| 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 | 04/2018 |
| 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 | 05/2021 |
| End | 12/2021 |
| Description | UNESCO |
| Amount | £6,000 (GBP) |
| Organisation | United Nations Educational, Scientific and Cultural Organization |
| Sector | Academic/University |
| Country | France |
| Start | 06/2020 |
| 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 | 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 wrsap up seminar (2022) |
| Collaborator Contribution | Drawing on ideas, discussions, and knowledge of literature sources generated through the project |
| Impact | Collaboration on ideas for follow ons from SPHEIR , including deployment of AGEE framework (2022-3) Presentation at SPHEIR wrap up seminar (2022) Presentation to SPHER 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 |
| 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) |
| 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 |
| 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 | 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 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 | 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 | 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. |
| 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. |
| 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) |
| Start Year | 2020 |
| 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. |
| 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 |
| 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) |
| 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) |
| 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 |
| 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 |
| Start Year | 2018 |
| Description | UN Girls Education Initative |
| Organisation | United Nations (UN) |
| Department | United Nations Girls Education Initiative |
| Country | Global |
| Sector | Public |
| PI Contribution | 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) |
| 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) |
| 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) |
| 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, |
| 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 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 will speak about AGEE at the World Data Forum conference in China |
| 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 (scheduled May 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 |