Accountability for Gender Equality in Education - Statistical Expansion
Lead Research Organisation:
University College London
Department Name: Education, Practice & Society
Abstract
This application for follow on funding to the Accountability for Gender Equality in Education (AGEE) project builds on the work done thus far to develop an indicator framework for gender equality in education linked with the Sustainable Development Goals (SDGs), reviewed through critical participatory discussion at local, national, and international levels. Through this work we have investigated how stakeholders engage with accountability processes concerning education, equalities and rights, and the gender dynamics of learning outcomes. Work on AGEE in 2018-2020 has led to the conceptualisation of an indicator dashboard comprising data under a range of headings concerned with analyzing levels of gender inequality and equality in an education system, and processes that can lead to change. This has potential to be used in national planning (e.g. in preparing Education Sector Plans) and in cross-national monitoring and assessment exercises, such as UNESCO's annually published Global Education Monitoring (GEM) Report where information is assembled for governments, organizations and citizens to hold each other accountable.
This follow on project is for research augmentation to achieve three further key outcomes:
i) To compile information in the dashboard across a range of national contexts
ii) To develop a composite indicator of gender equality in education based on this to assist international comparisons and benchmarking
iii) For technical work on visualizations (representations in striking visual form) and translations for national planners to make the AGEE dashboard more user friendly for practitioners.
This follow on project is for research augmentation to achieve three further key outcomes:
i) To compile information in the dashboard across a range of national contexts
ii) To develop a composite indicator of gender equality in education based on this to assist international comparisons and benchmarking
iii) For technical work on visualizations (representations in striking visual form) and translations for national planners to make the AGEE dashboard more user friendly for practitioners.
Planned Impact
This project will benefit a community of practice comprising policy makers and practitioners associated with developing gender and education indicators for the GRESP Gender Responsive Education Sector Plans) project, as well as the Gender at the Centre initiative at UNESCO's International Institute of Educational Planning (IIEP), Both these initiatives are led by UNGEI (UN Girls' Education Initiative), with whom we have a close and well established working relationship. UNGEI was closely involved in the planning and development of the first phase of AGEE (Accountability for Gender Equality). Both these initiatives support the right of all to quality education and aim to bring a gender lens to all aspects of education sector planning and systems, so that governments can deliver on their commitments to gender equality in education . The dashboard and training materials proposed for this project will feed directly into the work of these teams. The team working on UNESCO's Global Education Monitor (GEM) Report, with whom we have a long-standing relationship, will benefit from the work on the composite indicator which will help them develop cross national comparisons and background papers. We have worked closely with National Statistical Offices in Malawi and South Africa, and have been in dialogue with UNESCO Institute for Statistics and UNCTAD. They will benefit from the presentations of our dashboards and the training materials we generate.
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)
- Organisation for Economic Co-operation and Development OECD (Collaboration)
- Global Partnership for Education (Collaboration)
Publications
Longlands H
(2023)
International Encyclopedia of Education(Fourth Edition)
Moletsane R
(2022)
Using photovoice to enhance young women's participation in addressing gender-based violence in higher education
in Comparative Education
Pankhurst, C
(2022)
Girls' education and climate change: A criticsal review of the literature
Terzi L
(2023)
Philosophical Reflections on Child Poverty and Education
in Studies in Philosophy and Education
Unterhalter E
(2022)
Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement
in Journal of Human Development and Capabilities
Unterhalter, E
(2022)
Realising SDG 4: What more should be done for girls' education?
Unterhalter, E
(2022)
International Encyclopedia of Education
Unterhalter, E.
(2023)
A simplistic approach will undermine education's potential to empower women
| Description | This project was for follow on funding for the main AGEE project (2018-2021) which had set out to undertake a consultative project to develop a framework for a more holistic approach to evaluating and measuring gender equality in education, that went beyond the widely used measures of gender parity, which failed to document and assess many of the key areas of gender inequalities and injustice in and through education. The AGEE Framework was the main output of Phase 1 of the project. In Phase 2 we worked to populate the AGEE cross national dashboard and to begin work on national dashboards. We have developed a method for consultations on indicators for the cross national and national dashboards, criteria for including indicators, and have helped distinguish between indicators that describe gender and education relationships, and those that can help transform unjust relationships. We have also initiated consultations so that the AGEE dashboards are seen as useful not just to governments and inter governmet organisations, but also to project, neighbourhoods, education institutions, and networks of institutions. |
| Exploitation Route | Discussions are ongoing with a range of international organisations (UNESCO, UNICEF, ECW) on the uses that can be made of the AGEE cross national dashboard, and with governments (Malawi, South Africa, Sierra Leone, and Nigeria) and support agencies (GCI, UNGEI) of the ways national dashboards can be developed. The AGEE Framework is being used in discussion with implementing partners from the GEC (Girls Education Challenge) portfolio, and is under discussion with a number of universities in Southern Africa. |
| Sectors | Education |
| URL | http://www.gendereddata.org |
| Description | The findings have been used in expanding the way in which gender equality in and through education is discussed in the UNESCO GEM Reports, in the analysis made for the UN Transforming Education Summit (2022), the development of the NORRAG project on the SDGs and missing gender data, and in discussions with UNGEI, UNDP, UNESCO and UN Women on how questions in the World Values Survey can be expanded to take in further questions on gender and education. |
| First Year Of Impact | 2022 |
| Sector | Education |
| 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 | Collaboration with GEC |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Working to support building an enhanced network of discussion and trust to work on gender and girls' education issues, think about MEL, and sustainablity together |
| URL | https://girlseducationchallenge.org/blogs/blog-article/building-momentum-on-girls-education/ |
| 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 | Development of missing gender and education data project |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| URL | https://www.norrag.org/missing-data-project/ |
| 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 | UCL GCNA Consolidator Award |
| Amount | £19,945 (GBP) |
| Funding ID | 574063 |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 10/2022 |
| End | 03/2023 |
| Title | AGEE dashboards |
| Description | The AGEE team has developed a process for building dashboards for work on gender equality and education which includes a process for specifying aims and approach, setting criteria, selecting indicators, and validating the dashboard approach |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | The AGEE dashboard is currently being developed as a cross national tool for use internationally and by selected governments |
| URL | http://www.gendereddata.org |
| Title | AGEE cross national dashboard |
| Description | Indicators for AGEE cross national dashboard assembled through AGEE consultations )2022 and 2023) |
| Type Of Material | Database/Collection of data |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | The AGEE dashboard is being discussed as part of the work of the Global Platform for gender equality in and through education as one of a range of dashboards that will be brought together to merge relevant data linked to realising the programme put forward at the Transforming Education Summit (2022|) |
| URL | http://www.gendereddata.org |
| 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 | AGEE and CEID higher education showcase |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Discussed AGEE work and how the framework could be applied to research and monitoring work in higher education. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.eventbrite.co.uk/e/reimagining-higher-education-and-international-development-tickets-36... |
| Description | AGEE at HDCA conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Convened panel at HDCA conference to look at capability inspired measurement frameworks in education and health |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://hd-ca.org/conferences/2022-hdca-conference-antwerp-belgium |
| Description | Blog about data, gender and refugees from Ukraine |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Blog researched and written on gender, education and data relating to refugees from Ukraine |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://blogs.ucl.ac.uk/ceid/tag/ukraine/ |
| Description | Blog for SDG Action |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Wrote blog about AGEE and need for a more holistic approach to girls' education as part of media promotion for Women's Day and CSW |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://sdg-action.org/a-simplistic-approach-will-undermine-educations-potential-to-empower-women/ |
| Description | Blog on gender and secret girls' schools in Afghanistan |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Analysis of the history of how and in what ways girls schooling in Afghanistan became a global issue and what kind of data or lack of data were cited |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://theconversation.com/the-history-of-secret-education-for-girls-in-afghanistan-and-its-use-as-... |
| Description | Seminar at University of Johannseburg |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Discussed different ways to think about gender and education and the evolution of the AGEE framework and how could be used at a higher education institute |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.uj.ac.za/wp-content/uploads/2022/02/uj_sarchi-tl-_gendereducation.pdf |
| Description | Sierra Leone workshop with GCI |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation of AGEE framework to key practitioners in Sierra Leone (education department, police, finance, departments concerned with culture, women and gender) and discussion about how indicators about gender could be useful in policy and [planning |
| Year(s) Of Engagement Activity | 2022 |
| Description | Talk to NORRAG webinair Girls education: counting the uncounted |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The aim was to highlight the work the AGEE project has done to help identify and address some of the issues around missing data on girls' education and gender equality. The webinair led to a commission to contribute a chapter to a book edited by the NORRAG team on missing data and SDG4, to a panel proposed and accepted for the World Data Forum (due to take place Aril 2023) on this theme in which AGEE will participate, and to inputs into highlighting missing data as one strand in the work raised at the UN Transforming Education Summit, September 2022, In addition the AGEE team led a joint letter to the World Values Survery requesting the inclusion of additional questions on gender and education , which are currently being reviewed. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.norrag.org/event-highlights-girls-education-counting-the-uncounted/ |
| Description | UCL lunch hour lecture |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Part of a panel giving a lunch hour talk at UCL entitled 'Is girls' education the answer to everything?' |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.ucl.ac.uk/events/events/2022/nov/lunch-hour-lecture-girls-education-answer-everything |
| Description | UKFIET girls' education day |
| 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 at opening panel on how the AGEE framework provides a more holistic approach to evaluating and thing about girls' education interventions; throughout the day participation in working groups concerned with building networks |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.ukfiet.org/events/realising-sdg4-what-more-should-we-be-doing-for-girls-education/ |
| Description | Work with Transforming Education Summit at UN |
| 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 | Work with the team preparing for the Transforming Education Summit (TES) on the background paper, and taking forward recommendations about building dashboards and identifying data |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.un.org/en/transforming-education-summit/advancing-gender-equality |