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)
- Equal Measure (Collaboration)
- United Nations (UN) (Collaboration)
- United Nations Educational, Scientific and Cultural Organization (Collaboration)
- World Values Survey Association (Collaboration)
- University of Malawi (Collaboration)
- Global Partnership for Education (Collaboration)
- Organisation for Economic Co-operation and Development OECD (Collaboration)
- University of KwaZulu-Natal (Collaboration)
Publications
AGEE
(2024)
Kenya Spotlight Brief
AGEE
(2024)
Indonesia Spotlight Brief
AGEE
(2024)
Malawi Spotlight Brief
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
Peppin Vaughan R
(2025)
Does women's education improve the sex ratio at birth? Gender, agency and sex-selective abortion in South and East Asia: a critical literature review
in Women's Studies International Forum
Peppin Vaughan, R
(2025)
AGEE Dashboards March 2025
Peppin Vaughan, R
(2025)
Technical note to accompany the March 2025 AGEE Dashboards
| 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 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 h also initiated consultations so that the AGEE dashboards are seen as useful not just to governments and inter government organisations, but also to project, neighbourhoods, education institutions, and networks of institutions. IN 2024 we published a 'How to' guide on how to run an AGEE workshop and consider issues around selecting indicators, and through our further grant , awarded by IDRC in March 2024, under the KIX GPE data and education systems programme of work, we held two national dashboard meetings in Indonesia and Kenya in close collaboration with the Ministry of Education in each country. In Kenya the AGEE methods will be used in county level planning on how to expand the EMIS (Education Management Information Systems). We have assembled a large dataset that allows us present all the data on the AGEE cross national dashboard and draw on for the AGEE composite indicator. Visualizations of these data ertr presented at the AGEE-UNESCO Paris meeting in October 2023, the consultation on the AGEE neighbourhood dashboard , London, July 2023, and the UIS Paris engagement day, February 2024. Spotlight country briefs using these data for Indonesia, Kenya and Malawi were published on the AGEE website in 2024 and were discussed in webinars in December 2024 and January 2025. The general AGEE methodolology was presented in a KIX EMAP webinar in March 2024 with large participation and translation into Russia and Arabic. A workshop on the project was part of the Africa Gender Statistics Forum in July 2024. On March 8 2025 data collated in the cross national data base for 47 countries and visualizations of the AGEE cross national dashboard were released for 47 countries. This was presented at a public seminar on March 5, with approximately 50 people in person and 70 on line. |
| 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, Kenya and Indonesia) 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. A collaborative research project with GEC projects in Kenya (2023) looked at how the AGEE framework could support MEL work and sustainability of GEC projects. The AGEE cross national dashboard and composite indicator were presented at an expert meeting in Paris co[hosted with UNESCO in October 2023, and at the UIS engagement day in February 2024. IDRC awarded AGEE a three year further grant for work on the global, national and local phases of the AGEE project with work beginning in March 2024. IN Kenya, Malawi and Indonesia national dashboards will be built. In each country 4 local sites have been selected for local dashboard work and the process to plan that is now being developed ( March 2025). The British Acsdemy awarded a grant for further work on using the dashboards in 2024, and local level consultation with women leaders affected by different forms of climate change will form the main focus of this. As part of the IDRC funded programme work is being done on how AI might be used in developing an indicator countries can use in reviewing curriculum content with regard to presentation of ideas about gender. |
| 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. The AGEE dashboard is being used to think about the gender accountability dashboard for the Transforming Education Summit (TES). The visualizations from the AGEE data are being presented to FCDO education advisers. In 202 the AGEE methodology for thinking about national dashboards was used in national workshops in Kenya, Malawi and Indonesia, and is being planned for use in 4 neighbourhoods in each country. |
| First Year Of Impact | 2022 |
| Sector | Education |
| Impact Types | Policy & public services |
| Description | AGEE and higher education institutions |
| Geographic Reach | Africa |
| Policy Influence Type | Contribution to new or improved professional practice |
| 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 | 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 | UCL GCNA Consolidator Award |
| Amount | £19,945 (GBP) |
| Funding ID | 574063 |
| Organisation | United Kingdom Research and Innovation |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2022 |
| End | 03/2023 |
| Description | Women, climate action and education |
| Amount | £167,713 (GBP) |
| Funding ID | IORCRG\101630 |
| Organisation | The British Academy |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 05/2024 |
| End | 12/2025 |
| 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. A substantial database has been created for the AGEE cross national dashboard, and significant work completed on the AGEE composite indicator. Work has been conducted with the Departments of Education in South Africa and Malawi on a national AGEE dashboard In 2024 Spotlight briefs were published for Malawi, Kenya and Indonesia using data from the cross national dashboard, together with a technical note on how the data had been collated and the visualization approach. In March 2025 country profiles from the cross national dashboard were prepared for 47 countries and launched on Intenational Women's Day |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | The AGEE dashboard has been developed as a cross national tool for use internationally. National dashboards are in discussion for South Africa, Malawi and Sierra Leone. The AGEE dashboard approach has been used by GCI in its work with governments in West Africa. The AGEE cross national dashboards March 2025 were launched to coincide with International Women's Day. In July 2024 they were promoted at a meeting of UN Commission for Africa in Gaberone |
| URL | http://www.gendereddata.org |
| Title | AGEE cross national dashboard |
| Description | Indicators for AGEE cross national dashboard assembled through AGEE consultations )2022 and 2023) Substantial database of selected indicators Code written for composite indicators |
| Type Of Material | Database/Collection of data |
| Year Produced | 2022 |
| Provided To Others? | Yes |
| Impact | The AGEE dashboard has been promoted as part of the work of the Global Platform for gender equality in and through education as one of a range of dashboards 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 | 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. Inception phase for Bridging AGEE work carried out 2024. national AGEE workshop (February 2025) |
| 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) Convening NAG for Bridging AGEE project and national workshop (February 2025) |
| 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 successful and Bridging AGEE set up. AGEE spotlight brief published (December 2024) |
| Start Year | 2018 |
| 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. Further discussions on collaboration (2025) |
| 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. (2023) and discussions about further collaborations (2025) |
| 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 AGEE March 2025 dashboards (www.gendereddata.org) |
| 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. Helped develop AGEE dashboards and support members of Equal Measures networks |
| 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 (2023) Supported inception phase of Bridging AGEE project (2024) Attended London team meeting for Bridging AGEE (2025) and Expert Group meeting (co-convened AGEE and UNESCO) (March 2025) |
| Impact | Successful funding bid to IDRC for third phase of work on AGEE (2024-2027) Collaboration on Global Accountability Platform 9https://www.egeresource.org/global-accountability-dashboard/) |
| 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 featuring work of GCI (published 2024) Reviewed joint funding bids (2024) Collaborated at UNGEI Femnet4GTE meeting (October 2024) Joint meeting with UNGHEI (January 2025) |
| 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, Comments on AGEE approach and dashboard (2024). Discussions of collaboration on larch of March 2025 dashboards |
| 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 AGEE Marc h 20205 cross national dashboards |
| 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 published 2024) Received funding from GPE KIX for Bridging AGEE project (2024-2027) |
| 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) Attended AGEE meetings, London March 2025 |
| 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 Article on GPE - Unterhalter, E. (2024). Soft power in complicated and complex education systems: Gender, education and global governance in organisational responses to SDG 4. International Review of Education, 70(4), 547-573. |
| Start Year | 2018 |
| Description | UN Girls Education Initative |
| Organisation | United Nations (UN) |
| Department | United Nations Girls Education Initiative |
| Country | Global |
| Sector | Public |
| PI Contribution | 2024 Attended Johannesburg Femnet4 GTE conference 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 on panels for CIES (February 2023). Collaboration on work on dashboards for UN Transforming Education Summit (TES) Global Platform Action Track 1. Planned panel for CIES (2025) on Gender Transformative Education |
| 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) Unterhalter, E. (2024). Soft power in complicated and complex education systems: Gender, education and global governance in organisational responses to SDG 4. International Review of Education, 70(4), 547-573. |
| 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. 2024-2025 AGEE UCL team and representatives of UNESCO , based in Indonesia, Kenya, Malawi, Zimbabwe and HQ, collaborated in the inception phase of the Bridging AGEE project with joint papers delivered at Gaberone meeting of gender statistics experts (June 2024), HDCA conference Kolkota (September 2024), National AGEE Dashboard workshops in Indonesia (January 2025) and Malawi and Kenya ( February 2025). A joint team meeting was held in London in March 2025 with a public seminar on March 5 2025. |
| 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. Supported work in inception phase of Bridging AGEE project, meetings at Gaberone gender and statistics workshop, national AGEE dashboard meetings in Indonesia, Kenya and Malawi attended by senior members of government and civil society,. |
| 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. Caine Rolleston and Esthery Kunkwnzu from AGEE and Matthias Eck from UNESCO attended the Gaberone UN Women gender statistics meeting. Joint seminar organised at UCL (March 2025) https://www.gendereddata.org/event/gender-equality-in-and-through-education-global-and-national-perspectives/ |
| 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 (2022) Invited members of World Values team to Expert Group meeting with UNESCO (2025) |
| Collaborator Contribution | Currently (March 2023) assessing the proposals made by the AGEE team and associates. Suggestions not accepted 2023. Further invitations issues 2025 |
| 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 | Presentation to Joint Africa Gender Statistics Forum |
| 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 | Beyond parity: Thinking about gender, education and statistics. Presentation to staff from National Statistical Offices from 27 African countries |
| Year(s) Of Engagement Activity | 2024 |
| URL | https://www.uneca.org/eca-events/sixth-africa-gender-statistics-forum |
| 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 | Seminar on global and national perspectives on gender equality in and through education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | the week of International Women's Day (8 March), this seminar is an opportunity to engage with those seeking to make gender equality in education a reality. The seminar is hosted as part of the work of Accountability for Gender Equality in Education (AGEE): Bridging the local, national and global, a collaborative research project, led by University College London (UCL) in partnership with UNESCO and the University of Malawi. The project seeks to redefine how gender equality in and through education is understood, measured, and advocated for globally. Reflections on these themes will be presented from UNESCO and representatives of the governments in Indonesia, Malawi and Kenya, who work on gender and education policies. Some of the AGEE initiatives will be outlined to support thinking about gender equality in and through education in ways that goes beyond basic gender parity indicators, using a more comprehensive and participatory approaches to data collection, usage, and advocacy. This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre (IDRC), Canada. This event will be particularly useful for researchers, policymakers, and individuals interested in current affairs from international organisations. Speakers Ms Justine Sass, Chief of Section on Education for Inclusion and Gender Equality, UNESCO HQ - Data on gender equality in and through education at the global level Dr Irsyad Zamjani, Director of Center for Education Standards and Policy, Indonesian Ministry of Basic and Secondary Education - Gender issues in education in Indonesia Mr James Namfuko, Deputy Director Of Education Planning, Ministry of Education, Government of Malawi - Gender and education in policy and practice in Malawi Ms Anne Wanjiru Ngatia, Deputy Director of Research, Innovation & Educational Assessment Resource Centre Kenya National Examination Council, Ministry of Education, Kenya - Addressing gender in and through education in Kenya Professor Elaine Unterhalter, IOE, UCL's Faculty of Education and Society (Chair) |
| Year(s) Of Engagement Activity | 2025 |
| 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 | Webinar for KIX EMAP |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | his online workshop explored the role of data in accountability for gender equality in education, through the work of the Accountability for Gender Equality in Education (AGEE) project. The session presented the project's work in constructing national dashboards on gender equality in education, and explored the issues and methodological challenges that have emerged in these processes. The workshop shared some initial findings from the dashboards, showing some of the potential ways the data illuminates particular areas of discussion, and also shared initial work on the composite indicator. Finally the workshop highlighted some of the gaps in data, professional expertise, and opportunities for dialogue that have emerged through work on AGEE and outline how upcoming initiatives aim to address some of these issues. The workshop was simultaneously translated into Russian and Arabic and over 180 people attended. More details can be found here: NORRAG -KIX EMAP Workshop: Cross-National Dashboards for Accountability for Gender Equality in Education - NORRAG. A video of the workshop can be viewed on YouTube here. |
| Year(s) Of Engagement Activity | 2024 |
| URL | https://www.norrag.org/event-highlights-kix-emap-workshop-cross-national-dashboards-for-accountabili... |
| Description | Webinar on Kenya and Indonesia spotlight briefs (December 2024) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This online webinar was intended to launch the AGEE Spotlight briefs for Indonesia and Malawi and explain the methodology in constructing the AGEE radar diagrams and visualizations |
| Year(s) Of Engagement Activity | 2024 |
| 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 |