4 th International Conference on Language and Education : MLE for All and the Pacific –Policies,...
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Education, language and gender equality in East Asia and the Pacific: An interactive panel discussion 4 th International Conference on Language and Education : MLE for All and the Pacific –Policies, Practices and Processes November 6-8, 2013
4 th International Conference on Language and Education : MLE for All and the Pacific –Policies, Practices and Processes November 6-8, 2013
4 th International Conference on Language and Education : MLE
for All and the Pacific Policies, Practices and Processes November
6-8, 2013
Slide 2
MDGs 2 & 3 and the EFA Goals 1.Expand Early Childhood Care
and Education 2.Achieve Universal Primary/Basic Education (UPE)
3.Provide Life Skills and Lifelong Learning 4.Improve Literacy
Rates 5.Achieve Gender Parity and Equality in Education 6.Provide
Quality Education MDG 2: All children, complete a full course of
primary education by 2015 MDG 3: Eliminate gender disparity in
primary and secondary education, preferably by 2005, and in all
levels of education on later than 2015
Slide 3
Gender Equality in Education EFA Goal AccessQuality MDG Goals
Labour Market Outcomes 3 Gender Equality in Education
Slide 4
Network launched in 2000 by Kofi Annan to help achieve
international goals for gender equality in education EAP UNGEI: 18
partner organizations, welcomes UN agencies, governments, NGOs,
CSOs, the private sector, individuals, communities and families
Provides stakeholders with a platform for action and galvanizes
their efforts to get all girls and boys into school A world where
all girls and boys will have equal access to free, quality
education The UN Girls Education Initiative
Slide 5
A platform for partners at the global, regional, national and
sub-national levels to promote girls education and contribute
towards gender equality in education and through education. A
multi-stakeholder partnership consisting of UN agencies,
governments, NGOs, INGOs, CSOs, donors and even the private sector
who work together with their respective comparative advantages and
vast experiences to effect policy change for improving the quality
and availability of girls education in support of the gender-
related Education for All (EFA) goals and the second and third
Millennium Development Goals (MDGs).
Slide 6
Gender Responsive Policy Making and Advocacy Collection and
Dissemination of Good Practice Partnerships and Collaboration What
we do Strengthen programmes for girls education by ensuring
national education plans are gender responsive
Slide 7
Contests and calendars Raise public awareness on regional
issues of gender equality in education Education on the multiple
benefits from gender equality in education GJ KimKWDI Collaborative
Seminar, Seoul, 13 Dec 2012
Slide 8
Regional Priorities of UNGEI Strengthen access for girls, and
focus on boys who are underperforming Pay due attention to gender
equality in curriculum and teaching Investigate the role of gender
in links between education and employment Explore gender-based
violence in schools Examine gender issues in ethnolinguistic
minority communities Strengthen gender analyses in early childhood
development
Slide 9
1. School related gender based violence Girls empowerment
Masculinity Early childhood 2. Marginalization and exclusion
Disability Language Migration Emergencies 3. Transition to
secondary education 4. Quality and learning environments UNGEI
priorities for 2013-2015
Slide 10
What are the key gender issues in the region?
Slide 11
East Asia and the Pacific The worlds most populous region with
diverse political and economic systems, ethnicity, language and
culture Rapid decline in poverty accompanied by increase in income
inequality Notable progress in narrowing the gender gap. In terms
of absolute gender parity the region is doing well A reverse gender
gap becoming apparent in the relative underachievement of boys
(Nauru, Mongolia, Fiji, Malaysia, Thailand and Philippines)
Disaggregated data reveals significant disparities in access to
education exist within countries
Slide 12
Gender issues in EAP Gender inequalities in transition from
pre-primary to primary, primary to secondary, and school to work A
reverse gender gap becoming apparent in the relative
underachievement of boys (Nauru, TL, Mongolia, Fiji, Malaysia,
Thailand and Philippines) Harmful gender stereotyping leading to
School Related Gender Based violence (SRGBV) Child marriage. 1 in 5
girls married before the age of 18
Slide 13
Where are we now in terms of achieving gender related
goals?
Slide 14
Gender equality in education - on the surface.. looks like we
are doing alright 14
Slide 15
Gender Parity in Access to Secondary Education, East Asia
Source: UNESCO EFA GMR 2008
Slide 16
16 Gender Parity & Equality Notes: Some important
indicators for monitoring EFA are only available at the country
level (no regional average). GPI: Gender Parity Index, GER: Gross
Enrolment Ratio, ANER: Adjusted Net Enrolment Rate, N/A: Not
Available. Source: UNESCO Institute for Statistics database,
accessed on February 2013.
Slide 17
Gender Parity in Access to Secondary Education, Asia Pacific 17
Gender Parity Index (GPI) for the gross enrolment ratios in
secondary education Source: UNESCO Institute for Statistics data
for 2011 Taken from: UNESCO and UNICEF (2012). Asia-Pacific End of
Decade Notes on Education for All EFA Goal 5: Gender Equality.
Countries whereby girls are severely disadvantaged. Countries
whereby girls are severely disadvantaged. Only 12 countries have
achieved gender parity. Only 12 countries have achieved gender
parity.
Slide 18
18 Gender Parity and Equality Gender Parity Index for Primary
Enrolment Ratio Note: Data for 2011 or latest year available.
Source: UNESCO Institute for Statistics database, accessed on
February 2013 Gender Parity Index for Secondary Gross Enrolment
Ratio
Slide 19
0 2 4 6 8 10 12 Average number of years of schooling Education
poverty Extreme education poverty 0.5 years Cambodia 6 years
Education Marginalization: Inequalities Within Countries Richest
20% (8.2 yrs) Poorest 20% (3.4 yrs) Male (6.5 yrs) Female (5.5 yrs)
Myanmar (5.6 yrs) Vietnam (8.3 yrs) Indonesia (9 yrs) Philippines
(9.4 yrs) Lao PDR (8.2 yrs) Rural (7.8 yrs) Urban (8.6 yrs) Urban
(3.8 years) Rural (3.4 years) Male Female Rich, urban boys (9.2
yrs) Rich, rural girls (7.5 yrs) Rich, rural boys (8.2 yrs) Rich,
urban girls (8.1 yrs) Poor, urban boys (4.1 yrs) Poor, urban girls
(3.6 yrs) Poor, rural girls (2.7 yrs) Poor, rural boys (4 yrs)
Slide 20
NER in Primary Education, 2006-2007 (ranked by gender gap)
Source: Lao MoE Annual Reports
http://www.devinfo.org/laoinfo/libraries/aspx/Home.aspx Disparity
exists
Slide 21
Source: Nepal Demographic and Health Survey 2011 Hidden
disparities: Socio-economic status have a clear influence on access
to education. Girls from poor families are less likely to go to
school but parity increases as family income increases Challenges
to MDG 3 in Asia-Pacific Access to education by gender and wealth
quintile, ages 5-14, Nepal 2011 (%)
Slide 22
Extreme education poverty Multiple exclusions in education:
Poor, rural girls in India have fewer years of education than rich
urban girls and boys Education poverty India Poorest quintile
Richest quintileUrban Rural Urban Rural Rich urban girls Rich urban
boys Bihar Poor rural boys Poor rural girls Poor Bihar girls Poor
Bihar boys Average years of schooling Challenges to MDG 3 in
Asia-Pacific Source: 2010 EFA Global Monitoring Report data for
India updated by UNICEF ROSA
Slide 23
Poverty, ethnicity and language fuel education marginalization
in Turkey The interaction between language, ethnicity and location
is a potent source of marginalization in education. One striking
illustration comes from Turkey. In most regions, 2% to 7% of those
aged 17 to 22 have fewer than four years of education, but in the
eastern region the figure rises to 21%. Young women speaking a
non-Turkish home language predominantly Kurdish are among the most
educationally marginalized. They average just three years of
education less than the national average for Senegal.
Slide 24
Slide 25
Gender Parity in Learning Outcomes (Reading), Asia Pacific
Country / TerritoriesDifference in score (Boy Girl), PISA 2009
Australia 37 Japan 39 ROK 35 New Zealand 46 HK-China 33 Indonesia
37 Kazhkstan 43 Kyrgystan 53 Macao-China 34 Shanghai-China 40
Singapore 31 Chinese Taipei 37 Thailand 38 In all the participating
countries in Asia- Pacific, the girls outperformed the boys in
reading. 25 Source: OECD (2010), PISA 2009 Results: What Students
Know and Can Do Student Performance in Reading, Mathematics and
Science (Volume I) http://dx.doi.org/10.1787/9789264091450-en
Slide 26
Gender Parity in Learning Outcomes (Mathematics), Asia Pacific
Country / TerritoriesDifference in score (Boy Girl), PISA 2009
Australia 10 Japan 9 ROK 3 New Zealand 8 HK-China 14 Indonesia 1
Kazhkstan 1 Kyrgystan 6 Macao-China 11 Shanghai-China 12 Singapore
5 Chinese Taipei 5 Thailand 4 In most participating countries in
Asia- Pacific, boys outperformed girls in mathematics. 26 Source:
OECD (2010), PISA 2009 Results: What Students Know and Can Do
Student Performance in Reading, Mathematics and Science (Volume I)
http://dx.doi.org/10.1787/9789264091450-en
Slide 27
Gender Parity in Learning Outcomes (Science), Asia Pacific
Country / TerritoriesDifference in score (Boy Girl), PISA 2009
Australia 1 Japan 12 ROK 2 New Zealand 6 HK-China 3 Indonesia 9
Kazhkstan 9 Kyrgystan 22 Macao-China 2 Shanghai-China 1 Singapore 1
Chinese Taipei 1 Thailand 13 In most participating countries in
Asia- Pacific, gender differences in science performance tend to be
small. Exceptions are Japan, Krygystan and Thailand where girls
outperform boys. 27 GJ KimKWDI Collaborative Seminar, Seoul, 13 Dec
2012 Source: OECD (2010), PISA 2009 Results: What Students Know and
Can Do Student Performance in Reading, Mathematics and Science
(Volume I) http://dx.doi.org/10.1787/9789264091450-en
Slide 28
In 2009, the male-female gap in terms of labour force
participation rate for Asia- Pacific was 25.2 percentage points. 28
Gender Parity in Labour Market Outcomes, Asia Pacific (contd) Taken
from: Women and labour markets in Asia: rebalancing towards gender
equality in labour markets in Asia / ILO Regional Office for Asia
and the Pacific; Asian Development Bank. Bangkok: ILO, 2011
http://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/documents/publication/wcms_154846.pdf
Slide 29
What role does the language play?
Slide 30
Globally, about 221 million school age children speak languages
at home that are not recognized in schools or official settings
Indigenous people and ethnic minorities face particularly severe
disadvantages in education 50% of the worlds out-of-school children
live in communities where the language of schooling is rarely used
at home (World Bank, 2005) In some countries ethnic and language
minorities account for a large share of the bottom 20%
Slide 31
In Vietnam, more than half of ethnic minorities live in
poverty, versus only 10 percent of Kinh. Ethnic minorities account
for 11 million of Vietnam's 87 million people, but constitute 44.4
percent of the poor. In Lao, over one-half of ethnic minority girls
never attended school at all, and of the other half, most completed
only two grades. Areas of marginalization compound each other. In
many linguistic-minority communities it is girls and women who tend
to be monolingual, being less exposed through schooling, salaried
labour, or migration to the national language (UNESCO, 2003).
Slide 32
Connections between Language and Marginality (UNESCO 2005)
Linguistic boundaries between the dominant group and the dominated
are usually quite clear. The elite in any society are invariably
speakers of the prestige language used in education, governance and
other official domains. Meanwhile, the most marginalized groups
have little access to the prestige language; they are speakers of
languages or dialects that are not valued, sometimes not even
recognized, by formal structures.
Slide 33
Connections between Girls, Language and Marginality (UNESCO
2005) Girls and women from marginalized groups are victims of
multiple disadvantages, and their access to schooling is the most
limited when schools expect them to have linguistic resources that
do not exist in their environment. Corson (1993) finds that the
three groups most affected by injustices in language policy and
planning in education are women and girls, the poor, and groups
with languages not represented in formal structures.
Slide 34
Dutcher (in CAL, 2001) and OGara & Kendall (1996) have
demonstrated that unless they work in markets or factories, girls
and women are much less likely than boys and men to be exposed to
the prestige language because their lives are more often restricted
to the home and family where the local language is spoken. This
means that girls are less likely than boys to understand school
instruction.
Slide 35
Differences in language competence often go unnoticed at
school, especially where girls are given fewer opportunities to
speak and are expected to perform less well than boys (OGara &
Kendall, 1996). Any reticence on the part of girls to speak may be
interpreted as evidence of limited academic ability, rather than
lack of exposure to the language of instruction.
Slide 36
Research studies that have looked at differences between boys
and girls have found that girls who learn in familiar languages
stay in school longer, are more likely to be identified as good
students, do better on achievement tests, and repeat grades less
often than their peers who do not get home language instruction
(Hovens (2002, 2003), Benson (2002a, 2002b), and Sichra (1992)).
This evidence suggests that a change in the language of teaching
and learning greatly improves opportunities for educational access
and attainment for female students.