Addressing sociocultural and institutional practices shaping gender dynamics to promote equitable and inclusive pre-primary education

• In Event: Showcasing the use of data and digital tools to improve quality and inclusive ECDE programs in emergency settings

Proposal

Background
Despite the significant humanitarian challenges Ethiopia faces, access to preprimary education has increased dramatically in recent years. Following the launch of the ‘O’ class, enrolment rates have increased from 5.3% in 2011/2012 to 50% in 2022/2023. However, there are gender differences in enrolment which require urgent attention. Most recently the national Gross Enrolment Ratio (GER) in preprimary education was recorded at 48.6 % girls and 51.4% boys a 2.9% gap (Education statistics annual abstract, 2023).
Prior studies have noted several barriers continue to impede equitable access to preprimary education— distance to schools, poor infrastructure, and unsupportive learning environments, absence of gender sensitive pedagogy, household chores done by girl children—however no studies to date explore these barriers in detail nor do they shed light on potential strategies to overcome them. (Ethiopia Performance Monitoring and Evaluation Service, 2019).
Educational gaps not only hinder individual growth but also limit opportunities for future employment, perpetuating gender disparities in the workforce. Consequently, women remain underrepresented in decision-making and leadership roles, underscoring the need to begin at preprimary to achieve gender equity in education and beyond.
Methodology
The Gender and Power (GAP) analysis will employ a qualitative research design, incorporating both an extensive review of related literature and the collection of primary data. Qualitative data will be collected from both primary and secondary sources. The study will use a cross-sectional design, conducting one-time, in-depth interviews and focus group discussions with mothers, fathers, male and female teachers, community leaders and various stakeholders in the education system across Tigray and Somali—two crisis-affected regions in Ethiopia. Thus, the GAP analysis research will aim to provide a comprehensive understanding of the gender dynamics and power structures that create gender disparities within the crisis and conflict contexts in Ethiopia.
Results
The GAP analysis findings will focus on: firstly, it will identify the obstacles to a young girl’s enrollment and attendance in pre-primary education. Secondly, the analysis will examine socioeconomic factors hindering male engagement in caregiving roles in the home and thirdly the GAP analysis will investigate factors that restrain women’s employment and advancement in Early Childhood Development and Education (ECDE) roles. The study will also examine how unpaid care and domestic work responsibilities of mothers impact play-based learning and quality time in the home. Based on the findings from the GAP analysis, key intervention areas will be identified to ensure equitable access to quality, safe, and gender and disability inclusive preprimary education, parenting programming, and/or teacher professional development opportunities.
Conclusion
The findings of the GAP analysis will aid the child development activity team in developing a gender integration action plan that will guide gender mainstreaming and stand-alone efforts for improvement in the delivery of the project’s ECCD center, home and community-based interventions. The implementation of these gender transformative strategies will be systematically monitored and documented to demonstrate our gender-specific impact. Overall, the findings will support evidence-based advocacy that will advance gender equality in the impact location, benefitting all boys, girls, men, and women.

Author

• Shewaye Mengistu, Save the Children