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Group Submission Type: Panel Session
The Education Equity Research Initiative is a collaborative partnership that connects organizations and individuals committed to building stronger evidence and knowledge for improving solutions for equity in and through education. It serves to help ensure that an equity lens is incorporated into data production and research across all education and development programs and policies. With more than two dozen organizations participating in its work streams and task teams, The Equity Initiative is a vital forum for bringing collective knowledge and expertise together to address the challenge of equity. The organizations in this panel are contributing to building the knowledge base and advancing the field in understanding inequities in education outcomes and developing evidence-based solutions to address them. Learn more at www.educationequity2030.org.
Sustainable Development Goals (SDGs) 4 and 5 call for "gender quality and empowerment" and “inclusive and equitable quality education” for all children across the globe. To support this goal and make meaningful and sustainable progress towards gender equality by 2030, it is necessary to understand the root causes of gender disparities. Identifying the challenges facing girls in their pursuit of education requires better data on gender and gender equality in education, and linking data collection to program design and implementation. In order to address these challenges, we must look at all dimensions of inequality, beginning with the cultural barriers and norms that girls are facing in their classroom and home environments.
This panel features presentations examining the various gender norms and attitudes of students, parents, and school staff throughout sub-Saharan that differentially impact access and learning outcomes for both boys and girls. The objective of the panel is to better understand the different equity dimensions and barriers for girls in various education environments and explore how they can be leveraged as entry points to facilitate the development of education systems and programming that support equity for all children.
This panel will be structured as a series of three presentations featuring research and evidence from Save the Children, FHI 360, and RTI on programming that supports gender equity in the home and classroom environments. Andrea Bertone will serve as chair for the session and Yolande Miller Grandvaux will be the discussant. The first presentation by Save the Children will present findings on an approach to measuring gender norms among early adolescents and caregivers, drawing on data from pilot programs in Cote d’Ivoire and Sierra Leone, and explore how these findings are being used to inform program design and implementation. Next, FHI 360 will present the latest evidence from a UNICEF-commissioned study on the relationship between the presence of female teachers and girls’ enrollment and retention in five states of northern Nigeria. Finally, RTI will discuss the cultural norms and attitudes of primary school students, parents, and school staff in Uganda and the implications for programming that supports gender equity in education.
Exploring the link between gender attitudes and learning in Sierra Leone, Cote d’Ivoire, and Niger - Jane Leer, Save the Children - USA
The relationship between the presence of female teachers and girls’ enrolment and retention in northern Nigeria: A mixed-methods study - Anne Smiley, FHI 360
Attitudes on gender norms in the school and home: Students, parents, and school staff - Elizabeth Randolph, RTI International