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Linking the global, regional and national - a joined-up approach to achieving gender equality in and through education

Wed, April 17, 5:00 to 6:30pm, Hyatt Regency, Floor: Atrium (Level 2), Garden Room A

Proposal

The GPE model for achieving Sustainable Development Goal 4 is predicated on improving learning and equity through stronger education systems. Achieving gender equality is a core guiding principle, which is further elaborated in GPE’s Gender Equality Policy and Strategy (2016-2020). With the partnership set to expand to 89 Developing Country Partners by 2020, GPE is uniquely placed to harness the partnership’s strength at global level to accelerate progress at country level, especially in countries affected by fragility and conflict, and where disparities are particularly acute. GPE’s convening power and evidence-based advocacy at global level is further leveraged by its peer learning and capacity development work at regional level, with a view to building leadership and momentum for system change within countries.
Concretely, GPE has been a strong voice in the global advocacy movement that has built recent political commitments by G7 and other world leaders to invest more in girls’ education, with sixteen donor countries specifically highlighting girls’ education and gender equality as a priority in their pledges at GPE’s replenishment conference in Dakar in 2018. Regionally, working in strategic partnership with UNGEI, and in close collaboration with Plan International, UNICEF, UNESC-IIEP and other key partners, GPE has supported a series of regional workshops on gender-responsive education sector planning (GRESP), particularly targeting developing country partners who are about to begin their sector planning process for optimal relevance and applicability. At country level, GPE’s support for the development of equitable Education Sector Plans and observed targeting of some GPE grants towards improving education results for girls aims to redress some of the gender inequalities identified through education sector analysis.
This paper will draw on in-house analytical work to explore what results are being achieved on the ground in GPE countries to deliver more gender-equal outcomes for boys and girls.
The first part will outline the findings of GPE’s latest Results Report, tracking progress of developing country partners towards achievement of gender parity at primary and secondary level of both girls and boys in and out of school, and analyzing trends over time, particularly in fragile and conflict-affected countries. Success stories will be highlighted, and critical success factors examined.
Secondly, the paper will consider analysis drawn from thematic studies being conducted by GPE on the status of adolescent girls in GPE countries, and how investments are being used in country to improve education results for girls specifically, and/or are aiming to build gender-responsive systems more broadly, that deliver more gender-equal results for girls, boys, women and men in the education system. Examples from particular partner countries will illustrate progress being made.
Finally, the paper will consider how GPE can further amplify the impact and uptake of the GRESP model in-country, through strengthening linkages between all GPE processes throughout the education sector analysis, planning and reporting processes, including through new GPE initiatives such as the Knowledge and Innovation Exchange (KIX) and Advocacy and Social Accountability (ASA) mechanisms, to leverage change at the system level, and bring about sustainable gender equality results at scale.

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