This Report draws on all of this experience, to make sharp recommendations for the place of education in the future global sustainable development agenda. The lessons are clear. New education targets must be specific, relevant and measurable. Marginalized and disadvantaged groups, hardest to reach and still not enjoying their right to education, must be a priority. There must be stronger action on financing across the board. While the bulk of costs will be borne by governments, the international community must step up, to sustain and increase aid to education â€“ especially in low and lower middle income countries where needs are greatest. The future agenda will also need ever-stronger monitoring efforts, including data collection, analysis and dissemination, to hold all stakeholders to account.

Education for All 2000-2015: Achievements and Challenges

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(10)61196-8.pdf

The Millennium Development Goals: a cross-sectoral analysis and principles for goal setting after 2015

This report presents findings from baseline studies carried out in three districts in Kenya, Ghana and Mozambique for Stop Violence Against Girls in School, a five year project (2008-2013) led by ActionAid. The study aimed to provide a baseline with which to measure and evaluate change over the course of the project, as well as building in depth knowledge of gender, violence and education in the project areas in order to inform decision making about community intervention, advocacy and research priorities in the project, and contributing to the international literature on gender violence in schools. Data was collected in 2009 in 13 primary schools and communities in Ghana, 16 in Kenya and 15 in Mozambique. A total of 2757 respondents participated in the baseline study, including girls and boys, teachers and head teachers, parents, SMC members, community leaders and women’s group leaders, District Education Officers, District Health Officers and Police. The studies combined quantitative and qualitative methods, and a desk review of the legal and policy frameworks. The baseline study confirmed that primary schoolgirls in the project areas experience multiple forms of violence in their schools, homes and communities. Gender violence is closely linked to poverty, with forms of punishment, early marriage, and transactional sex related to the demands on girls to provide support for their families in a context of economic hardship. Across the three project sites, we see disconnects between legal and policy change and local implementation. While Education For All messages are clearly impacting at local levels with increasing access and reducing gender gaps at school, attitudes to and action on gender and violence seem harder to shift. There is some evidence of change (possibly related to recent NGO work in the areas), but apparent changes in awareness or knowledge are often not matched by changes in behaviour. For example, teachers condemning corporal punishment in Kenya and Mozambique, and girls speaking out against female genital cutting and other forms of violence against girls in Kenya may be influenced by policies and interventions, yet these seem to be having little impact on changing practice. Whilst girls being able to openly condemn violence, at least with each other, is an important step in challenging violence in schools and communities, without wider change girls may be placed at increased risk of violence by speaking out in an unsupportive environment. Opportunities for reflection on deeply ingrained beliefs about gender and violence and on how these beliefs relate to practice, as well as opening spaces for different groups at different levels to come together in dialogue and action is likely to be needed to effect wider change.

Stop Violence Against Girls in School : A cross country analysis of baseline research from Ghana, Kenya and Mozambique

This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with education, and MDG 3, concerned with gender equality. The study raises questions about the ownership of the MDGs and the reasons for the kinds of changes in meaning about gender and rights made by differently situated officials.

Responding to the gender and education Millennium Development Goals in South Africa and Kenya : reflections on education rights, gender equality, capabilities and global justice

This article examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. Through an exploration of policy enactment in three countries—Liberia, South Africa, and Brazil—it traces remarkable progress in policy, programmes, and research. The analysis asks why, despite such achievements, there is little evidence that these policy enactments have succeeded in reducing violence. The case studies reveal disconnects in the ways violence is conceptualized and acted upon by policy actors, which inhibit effective action. The article concludes that more attention is needed to the ‘middle level’ space between national and local policy enactments, and to tackling—at national, district, school and community levels—the norms and inequalities at the heart of gender-based violence.

/pdf/the-evolution-of-policy-enactment-on-gender-based-violence-229w7fxwgw.pdf

The evolution of policy enactment on gender-based violence in schools

for the Dakar conference Available from URL: http://www.e4conference.org/e4e © The Authors 2010. d-conference abstract

/pdf/girls-gender-and-intersecting-inequalities-in-education-a-1dokys1n6s.pdf

Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya

This paper explores themes emerging from data collected in 2008 from case study research in schools in Kenya and South Africa which looked at connections and disjunctions between global, national and local policy and practice regarding gender, education and poverty reduction. The analysis reported here is part of a larger study, which will examine the relationship between schoollevel responses and those articulated in national and provincial departments of education and global and local NGOs. We are particularly interested in what conditions the inter-play between these different policy sites, the actions taken in each setting, and the interpretations developed. A key concern is what constrains and facilitates forms of practice that might help realize goals for gender equality in education.

/pdf/four-forms-of-disconnection-negotiating-gender-education-and-y5f4meandh.pdf

Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa

/pdf/do-poverty-interventions-address-gender-issues-reflections-13ofn8qxjm.pdf

Do poverty interventions address gender issues? : reflections from research in the departments of education in a Kenyan province and district.

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Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya

Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa

Do poverty interventions address gender issues? : reflections from research in the departments of education in a Kenyan province and district.