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

There is growing scholarship that links high quality leadership of the school principal with positive learner outcomes. In South Africa there is a growing cohort of disadvantaged schools, which, despite the socio-economic challenges they face, display a great degree of resilience and perform at levels comparable to the advantaged schools. The purpose of our study was to explore school principals’ instructional leadership practices in high performing schools in challenging contexts. In order to do this we drew on theories of instructional leadership. Methodologically, we employed a qualitative approach. We purposively sampled the Umlazi District in the province of KwaZulu-Natal where we interviewed the principals at five schools. In order to triangulate the data generated from the school principals, we also interviewed the circuit managers of the selected school principals. The findings seem to indicate that a distributed form of instructional leadership is prevalent in these schools. There is stro...

Instructional leadership practices in challenging school contexts

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

/pdf/interventions-to-enhance-girls-education-and-gender-equality-n7wm2el1bc.pdf

Interventions to enhance girls' education and gender equality. Education rigorous literature review

The job of a school principal is not an easy one There is the small mountain of policy directives from provincial and national departments of education that need to be juggled with daily administration, ensuring quality learning and teaching and all within the more consultative ethos of school governance and the transformation to a more equitable system In the introductory chapter, Heystek writes that schools "may therefore require a specific approach, philosophy and methodology to ensure that staff are satisfied and motivated so that they will achieve the organisational goals of the unit [the Department of Education]" (p 11) The premise in this textbook is that 'approach, philosophy and methodology' are to be found in "people leadership" The appeal of "people leadership"' is that it is distinguished from an outdated strict managerial approach to organising and coordinating 'human resources', and focuses instead on "soft" issues, based on the idea that "people must be treated as having value, and having lives and feelings that must be considered in the management of an organisation" (Heystek, p 5) Underlying what makes a good leader is therefore someone with emotional intelligence who communicates well, emphasises relationships and is able to motivate staff to perform optimally This is deemed especially important given the change in ethos in the public sector since democracy

People Leadership in Education, Jan Heystek, Rita Nieman, Jean van Rooyen, Joe Mosoge and Kreshni Bipath : book review

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

Gender equity is one of the foundational principles of the national Department of Education, but there is not a shared understanding of its meaning. Based on interviews conducted in 2008 with officials in the Department of Education, we argue that there are two basic approaches to gender equity. The first, which we term "gender blind", equates equity with parity between the sexes, without recognizing the need for policy to deal with gender difference. The second, which we term "gender-lite", acknowledged some gender discrimination and the need to identify particular conditions of girls, but this often took essentialised forms that stopped short of addressing underlying power structures that disadvantaged girls and women. Drawing on Nancy Fraser's elaboration of justice, we argue that neither of these two approaches sufficiently addresses her dual demands for distribution and recognition.

Gender Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education.

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People Leadership in Education, Jan Heystek, Rita Nieman, Jean van Rooyen, Joe Mosoge and Kreshni Bipath : book review

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

Gender Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education.