Accountability for gender equality in education: Critical perspectives on an indicator framework for the SDGs

教育中性别平等的问责制：对可持续发展目标指标框架的批判性观点

• 批准号: ES/P005675/1
• 负责人: Elaine Unterhalter
• 金额: $ 56.63万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FP005675%2F1
• 关键词: Accountability; gender; equality; education; Critical

The Framework of the Sustainable Development Goals (SDGs) adopted by the UN in 2015 set ambitious targets for achieving an expansion of education provision worldwide and enhancing gender equality. The Policy Document Education 2030 sets out the detail on this. Some new indicators to monitor, evaluate and build accountability for this framework have been developed and others are under discussion by a number of technical committees. This project aims to contribute to this work. We propose to i) review the scholarly literature refining insight into what is entailed in definitions of learning outcomes linked with gender equality, ii) discuss some of the critiques and limitation of indicators as a technique for building accountability, and iii) develop an indicator framework for gender equality in education that can support the work of Education 2030, particularly the monitoring of the SDG targets on gender and education (Target 4.7 and 4a) , while also responding to concerns of organisations that work at international, national and local levels. South Africa and Malawi have been selected as research sites for detailed work reflecting on a proposed indicator framework for accountability for gender eequality in education. Both have policies in place in support of an expansion of education provision and addressing aspects of gender inequality. Howevever, both face complex challenges of implementation. Through a series of key informant interviews in each country with partipants who have knowledge of the needs of the education sector, women's rights and gender equality issues, we aim to refine the proposed indicator framework we wish to develop . We also plan a number of interviews regarding the proposed indicator framework with key informants located in global women's rights networks and who work at the global level in multilateral, bilateral, NGO and large donor organisations. Outputs from the project will include a revised indicator framework on gender equality in education, with particular relevance for monitoring for SDG targets 4.7 and 4a.

联合国于2015年通过的可持续发展目标框架（sdg）为在全球范围内扩大教育提供和促进性别平等设定了雄心勃勃的目标。《教育2030》政策文件对此作了详细阐述。已经制定了一些监测、评价和建立这一框架的问责制的新指标，一些技术委员会正在讨论其他指标。这个项目旨在为这项工作做出贡献。我们建议：1)回顾学术文献，深入了解与性别平等相关的学习成果定义所包含的内容；2)讨论作为建立问责制技术的指标的一些批评和局限性；3)制定教育中性别平等的指标框架，以支持《2030年教育》的工作，特别是监测可持续发展目标中关于性别和教育的具体目标（具体目标4.7和4a）。同时也回应了在国际、国家和地方层面工作的组织的关切。南非和马拉维被选为研究地点，进行详细的工作，以反映拟议的教育中性别平等问责制指标框架。两国都制定了支持扩大教育提供和解决性别不平等问题的政策。然而，两者都面临着执行方面的复杂挑战。通过在每个国家与了解教育部门需求、妇女权利和性别平等问题的参与者进行一系列关键信息提供者访谈，我们的目标是完善我们希望制定的拟议指标框架。我们还计划就拟议的指标框架与全球妇女权利网络中的关键线人进行一些访谈，这些线人在多边、双边、非政府组织和大型捐助组织中在全球层面工作。该项目的产出将包括修订后的教育性别平等指标框架，与可持续发展目标具体目标4.7和4a的监测特别相关。

项目成果

COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges

• DOI: 10.1080/19452829.2020.1789079
• 发表时间: 2020-07-09
• 期刊: JOURNAL OF HUMAN DEVELOPMENT AND CAPABILITIES
• 影响因子: 1.5
• 作者: Anand, Paul;Ferrer, Bob;Unterhalter, Ellaine
• 通讯作者: Unterhalter, Ellaine

Mothers and their daughters' education: a comparison of global and local aspirations

母亲和女儿的教育：全球和当地愿望的比较

• DOI: 10.1080/03050068.2023.2186656
• 发表时间: 2023
• 期刊: Comparative Education
• 影响因子: 3.3
• 作者: Khalid A

What do we mean by gender equality in education and how can we measure it?

教育中的性别平等是什么意思？我们如何衡量它？

• 发表时间: 2021
• 作者: Longlands H

Using photovoice to enhance young women's participation in addressing gender-based violence in higher education

利用照片语音提高年轻女性参与解决高等教育中基于性别的暴力问题

• DOI: 10.1080/03050068.2022.2146394
• 发表时间: 2022
• 期刊: Comparative Education
• 影响因子: 3.3
• 作者: Moletsane R

Measuring gender equality in education in Malawi: Access, accountability and ambition

衡量马拉维教育中的性别平等：机会、责任和雄心

• 发表时间: 2018
• 作者: Nampota, D