Measuring
Gender
Progress in EFA
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Why measure gender success?
We have a commitment goal 2,4, 5 of the
Dakar Framework.
Progress/backsliding on gender equality in
education must be measured so education
stakeholders respond appropriately.
It is essential to have gender-explicit
objectives, results statements & indicators so
women, men, girls & boys are visible.
Otherwise, gender mainstreaming can be ‘noaction’ talk.
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Definition of Gender Equality:
“It is essential to eliminate systemic gender
disparities, where they persist, amongst girls and
boys, throughout the education system - in
enrolment, achievement and completion; in
teacher training and career development; in
curriculum and learning practices and learning
processes. This requires better appreciation of
the role of education as an instrument of
women’s equality and empowerment”
Jan.2000, The Asia and the Pacific Regional framework for Action
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What’s an Indicator?
An indicator is a signal. It is a means of
measuring what actually happens against
what we planned to happen.
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What’s a gender-sensitive
indicator?
A gender-sensitive indicator is a
signal that helps to measure
gender-related changes in society
over time.
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The Q & Q of Indicators
Quantitative Data – numbers and
percentages.
Qualitative Data – perceptions,
attitudes, experiences, reasons for
changing and not changing.
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Gender indicators  change
Increasing the relevance of education
for girls and boys (access & quality)
Reducing gender inequalities in the
class or in the education system
Increasing men’s and women’s
participation in decision-making
(ministry management, PTA, school
management boards)
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All types of indicators can be
gender-sensitive
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Process indicator
- measures the progress made in
implementing key activities
- Indicator: % classroom observations
where teachers (M/F) used childcentered methods and asked 40-60% of
their questions to boys and 40-60% of
their questions to girls.
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Output indicator
- measures immediate results.
- Indicator:

% of girls and % of boys who graduated
from secondary school & plan to take tertiary
education;
 % of women & % of men applying to attend
pedagogical universities;
 % of men/women who hold executive
positions in active PTAs.
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Outcome indicator
-measures longer-term results & whether
the project benefits are being sustained.
(For example, 3-5 years after project
completion)
- Indicator: # of male teachers recruited
in affirmative action program that
express intent to make a lifelong career
of teaching 3-5 yr after they were hired.
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More outcome indicators
Measuring gender gaps in learning
achievement in math and languages
Measuring changes in the streaming of
girls and boys
Number of Women in High level
Management Positions
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Empowerment measures:
PPersonal change in consciousness involving an
increase in self-confidence, the right to make choices
or decisions, to own or control resources etc.
• (Indicator – frequency of senior boys/girls acting as
mentors to help to younger boys/girls)
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Empowerment measures
Group formation or organizationbased social and/or political change.
(Indicator – level of responsibility taken
by PTA in management)
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The right indicator mix:
Cross validates qualitative & quantitative
•
data
Has a balance of process & outcome indicators
Tracks empowerment
 Exposes the differential impact on girls and boys
(women and men)
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