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This paper was developed as a short concept note for stimulating discussion on the meaning and measurement of gender equality in education. The terms gender parity and gender equality are reflected in one of the six EFA goals elucidated in the Dakar Framework for Action [2000][1] as follows:
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality
Elimination of gender disparity in primary and secondary education is also picked up as a target identified as essential to fulfill Goal 3 of the Millennium Development Goals [Promote Gender Equality and empower women].
Bearing these new international commitments in mind,[2] it is important to work towards clarity on what is meant by gender parity and gender equality with reference to education, explore the linkages between them, and identify the best mechanisms to measure progress towards these goals. This is necessary to ensure that a clear analytical and operational distinction is maintained between concepts of gender parity and equality - without which there is likely to be considerable slippage in the usage of these terms as well as the measurement of progress towards them as desired outcomes.
This paper works on the basis of the argument that measuring gender equality in education is conceptually demanding, and will necessitate focus on a far wider range of indicators than may be suggested by focusing on education alone, or defined in a narrow sense. Furthermore, widening the scope of measuring progress towards gender equality will necessitate some amount of conceptual creativity or openness to explore the range of pathways that may exist in different contexts and explain progress [or the lack of it] towards gender equality in education. Conceptual creativity is not suggested at the expense of rigour - on the contrary, a great deal of analytical rigour will be required to explain the range of interlinked pathways that may help establish or determine cause-effect relationships that in turn will help identify the range of interventions necessary for ensuring progress towards gender equality in education
[1] The Dakar Framework for Action, Education for All: Meeting our Collective Commitments, adopted by the World Education Forum held in Dakar, Senegal in April 2000 [Paris, UNESCO 2000]
[2] The framing of these commitments in these ways is new, though arguably a concern with gender parity/equality has been expressed over the past decades, and particularly in the 1990s in the various international conference declarations that marked the decade.