International Conference on Education

Workshop 1B. 8 September 2004

Quality Education and Gender Equality

A video describing the experience of a Ugandan schoolgirl who received support from the UNICEF Girls Education Movement (GEM) was introduced by the Forum for African Women Educationalists, setting the context for this workshop discussion.
The main issues discussed by the workshop presenters focused on the concept
of quality education as being a dynamic phenomenon, that must be adapted to the local social, economic, political and cultural realities. Gender stereotypical roles often determine the level of access to education for boys and girls, and policy intervention should address quality and gender inequality while taking into account local conditions and attitudes. Traditional societies in developing countries perceive quality education as access to schooling, whereas modern societies emphasize outcomes and children’s preparation for the demands and opportunities of globalization. National and international mechanisms that blend the modern models with the traditional perceptions of quality should be established. 

Quality education should be gender sensitive from an early age and should include developing the skills for living together in harmony as well as the acquisition of knowledge and skills. Training enough teachers, and training them well is vital to the provision of quality education. To achieve quality there is a need for strategic planning that is sensitive to the context of gender issues and available resources.

Additional points made during the debate that followed include:
· Equality in schools leads to equality in the wider society.
· Some countries are further constrained in delivering a quality education by factors outside their control, such as a large influx of refugees that puts a strain on the educational system.
· The perceptions and participation of parents in their children’s education is important for gender equality.
· Girls and boys learn differently and for different reasons and schooling should take this into account. 
· In discussing gender equality a holistic approach ought to be taken – the issue concerns boys’ education as well as girls’.
· It is not just the Ministries of Education that are responsible for quality education and gender equality, other government sectors and society in general are also responsible.