Technical Guidelines

1. Technical Guidelines TWG on EFA Meeting 18 Feb. 2008 Jomtien, Thailand

2. Major changes to previous draft Slight change in structure, now divided into Part 1: General Guidelines (background, etc.) Part 2: Technical Guidelines (discussion on each EFA goal) Data sets and sources have been technically edited Additional indicator to be added: cohort primary completion rate (UPE and Quality sections), Indices of Disparities To be added: Definition of monitoring, evaluation and assessment

3. Validation by TWG needed Validate indicators and related text Provide exact and complete references for both footnote and references sections Should “gender lens” be included in annex or note on where to find it can be added? Is the present version the most recent?

4. Timetable 2-3weeks to review the draft document; Send comments to the AIMS-UIS Unit by 14 March 2008 at the latest Guidelines be published by end April – early May

5. Analysis Framework • Considers the full cycle of education planning and implementation. • From the perspective of each goal:

6. Indicators for the Six EFA Goals • The guidelines proposes three subsets of indicators that address the complete policy cycle: • Policy and System Indicators • Core Indicators • Additional Indicators

7. Indicators for the Six EFA Goals • Core EFA MDA Indicators • Approximately 50, requiring quantitative data sets at as many levels of disaggregation as possible • All countries are expected to report on these Core Indicators.

8. Indicators for the Six EFA Goals • Additional Indicators • For countries with refined EMIS data sets available, or have conducted MICS, DHS or other surveys recently • Not mandatory for all countries • To provide a more comprehensive analysis for each goal.

9. Organization of the Guideline • A statement of the EFA Goaland extended narrative description of the goal and its elements • A set of Guiding Questions to help clarify the goal and its explicit and implicit significance and implications for assessment at national and sub-national levels. • An indication of the core data sets required, identifying the minimum data needs that has to be available and how these data can be disaggregated. It includes possible sources of these data. • A set of Policy and System Indicatorsto assess the policy context, process and conditions in which each particular goal and implemented programme exists

10. Organization of the Guideline • A set of core EFA MDA indicatorsfor the purpose of sub-regional and regional comparison • A set of additional EFA MDA indicatorsfor consideration in undertaking the national assessment, covering areas of input, process, outcomes and impact which are all critical for a complete analysis of each particular goal • Reference Information • Other relevant tools and mathematical calculation of some of the core EFA indicators

11. Examples from EFA Goal 5:1. Statement of the EFA Goal • Measuring Progress towards EFA Goal 5: • 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 • What is meant by “gender” and “gender equality”? • Is it an issue which runs across all the EFA goals? • The need to ensure a ‘gender lens’ in all aspects of EFA MDA • From gender parity to gender equality

12. 2. Set of Guiding Questions – Is sex disaggregated data also complemented by other disparity indicators (e.g. urban/rural, ethnicities, disabilities, language, etc.)? – Are there any specifically targeted policies or strategies to eliminate gender disparities in education? – Where do you find gender disparities in basic education? Are they in terms of enrollment, drop-out, repetition, survival, transition from primary to secondary education?, In all or in some? Goal Statement Guiding Questions (a selection) Eliminating gender disparities in primary education secondary education by 2005, and – Is sex disaggregated data also complemented by other disparity indicators (e.g. urban/rural, ethnicities, disabilities, language, etc.)? – Are there any specifically targeted policies or strategies to eliminate gender disparities in education? – Where do you find gender disparities in basic education? Are they in terms of enrollment, drop-out, repetition, survival, transition from primary to secondary education?, In all or in some? – How is gender equality understood in the ministry of education/government? – Are there a specific unit/departments or person responsible for enforcing and/or monitoring the progress towards gender equality in education in the ministry of education or in the government? -Is gender training provided to all teaching professionals? to ministry of education staff? Does the principal treat male and female teachers the same? – Has there been any gender scan carried out on the curriculum, textbooks,and supplementary teaching/learning materials? achieving gender equality in education by 2015, focus on ensuring girls‘ full and equal access to ensuring girls’ achievement in basic education of good quality – How is gender equality understood in the ministry of education/government? – Are there a specific unit/departments or person responsible for enforcing and/or monitoring the progress towards gender equality in education in the ministry of education or in the government? -Is gender training provided to all teaching professionals? to ministry of education staff? Does the principal treat male and female teachers the same? – Has there been any gender scan carried out on the curriculum, textbooks, and supplementary teaching/learning materials? • These should provide a clearer picture of what needs to be achieved in order to ‘attain’ the goal • If each element of the goal is achieved, does this mean that the goal has been attained? • What does it mean if not all elements of the goal are attained?

13. 3. The core data sets required • Identify the minimum data needs that has to be available • How this data can be disaggregated • Possible Sources of these data • Both qualitative and quantitative indicators • Beyond the EFA 18 core indicators • Disaggregated by sex and other relevant categories • Identify the minimum data needs that has to be available • How this data can be disaggregated • Possible Sources of these data • Both qualitative and quantitative indicators beyond the EFA 18 core indicators should be included and disaggregated by sex and other relevant categories, in order to provide a complete picture of the gender situation

14. 4. A set of Policy and System Indicators • 1.Definition and Purpose: • Review existing education legislation, policy and reforms in light of the provisions within CEDAW • Identify exemplary aspects of legislation or policy, or aspects that need to be revised or addressed • 3. Means of Verification • Refer to actual policies and legislation • Opportunities for stakeholder inputs, comments and reviews, possibly through a presentation of the draft response to a stakeholder team • Interpretation • Need to address underlying policies and frameworks to address gender discrimination in the long term • Concrete examples must be included, general comments must be supported with specific references for both negative and positive examples of conformity with CEDAW

15. 5. Core EFA MDA indicators • Definition and Purpose • The GPI for Primary NIR is used to assess gender differences by appropriate age of intake. • Method of Calculation and Data Required • Gender Parity Index for NIR in Primary Education= • Possible Data Source • National EMIS • Nationally representative surveys such as MICS or DHS • Sub-national surveys Interpretation <1 indicates a difference in favor of males >1 indicates a difference in favor of females 0.97 to 1.03 indicates gender parity • Limitations and Constraints • Disaggregated data by gender must be available

16. Proposed Core Indicators • Gender Parity Index for: • Literacy • GER in ECCE • GIR in Primary Education • NIR in Primary Education • GER in Primary Education • GER in Secondary Education • NER in Primary Education • NER in Secondary Education • Survival rate to Grade 5 • Transition rate to Secondary Education

17. Proposed Core Indicators • Percent of Female Enrolment in • Primary education • Secondary education • Vocational and technical education • Percent of Female Teachers in • Primary education • Secondary education • Vocational and technical education • Percent of repetition of girls and boys in primary and secondary levels

18. 6. Additional EFA MDA indicators • Follow the same format as the core indicators, but: Data for these indicators may not be readily available in some countries, but may be critical to assess national goals and targets • Why include them? • To provide countries with the tools necessary to assess EFA in their own national context • To address, to the extent possible, the major obstacles and issues to achievement of EFA

19. 7. Reference Information: What is a gender lens? • An operational gender lens is: • A list of questions, a checklist, or list of criteria routinely used when elaborating training, research, work plans etc. • It is created in a participatory manner by those who will use it • It is recorded in pictures where literacy is low • It usually contains less than 10 points, focusing on the distinct realities of girls/women and boys/men • Many include: planning, implementing, monitoring and evaluating Participation, needs and realities of women Participation, needs and realities of men Gender Equality Gender Lens to Measure the Child- Friendliness of Schools Gender Lens to Create Curriculum and Textbooks free of Gender Bias Measuring the Gender-Responsiveness of MoE Departments

20. How this can be used in the national EFA MDA report • As a technical reference • Guideline to identify and describe key issues in EFA Goals which to be describe in the report • To provide standard indicators to have information which are common to describe sub/regional situation with regards to the implementation and achievements