Convergence Week
Time
| Discussion | May 10th – 14th |
|---|---|
| Keynote | Monday, 10 May 2010, 11.00 UTC (view time across time zones) |
| Moderators | Rosie Peppin Vaughan and Elaine Unterhalter |
Brief
We have had four weeks of excellent discussion through the UNGEI E4 E conference on power, participation and strategies for equality, empowerment and girls’ rights to education. Thanks to all who have contributed thus far. There is still time to add your insights as we build up discussion towards the conference in Dakar next week. A key activity of this final week of the E conference is gathering views on key actions for the next ten years. These will be collated into a draft Dakar Declaration on gender equality, girls’ rights and education, which we hope will be adopted at the conference in Dakar and will contribute to intensifying action over the next ten years. Please let us know what you think should be done and what issues the Declaration should emphasise. There is currently no extended global statement about aspirations for gender equality and girls’ rights in education and this is an important opportunity to have a Declaration include your ideas. You can post these here or e-mail them to declaration@e4conference.org
Looking forward to hearing from you.
Keynote Slides
Recording
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We need to highlight the issue of multiple vulnerabilities of th girl child such as poverty, inter genrational, social injustice etc. These are directly contributing and impeding the girls to acces to quality basic education (looking at the demand side). However, the education system also not able to accomodate them all. To address this issue it needs to comprehensively analysis the ssituation ad plan to resolve these issues as a minimum package of interventions. Pawan
I would like the declaration to stress the need to search out and support innovative and sustainable forms of educational provision that expand the limited horizons of school-based learning.
Currently, formal school-based provision 'selects out' certain girls, such as pastoralists. To opt into formal schooling in the way it provided by many states, girls have to choose not to learn the skills needed to sustain their traditional livelihoods as inflexible forms of provision make formal educaiton come to girls as an either/or option. A subtle process of impoverishment and assimilation!
I want to Dakar declaration also to stress the need for integrated planning so education is considered in a more holistic developmental way – as the debates show, education is hugely influenced by wider contexts. Land pressures on 'traditional' livelihoods should be added to our sustainability concerns, alongside water and hunger.
Empowering women can be achieved using virtual worlds and video games like we deployed in our Games 4 Girls project which was a great success. virtual worlds and video games, The project aimed to engage and empower girls under risk and we can take it to the next level in the Middle East and Africa
I would like the declaration to indicate the reasons of the failure of developing countries especially in Africa to reach a respectful level of development. From this point it will be possible to indicate the necessity of education for all.
I'd love to see the Declaration place emphasis on finding ways to push innovation by women. Training on how to create rather than merely support what already exists.
I would like the Declaration to mention the link between Hunger and Poverty, hunger and inequalities in education (undereducation of girls) and Hunger and Violence against women and girls.
thanks
I would like the declaration to put much emphasis on the increase of number of girls / women in higher learning institution especially from masters level to PhD as most countries put much emphasis on primary education up to first degree. Lack of women with PhD especially in Higher Learning Institution led to have few women in decision making position. We need to have more women with high education level so that we can be able to select women to higher position.
Thank you
It would be interesting to try and include something about the role of schools as sites for challenging gender inequality themselves. A shift to a different way of thinking about schooling (and funding) is needed- seems clear that the solution to many of the issues outlined above by Tim lie in changing the dynamic of the school itself.
It would be interesting to see if there could be something in there about the role of schools as sites for challenging gender inequalities themselves- a reconfiguring of the ideas inherent in the MDGs etc about what school is _for_. Which obviously impacts on donor agendas etc.
What do productive partnerships look like?
Productive partnerships is a partnership that both parties have reached the level of produced the results that were agreed before parnering. For example, if the UNICEF agreed with Common Wealth to assist the Ministry of Education in the targeted countries to integrated Child Friend school (CFS) strategies in the Teacher Education system. At the end of the partnership (3 years), the evaluaiton should conducted to assess the effectiveness (based on the objectives )of prtnership. The Ministry of Educaiton by Teacher Education department should be capable to continue to implement the CFS, which is mainsteamed in the teacher and education system, particularly after programme or project phased out.
Just joined in the session!.
Some df the key actions should be highlighted in a Dakar Declaration for Action in relation to girls’s education is the link between the strategic actions of the Out of School Children (OOSC) campaign, which will be held in Istanbul late Juine 2010. This TWO pararell event is very much link to each others as girls are the majority of out of school children.
Pawan
Q3
What key actions should be highlighted in a Dakar Declaration for action on gender equality and girls’ education?
Note: You can also send your ideas to declaration@e4conference.org
Q2
What do productive partnerships look like?
The overaching themes and conference ideas are quite impressive. Thanks to all the contributors so far.
A "productive partnership" is self defining — results must be evident and the relationship must be such that all partners contribute in the exchange. For instance, the seven groups listed on Slide 13 cannot be solely on either the receiving or giving end. It would be really helpful to see some accountability language built into the Declarations.
Q1
Main challenge highlighted: poverty, climate change, intersecting inequalities, achieving quality education & breaking the silence on violence. Have we missed anything?
We need to highlight the link Hunger as an issue that can be address through all the above!
I have found all the ideas interesting. But I think that one of the major challenges will be funding. Without sufficient financial resources, it would be very difficult to put these ideas into practice. Thank you very much for organising the wonderful conference.
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