Problematising ‘Girls' Education' and what is needed to progress the debate

Group Submission Type: Formal Panel Session

Proposal

'Girls' Education' is a term that has gained significant traction in recent years. It has stepped in for terms like 'gender' or 'gender equality', particularly when these concepts have proven unpopular or too political. It has been used as a shorthand term encapsulating the many social, political and economic inequalities that affect girls. Moreover, it has provided an easily accessible rallying cry for politicians, governments and donors to get behind.

But for all of the benefits that 'girls' education' has provided, this shorthand term and concept risks misunderstanding, misinterpretation and a binary view of winners and losers. This panel aims to problematise 'girls' education' from the perspectives of those who have a specific remit and focus on it. This includes the perspective of a professor and researcher on gender equality in education at UCL-IoE; the perspective of the head of the secretariat for the UN Girls' Education Initiative (UNGEI); the perspective of the Gender Equality Lead at the Global Partnership for Education (GPE); and finally, the perspective of the Education Director at the Girls' Education Challenge (GEC).

These stakeholders operating in the girls' education space have a myriad of relationships, motivations and tensions that interface with girls' education. For example, the primary focus for stakeholders can vary - from those looking at girls' education from an instrumentalist perspective, where girls' education is a 'good investment' with numerous spill-over effects. To the other end of the spectrum where girls' education is about social justice, the fulfilment of human rights and social change that occurs for and with girls.

Additionally, there is a divergence between stakeholder groups regarding how they articulate the purpose of girls' education and the priorities ascribed to it. Purpose can include macro-level effects such as economic growth and development, with related educational priorities including literacy, numeracy, access and quality. Moreover, the purpose of girls’ education can focus on meso/micro-level flourishing for girls and their communities, in which educational priorities entail building confidence, reducing violence and changing attitudes and cultural practices.

What the evidence is used for also changes according to stakeholder groups. It is used to justify investments, further programming, target setting, developing national-level and global policy, influencing activity implementation and exploring/understanding 'what works’. Furthermore, evidence is also used to improve practice, for accountability and judging success. For some, these functions are far from what evidence should be used for, and they critique and bring attention to oversights/gaps. Employing evidence in shaping the discourse is also influenced by differing levels of power held by stakeholders, with some preferences and views often privileged over others.

Each panellist will discuss the overarching priorities and pathways that they and their organisations are taking towards improving educational opportunities for girls. However, they will also critically reflect on how and to what degree girls' education has been problematic at a discursive, conceptual and practical level. Finally, the panellists will also reflect on how these problems and issues can be addressed. With greater consciousness surrounding girls' education, it is hoped that alignment amongst actors can be strengthened so that more meaningful, effective and substantive progress can be made.

Sub Unit

• Gender Justice SIG

Chair

• Valsa Shah, VSC-Economics Ltd.

Individual Presentations

• The unintended consequences of terminology - Sally Joanne Elizabeth Gear, Global Partnership for Education

• Girls' educational opportunities: 'What works?', 'What matters?' and, more importantly ', What connects?' - Elaine Unterhalter, Centre for Education & International Development

• Occupying the nexus of mutable perspectives, concepts and approaches to girls' education: Reflections from the Girls' Education Challenge - Sharon Tao, Girls' Education Challenge

Discussant

• Hetal Thukral, DDI Center for Education, United States Agency for International Development (USAID)