The AGEE Framework in practice
The six domains of the AGEE Framework are each linked with a bank of indicators. Some of these indicators are collected routinely by governments, as part of the administration of the education system. Some are collected through regular surveys of households or specific population groups. Indicators can be added depending on issues in particular national contexts. The indicators listed have been identified during project discussions and list data which is currently available, and data which it would be useful to generate. (In the next phase of the project, AGEE aims to construct a dashboard using data from a number of different countries.)
Combined, these six domains of the AGEE Framework are intended to help practitioners to document, measure and seek to address:
- Causes of gender inequality in an education system
- How much inequality there is associated with an education system
- Where this is concentrated
Whether forms of inequality are horizontal relating to groups (concerned with cultures and forms of belonging), vertical (associated with distribution of income, wealth and health) or process (concerned with learning and teaching interactions and opportunities for dialogue and discussion).
Resources
The six domains of the AGEE Framework are each linked with a bank of indicators. Some of these indicators are collected routinely by governments, as part of the administration of the education system. Some are collected through regular surveys of households or specific population groups. Indicators can be added depending on issues in particular national contexts. The indicators listed have been identified during project discussions and list data which is currently available, and data which it would be useful to generate. (In the next phase of the project, AGEE aims to construct a dashboard using data from a number of different countries.)
Combined, these six domains of the AGEE Framework are intended to help practitioners to document, measure and seek to address:
- Causes of gender inequality in an education system
- How much inequality there is associated with an education system
- Where this is concentrated
Whether forms of inequality are horizontal relating to groups (concerned with cultures and forms of belonging), vertical (associated with distribution of income, wealth and health) or process (concerned with learning and teaching interactions and opportunities for dialogue and discussion).
Values
These form an important part of the context regarding how policy is understood, put into practice or contested. Values are expressed in formal policy frameworks or laws, like a Constitution, and in more informal discourses which describe what people consider right or good. Values include ideas about, for example, rights, capabilities, Ubuntu, national unification, peace, human capital or attention to girls’ voices
Indicators on values include:
- Data on attitudes and values household surveys
- Data from the world values survey
- National constitutions
Opportunities
These are features of historical and contemporary relationships around education that shape whether there are gender differences in how differently located individuals and institutions can convert resources into actual opportunities and capabilities. These relationships working at global, national, and local levels and through their connections will support and/or limit gender equality in education and/or give attention to some specific features of girls’ realisation of rights.
Indicators on opportunities include:
- The policy context and how this is put into practice (such as gender-related laws, what provision there is to claim education rights, regulations on schoolgirl pregnancy and how these are enacted)
- Gendered aspects of the political, economic, geographic and cultural/social environment (such as gender equality within institutions; age at first marriage; levels of violence against women)
- Gender relations within educational institutions (such as gender in teacher training; gender in the curriculum; how gender intersects with other inequalities; and rights for learners)
- Individual level aspects of girls’ lives such as agency, participation, confidence, and attitudes
Participation in education
Gender differences in the capability to participate in education, and levels of participation and progression of girls and boys in all levels of education, looking at socio-economic status, location, race, ethnicity.
Indicators on participation in education include:
- Access and progression (including repetition rates, length of time to complete cycles, and gender parity indices)
- Completion of school phase (including completion by level)
- Educational attainment
Knowledge, Skills and understanding
Learning areas and levels for girls and boys in relation to formal instruction (e.g. reading, numeracy, science) and informal formation of attitudes (e.g. tolerance, peace, gender equality, sustainability)
Indicators on knowledge, skills and understanding include:
- Learning outcomes in literacy, numeracy, science and all areas covered by the curriculum
- Knowledge and skills in other key areas such as sustainable development, home languages, civics and health
- Forms of learning and teaching
- Skills development
- Understanding of gender equality, women’s rights, human rights, empowerment
Outcomes
- Gender equality in, and support for, girls and women’s health, employment, access to support to protect from violence, political participation, ownership of assets, legal standing and many other areas of human development
Indicators on outcomes include:
- Economic empowerment
- Employment and work
- Good nutrition and health, including mental health
- Leisure
- Speaking out about GBV (gender based violence)
- Participation in political, economic and social processes
- Unemployment