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INEQUALITY IN EDUCATION
IN SOUTH ASIA
Elaine Unterhalter
MEASURING GENDER
INEQUALITY IN EDUCATION
IN SOUTH ASIA
Elaine Unterhalter
Senior Lecturer, Institute of Education University
of London, UK
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obtained from the copyright holders via email at rosa@unicef.org.
The opinions expressed in this paper are those of the author(s) and publication does not
necessarily constitute an endorsement by UNICEF or UNGEI.
CONTENTS
3
3
3
5
7
8
14
14
16
18
5. Conclusion .............................................................................................. 20
References .................................................................................................... 22
Annex ............................................................................................................ 25
About the Author ............................................................................................ 27
iv
SERIES FOREWORD
The series does not seek to represent a specific viewpoint, but rather is intended
to enable specialist contributors to present issues in greater depth and breadth
than is often the case in official documents.
Initially the series will focus on girls' education but it is hoped that eventually it
will broaden into a platform for more general education issues related to South
Asia, with a particular emphasis on social inclusion. Contributions and feedback
are invited from academics and practitioners from throughout the South Asia
region and beyond. The series editors are particularly interested in submissions
which offer new ideas and strategies that can assist those needing answers, and
which can add impetus to the ongoing efforts in the region to provide quality
education for all.
vi
ACKNOWLEDGEMENTS
This paper is based on work commissioned from the Beyond Access project in
200405 by the Commonwealth Secretariat, UNESCO Bangkok and UNICEF
Regional Office for South Asia. It develops and adapts ideas set out in
Unterhalter, Rajagopalan and Challender (2005) and Unterhalter and McCowan
(2005). I am grateful to all three commissioning organizations for permission to
publish this paper, which draws on reports prepared for them.
Thanks are due to Joseph Crawford and Jacob Steel for help in developing the
formula for calculating the GEEI and to Tristan McCowan for research assistance.
vii
SUMMARY
This paper assesses current measures for gender equality in education. While
gender disaggregating enrolment and progression data has been an important
step forward, measures that are concerned only with the presence or absence of
girls in school provide little insight into aspects of gender inequalities within
schools or the gendered environment beyond school. Nevertheless, such
measures do generally show improvement for nearly all the countries in South
Asia for which there is data.
Current measures of education quality underplay the significance of gender
equality as an aspect of quality. In reviewing economic and gender indicators
together with education indicators for South Asia, no consistent pattern emerges.
The paper presents the Gender Equality in Education Index (GEEI) a measure
developed to draw on existing data sources to consider gender equality in
education in more dimensions than simply enrolments. The GEEI for the
countries in South Asia for which there is data shows that gains were made over
the 1990s in all countries except Pakistan. However, to reach a GEEI score
consonant with achieving the gender and education MDGs will require sustaining
the huge mobilization of the previous decade and in many countries increasing
this. The assessment of GEEI gives some indication of the size of the task and
the levels of mobilization needed.
viii
1
INTRODUCTION
2
MEASURES OF GENDER EQUALITY IN SCHOOLING
Sri Lanka
Bangladesh
India
Nepal
Bhutan
Pakistan
Maldives
Afghanistan
Percentage Improvement
of Girls' NER c.1990c.2001
90
66
61
41
50
62
n.a.
27
100
87.5
75.7
66
60
50
92
67*
11%
33%
24%
61%
20%
-19.5%
148%
Source: Derived from Unterhalter, Rajagopalan and Challender, 2005; UNDP, 2004; Maldives, 2000;
World Bank, 2005
* 2003 figure
TABLE 2
Country
Nepal
Bangladesh
Pakistan
India
Sri Lanka
Bhutan,Maldives,
Afghanistan
GEI c.1990
GEI c.2001
0.42
0.62
0.52
0.64
0.98
0.68
0.76
0.645
0.74
0.99
62%
23%
23%
16%
3%
n.d.
n.d.
The shaded figure denotes gender disparity at the expense of boys/men; that is, in Sri Lanka there are
more girls than boys in school
For the purposes of this analysis, movement towards disparity in favour of girls/women is included in the
calculation for improvement
Sources: UNESCO, 2004, 1995; UNICEF, 1994
TABLE 3 Girls' (and boys') primary school attendance and progression over five years, South Asia:
c.1990-c.2001
Country
14 (58)
78 (77)
n.a.
73 (79)
n.a.
66 (79)
51 (62)
n.a.
n.a.
68 (63)
93 (89)
63 (60)
n.a.
81 (75)
n.a.
n.a.
Afghanistan
Bangladesh
Bhutan
India
Maldives
Nepal
Pakistan
Sri Lanka
Source: UNICEF, 2004; UNESCO, 2004
In all these three measures of enrolment, parity and progression, 'gender' is viewed as
merely the numbers of boys and girls entering and progressing through a school
system. These forms of measurement give no indication of gendered relations of
power in schooling, which may compromise the numbers who progress. This approach
to measuring gender does not provide information on the ways in which gender
equality or inequality links with other dimensions of human flourishing, for example
health, access to decision making, the labour market, or income.
In fact, these figures can give an impression quite at odds with the literature based
on qualitative research in a country. In South Africa, for example, quantitative data
shows high levels of gender equality in access and progression, but qualitative data
highlights danger at school from sexual harassment and violence, girls' anxiety about
their futures, and considerable discrimination against many women teachers
(Unterhalter, 2005a).
enrolment ratio;
3
INCREASES IN ENROLMENT AND GENDER PARITY
IN SOUTH ASIA FURTHER DIMENSIONS
Table 4 shows that the level of GDP
improvement between 1990 and 2000
does not correlate with the levels of
improvement in NER. Thus there is a
spectacular percentage gain in girls'
primary NER in Nepal, with more than
60 per cent improvement but only 20
per cent growth in GDP per capita. In
Bangladesh the growth in NER is also
considerably less than the growth in
GDP per capita. By contrast, the smaller
percentage gain in girls' NER in India
seems out of step with the huge growth
in GDP per capita of 132%. The size of
the fall in girls' NER in Pakistan seems
enormous compared to the level of
reduction in GDP per capita.
Table 4 also shows that considerable
increases in girls' primary NER have
been made in Bangladesh and Nepal
even with more than one-third of the
10
1991
2002
Afghanistan
Bangladesh
Bhutan
India
Nepal
Maldives
Pakistan
Sri Lanka
700
1160
620
1150
1130
n.a.
1970
2650
n.a.
1700
n.a.
2670
1370
n.a.
1940
3570
Percentage Change
in GDP per Capita
Percentage Population
Living Below $1 per Day
47%
36%
132%
21%
34%
37%
-2%
35%
13%
7%
Afghanistan
Bangladesh
Bhutan
India
Maldives
Nepal
Pakistan
Sri Lanka
n.a.
0.417
0.519
0.418
0.444
0.698
n.a.
0.509
0.511
0.595
0.751
0.504
0.497
0.740
Percentage
Improvement
of HDI
19902002
22%
15%
21%
12%
6%
11
TABLE 6
Country
Gender Development
Index (GDI) 1993
n.a.
n.a.
0.410
0.599
0.308
0.383
0.679
0.574
0.735
0.479
0.469
0.726
Afghanistan
Bangladesh
Bhutan
India
Maldives
Nepal
Pakistan
Sri Lanka
Percentage Improvement
in GDI 1993c.2003
40%
23%
56%
22%
7%
T ABLE 7
Country
Sri Lanka
Bangladesh
Pakistan
GEM 1995
GEM 2000
0.409
0.309
0.272
0.218
0.414
-33%
-28%
12
139
134
127
96
136
135
93
79
71
72
1770
1960
2892
1420
2097
3778
2.4
5.2
4.1
3.4
1.8
-
31/50
48/73
97/97
35/63
35/62
89/92
1.04
0.94
1.00
0.88
0.74
-
9
Combined GER, prim,
sec, tertiary % F:M,
200203
Public expenditure
on education
(% GDP, 200002)
PPP US$,
2003
Afghanistan
Bangladesh
Bhutan
India
Maldives
Nepal
Pakistan
Sri Lanka
GEM
(out of 80 countries)
HDI rank
(out of 177 countries)
TABLE 8
1.11
1.15
-
0.50
0.68
0.34
0.81
-
54/52
14/16
56/64
75/74
55/66
31/43
69/67
13
4
GENDER EQUALITY IN EDUCATION INDEX (GEEI)
14
15
16
17
GEEI c.1993
Sri Lanka
India
Bangladesh
Pakistan
Nepal
Afghanistan, Bhutan, Maldives
68
28
23
23
20
n.a.
GEEI c.2001
Percentage Increase/Decrease
94
41
48
20
36
n.a.
38
46
109
-13
80
Source: Unterhalter, Rajagopalan and Challender 2005; Unterhalter and McCowan, 2005
18
TABLE 10 GEEI scores South Asia c.1993c.2001 and improvements needed to reach GEEI 95 by 2015
Country
GEEI
c.1993 (%)
Bangladesh
India
Nepal
Pakistan
Sri Lanka
Maldives
Afghanistan,
Bhutan
GEEI
c.2001 (%)
23
28
20
23
68
85
48
41
36
20
94
n.d.
n.d.
n.d.
109
46
80
-13
38
98
132
164
375
1
19
5
CONCLUSION
20
21
REFERENCES
Alkire, S. (2002). Valuing Freedom. Sen's Capability Approach and Poverty Reduction.
Oxford: Oxford University Press.
Beyond Access (2006). Girls' Education in South Asia. Education and Gender Equality
Programme Insights. Oxford: Oxfam online at http://www.oxfam.org.uk/what_we_do/issues/
education/downloads/edpaper9.pdf.
Carr-Hill, R., Hopkins, M., Riddell, A. and Lintott, J. (1999). Monitoring the Performance of
Educational Programmes in Developing Countries. London: Department for International
Development.
Charmes, J. and Wieringa, S. (2003). Measuring Women's Empowerment: An assessment of
the Gender-related Development Index and the Gender Empowerment Measure. Journal of
Human Development, 4/3: 430.
Elson, D. (1999). Labour Markets as Gendered Institutions: Equality, efficiency and
empowerment issues. World Development, 27/3: 611-27.
Fukuda Parr, S. and Kumar, A.K.S. (eds) (2003). Readings in Human Development. New
York: Oxford University Press.
Maldives National EFA Assessment Group (2000). Maldives EFA Assessment: Country reports.
Paris: UNESCO. Online at http://www2.unesco.org/wef/countryreports/maldives/rapport_1.html
(consulted March 2005).
22
23
24
ANNEX
Data from the EFA Monitoring Reports, UNICEF's State of the World's Children, the Human
Development Reports, World Bank reports, and countries' own EFA assessments were used.
Occasionally, where there were no figures available, secondary literature was consulted.
Net primary attendance rates, survival at school, secondary NER, and GDI levels were given a
value based on the following assessments shown in Table A.1.
25
TABLE A.1 Criteria for scoring achievements with regard to access and achievement in girls'
education
Score
3
2
1
Using these criteria, the scoring system illustrated in Table A.2 was developed with
regard to the indicators.
TABLE A.2
Score
Girls' Primary
Attendance
Girls' Secondary
Survival Rate
GDI
NER
5
4
3
2
1
Girls' Primary
Survival Rate
Girls' Secondary
NER
GDI
GEEI
Raw score x 1.25 Raw score x 2.5 Raw score x 1.75 Raw score x 2.5
Sum of weighted
measures divided
by 4
Detailed calculations of the GEEI for Africa and Asia are to be found in earlier papers
(Unterhalter et al., 2004; Unterhalter, Rajagopalan and Challender, 2005).
26
27
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