-
DEFINITION
The understanding that women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development.
UNESCO. 2017. A Guide for ensuring inclusion and equity in education. Paris: UNESCO.
EXAMPLE OF USE
Policies that address gender equality and equity in teacher education and training, support and retention should be at the heart of national education reforms, policies and planning. Since the 1960s a number of initiatives have been taken up to address issues of gender equality so as to ensure that women are both contributors to and beneficiaries of the development process. These include undertaking assessments, formulating various international and regional policy instruments signed and ratified by States, and developing action plans and strategies, particularly at country levels (UNESCO, 2015: 28).
UNESCO.2015. A Guide for gender equality in teacher education policy and practices. Paris: UNESCO.
Glossary
glossary
Find a definition
-
DEFINITION
A simple measurement of the existing disparities between girls and boys in education in a given country can be obtained by calculating the ‘gap’ regarding certain indicators (such as primary intake, drop out or completion rates e.g.) and national average values for selected indicators.
EXAMPLE OF USE
Except for the Nordic countries, unadjusted odds results show that participation tends to be slightly higher among men. This result is probably due to the interaction between gender, age and educational attainment. For example, there is a strong gender gap in educational attainment among older generations. In the countries considered, however, the educational attainment levels of women are catching up with those of men (and in some countries are overtaking them), especially among younger generations (Desjardins, Rubenson and Milana, 2006: 65).
-
DEFINITION
Ratio of female to male values of a given indicator. A GPI between 0.97 and 1.03 indicates parity between the genders. A GPI below 0.97 indicates a disparity in favour of males. A GPI above 1.03 indicates a disparity in favour of females.
EXAMPLE OF USE
Worldwide, the Gender Parity Index (GPI) for adult literacy improved significantly between 1970 and 2000-2004, especially in the Arab states (from 0.34 to 0.69), East Asia and the Pacific (from 0.62 to 0.92), sub-Saharan Africa (from 0.49 to 0.76) and South and West Asia (from 0.40 to 0.66). In Latin America and the Caribbean, gender parity in adult literacy rates has almost been achieved, standing at 0.98 (Lind, 2008: 27).
-
DEFINITION
A Geographical Information System is a computer program which combines two databases. The first one holds numerical data and is as such very similar to the information base you will find in a programme such as Dbase or Access. In the case of an education system, these would be the ‘traditional’ education management data on schools, teachers and students. The second database files geographic data, such as the location of schools, the boundaries of districts, the location of villages and cities, of roads, rivers and mountains, and other relevant geographical characteristics. The GIS links these two sets so that statistical data can be presented not only as tables and graphs but also as maps, which helps the reader to look for spatial patterns (Attfield, Tamiru, Parolin and De Grauwe, 2001: 9)
EXAMPLE OF USE
Information collection has become needs-driven, and the capacity to process, analyse, share, and disseminate information has been improved, reducing overlap in activities. New data visualization techniques, including mapping and geographic information systems (GIS), have improved decision-making processes. Lastly, it has enabled managers to use information at the policy and implementation levels, and has led to better coordination and resource allocation (Arefee, 2011: 92).
-
DEFINITION
Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural: Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities; Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully; Behavioural: conduct, performance, practical application and engagement. The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process.
EXAMPLE OF USE
By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development ( UNESCO, 2016: 48).
UNESCO.2016. Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning opportunities for all. Paris: UNESCO.
-
DEFINITION
A repeater is defined as a pupil who is not promoted to the next grade or does not complete an educational programme and who remains in the same grade the following school year (UIS, 2012: 17).
UIS.2012. Global education digest, 2012: opportunities lost: the impact of grade repetition and early school leaving. Montreal: UIS.
EXAMPLE OF USE
Repetition can result from academic failure, unsatisfactory progress, insufficient examination marks to advance to the next level of instruction, age, poor attendance or, simply, from lack of local educational opportunities. It may be obligatory or, in the case of some more developed countries, it may require the agreement of the student and/or parents.
UIS. 2012. Global education digest, 2012: opportunities lost: the impact of grade repetition and early school leaving. Montreal: UIS.
-
DEFINITION
Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the population in the official age group corresponding to this level of education. The GER can exceed 100% because of early or late entry and/or grade repetition.
UNESCO.2014. Teaching and Learning: Achieving Quality for All; EFA Global Monitoring Report, 2013-2014. Glossary. Paris: UNESCO.
EXAMPLE OF USE
In the Republic of Moldova, where there has been a concerted effort to expand pre-primary education, the gross enrolment ratio of children aged 3 to 6 increased from 43% in 2000 to 77% in 2011 (UNESCO, 2014: 51).
UNESCO.2014. Teaching and Learning: Achieving Quality for All; EFA Global Monitoring Report, 2013-2014. Paris: UNESCO.
-
DEFINITION
Total number of new entrants to a given grade of primary education, regardless of age, expressed as a percentage of the population at the official school entrance age for that grade.
UNESCO.2008. Education for All by 2015: Will We Make It? EFA Global Monitoring Report, 2008. Glossary. Paris: UNESCO.
EXAMPLE OF USE
Gross intake to the last grade in Senegal was higher, at 63% in 2011, showing that it can overestimate progress towards completion. An indicator in the spirit of the expected cohort completion rate provides a more accurate picture of completion, and so is more appropriate for measuring progress towards post-2015 goals (UNESCO, 2014: 58).
UNESCO.2014. Teaching and Learning: Achieving Quality for All; EFA Global Monitoring Report, 2013-2014. Paris: UNESCO.