Reduction of disparities in the education system

Reduction of disparities in the education system
Develop and strengthen plans and programmes for addressing disparities in the representation and performance of boys and young men in the education system, especially in the English-speaking Caribbean.
Priority measure number
60

Comments

Although this priority measure makes special reference to the English-speaking Caribbean, it should be noted that, in the case of Latin America, while women have seen some very positive changes —which must be sustained and improved— in their access to education and in the educational levels attained, major policy efforts are still needed to improve the quality of education to prevent the entrenchment of gender stereotypes.

Related instruments, forums and mechanisms

Priority measure 60 relates directly to the World Declaration on Education for All and the Framework for Action to Meet Basic Learning Needs (Jomtien, 1990), and in particular to the framework of action for the post-2015 education agenda, adopted at the World Education Forum 2015 on the basis of the evaluation of implementation over the past 15 years of the Dakar Framework for Action, which was aimed at achieving education for all by 2015.

Convention on the Elimination of All Forms of Violence against Women: in article 10, States Parties agree to take “all appropriate measures to eliminate discrimination against women in order to ensure to them equal rights with men in the field of education and in particular to ensure […] the same conditions for career and vocational guidance, for access to studies and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas; this equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training”.

Santo Domingo Consensus, agreement 38 (“Ensure that the education system, at all levels and with respect to all forms of teaching, provides timely information to women, girls, adolescent girls, young women, older women, indigenous and Afro-descendent women, rural women, LGBTTI persons and women with disabilities on the benefits, applications and availability of vocational training opportunities in science and technology that could contribute to their personal, economic, social and political autonomy”).

Sustainable Development Goals: priority measure 60 fits within the broader context of Goal 4 (“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”), and in particular target 4.5 (“By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations”).

Topic
Gender equality