Tool Kit on Gender Equality Results and Indicators

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• Publisher: Asian Development Bank
• Year: 2013
• Print ISBN: 9789292543372
• eBook ISBN: 9789292543389
• Edition: 1
• Topic: Social Sciences
• Subtopic: Gender Studies
• Index: Social Sciences

This tool kit was designed to help development practitioners incorporate gender perspectives into development initiatives, and to monitor and evaluate gender equality results. It was written with development policy makers, planners, implementers, and evaluators in mind. The tool kit provides a menu of gender equality outcomes, results, and indicators across different sectors that can be adapted to suit different contexts. It is intended to be read selectively based on the sector and nature of the program or project although it is not expected that every indicator will be relevant to all programs and projects.

PART B

Gender Equality Results and Indicators

Chapter 3

Education and Training

A. Country and Sector Level Outcome and Indicators²⁸

Gender Equality Outcome: Reduced gender disparities in educational outcomes and employment due to strengthened, gender-responsive, and better quality education systems
Gender Equality Dimension	Sample Gender Equality Indicators
Human capital	• Scores on literacy and numeracy tests and other national assessments, by sex, ethnicity, and location (rural or urban) • Number of male and female students benefiting from new or improved educational facilities
Economic empowerment	• Number and percentage of additional women and men completing a technical, vocational, or other tertiary qualification, by subject area • Number and percentage of women and men awarded a tertiary scholarship • Number and percentage of women and men scholarship recipients who graduate and are employed in their area of expertise • Number and percentage of male and female principals
Voice and rights	• Evidence that legislation and regulations prohibit discrimination in educational institutions (e.g., subject choices, technical and vocational courses and apprenticeships, pregnancy, parenthood, and disability) • Number of educational institutions with policies and procedures for dealing with sexual harassment and gender-based violence, and discrimination
Gender capacity building	• Evidence that education policy and strategies include gender equality objectives and activities to address barriers to equitable education outcomes • Evidence that school curricula promote equality between women and men, girls and boys

B. Program and Project Level Results and Indicators

1. Gender Equality Dimension: Human Capital

Sample Results	Sample Indicators
Gender Equality Dimension: Human Capital
Reduced gender gaps in enrollment, completion, and learning outcomes in basic and secondary schooling	• Number of additional girls and boys enrolling, attending, and completing primary and secondary education • Number and percentage of female and male students receiving direct support (e.g., stipends, scholarships, conditional cash transfers, or nutritional supplements) • Repetition and dropout rates for primary and secondary schooling by sex, ethnicity, and location (rural or urban) • Number and type of targeted activities to monitor and assist boys and girls at risk of dropping out, by level of education • Number of males and females attending educational institutions made more accessible for people living with disabilities • Number of males and females benefiting from special education
– Educational infrastructure that meets the needs of female and male students and teachers – Additional school places created through school construction or upgrading	• Number of schools upgraded or constructed that reduce the distance for poor girls and boys to travel to school • Number of hostels and dormitories constructed or upgraded, and number and percentage of girls and boys benefiting • Proportion of educational institutions that provide private and safe sanitation and boarding facilities for girls and boys, including those living with disabilities, by level of education • Proportion of teacher housing provided to female teachers in rural and remote areas, by level of education • Number of new or upgraded facilities designed to improve the learning environment (e.g., libraries, laboratories, and sports facilities)

2. Gender Equality Dimension: Economic Empowerment

Sample Results	Sample Indicators
Gender Equality Dimension: Economic Empowerment
Reduced gender disparities in women’s employment in the education sector Targets met for women for – teacher training and recruitment – upgrading to achieve minimum qualification standards – access to in-service training – career progression – retention in key areas (e.g., subject areas, rural and remote locations)	• Number and percentage of qualified female and male teachers • Number and percentage of female and male teachers trained, by content area (e.g., planning, management, and teaching methods) • Percentage of women and men holding primary, secondary, and tertiary teaching positions (public and private systems) • Percentage of women and men in senior teaching, management, and curriculum review positions (e.g., supervisors, principals, vice-principals, and heads of departments) • Percentage of female and male teachers in rural and remote areas, and the percentage of qualified teachers (to minimum standards) • Number and type of incentive and support programs for recruitment, training, and career advancement, including those aimed at increasing the number of qualified female and male teaching staff in rural areas • Percentage of women and men who receive in-service or overseas training, compared with the total percentage of eligible women and men (teachers and school officials)
Reduced gender disparities in women’s employment in nontraditional, high income and growth sectors of the economy – Reduced gender gaps in technical and vocational, and tertiary education – Strengthened transition from schooling to decent work for young women and men (school-leavers, university graduates, and technical and vocational education and training graduates)	• Percentage change in female enrollment and completion rates in technical and vocational education, including in nontraditional areas and growth sectors of the economy • Number and percentage of male and female students receiving stipends, scholarships, or other financial support for technical and vocational education • Number and type of incentive and support activities enabling women to enroll in training institutions (e.g., affirmative action policies, review of entry qualifications or selection procedures) • Number and percentage of male and female graduates (school-leavers, university, technical and vocational) who secure employment in their areas of study • Number and percentage of women and men benefiting from industry placement programs • Evidence of mentoring and other support activities aimed at assisting women’s transition to employment in nontraditional, high income and growth sectors of the economy • Percentage of women and men graduating in law, science, medicine, and info...

Table of contents

• Front Cover
• Title Page
• Copyright Page
• Contents
• Acknowledgments
• Purpose of the Tool Kit
• Abbreviations
• Part A: Introduction and Framework
• Part B: Gender Equality Results and Indicators
• Appendixes
• References