Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education

Despite remarkable progress supported by international commitment to meeting the MDGs, countries such as Yemen still face great challenges in achieving gender parity in education and in reducing in-country disparities. Strengthening community participatory school management is a key area which JICA...

Full description

Bibliographic Details
Main Authors:	Yuki, Takako, Mizuno, Keiko, Ogawa, Keiichi, Sakaia, Mihoko
Language:	English
Published:	Washington, DC: World Bank 2012
Subjects:	World Development Report 2012
Online Access:	http://hdl.handle.net/10986/9186

id	okr-10986-9186
recordtype	oai_dc
spelling	okr-10986-91862021-04-23T14:02:44Z Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education Yuki, Takako Mizuno, Keiko Ogawa, Keiichi Sakaia, Mihoko World Development Report 2012 Despite remarkable progress supported by international commitment to meeting the MDGs, countries such as Yemen still face great challenges in achieving gender parity in education and in reducing in-country disparities. Strengthening community participatory school management is a key area which JICA has prioritized in its programs for reaching marginalized children and for improving access to and quality of education. One instance of this is a technical cooperation project in Yemen called Broadening Regional Initiative for Developing Girls� Education (BRIDGE) Phase 1 (2005-2008), which piloted a participatory school management model supported by school grants with the objective of eliminating gender disparity in basic education. How successfully has this approach been in such a traditional society? Our analyses of the performance of the project's pilot schools based on analyses of data collected at three points in time - at the initial year and end year of the project and two years after the project's end - suggests the following: Interventions in school management that strongly emphasize girls can be effective in rather quickly improving gender parity regardless of the schools' initial conditions. However, we also observe that the post-project performance of the pilot schools in terms of gender parity is mixed, even though budgets for school grants were allocated by the local government to all pilot schools. We further observe that such variation in performance appears to be significantly correlated to school leaders' perceptions of gender equality, to community participation, and to the number of female teachers employed. These findings point to the importance of continuous long-term guidance to the schools and monitoring of those which implement school improvement programs. Attention should be paid to key factors that might influence school performance, such as those identified in this paper. 2012-06-26T15:40:32Z 2012-06-26T15:40:32Z 2012 http://hdl.handle.net/10986/9186 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC: World Bank Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	World Development Report 2012
spellingShingle	World Development Report 2012 Yuki, Takako Mizuno, Keiko Ogawa, Keiichi Sakaia, Mihoko Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
geographic_facet	Africa
description	Despite remarkable progress supported by international commitment to meeting the MDGs, countries such as Yemen still face great challenges in achieving gender parity in education and in reducing in-country disparities. Strengthening community participatory school management is a key area which JICA has prioritized in its programs for reaching marginalized children and for improving access to and quality of education. One instance of this is a technical cooperation project in Yemen called Broadening Regional Initiative for Developing Girls� Education (BRIDGE) Phase 1 (2005-2008), which piloted a participatory school management model supported by school grants with the objective of eliminating gender disparity in basic education. How successfully has this approach been in such a traditional society? Our analyses of the performance of the project's pilot schools based on analyses of data collected at three points in time - at the initial year and end year of the project and two years after the project's end - suggests the following: Interventions in school management that strongly emphasize girls can be effective in rather quickly improving gender parity regardless of the schools' initial conditions. However, we also observe that the post-project performance of the pilot schools in terms of gender parity is mixed, even though budgets for school grants were allocated by the local government to all pilot schools. We further observe that such variation in performance appears to be significantly correlated to school leaders' perceptions of gender equality, to community participation, and to the number of female teachers employed. These findings point to the importance of continuous long-term guidance to the schools and monitoring of those which implement school improvement programs. Attention should be paid to key factors that might influence school performance, such as those identified in this paper.
author	Yuki, Takako Mizuno, Keiko Ogawa, Keiichi Sakaia, Mihoko
author_facet	Yuki, Takako Mizuno, Keiko Ogawa, Keiichi Sakaia, Mihoko
author_sort	Yuki, Takako
title	Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
title_short	Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
title_full	Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
title_fullStr	Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
title_full_unstemmed	Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education
title_sort	promoting gender parity lessons from yemen : a jica technical cooperation project in basic education
publisher	Washington, DC: World Bank
publishDate	2012
url	http://hdl.handle.net/10986/9186
_version_	1764408792476286976

Promoting Gender Parity Lessons From Yemen : A Jica Technical Cooperation Project in Basic Education

Similar Items