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EFA - Global Monitoring Report 2003/04
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Gender and Education for All
THE LEAP TO EQUALITY
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 Box 1.1.
The ‘gender commitment’ instruments   Read

 Box 1.2.
The Dakar Framework and Millennium Development Goals   Read

 Box 1.3.
Gender, education and citizenship   Read

 Box 2.1.
Trends in pre-primary education in countriest in ransition   Read

 Box 2.2.
National averages conceal considerable inequality   Read

 Box 2.3.
Gender disparities in attendance across Indian states   Read

 Box 2.4.
Survival and completion rates   Read

 Box 2.5.
ISCED 1976 compared with ISCED 1997: impact on enrolment comparisons   Read

 Box 2.6.
Gender and vocational/technical studies in France   Read

 Box 2.7.
Tertiary education: definition of ISCED Levels 5A, 5B and 6   Read

 Box 2.8.
Life skills   Read

 Box 2.9.
Sources and indicators for monitoring goals 3 and 4   Read

 Box 2.10.
Literacy Assessment and Monitoring Programme (LAMP)   Read

 Box 2.11.
Interpreting the literacy goal   Read

 Box 2.12.
Traditional UNESCO definitions of literacy   Read

 Box 2.13.
Improving gender parity is the best predictor of progress towards EFA as a whole   Read

 Box 3.1.
Gender and primary enrolments: some simple associations   Read

 Box 3.2.
Gender inequalities in education: the South Asian case   Read

 Box 3.3.
Ethiopian girls speak up   Read

 Box 3.4.
Puberty myths   Read

 Box 3.5.
How foster children fare in West Africa   Read

 Box 3.6.
Fighting HIV/AIDS in Brazilian schools   Read

 Box 3.7.
Girls in the armed forces   Read

 Box 3.8.
Disabilities and gender in OECD countries   Read

 Box 3.9.
Harassment of disabled girls   Read

 Box 3.10.
The importance of the physical environment for disabled girls   Read

 Box 3.11.
Unequal partnerships on school committees   Read

 Box 3.12.
Iran: conservative policies boost girls’ schooling   Read

 Box 3.13.
Enduring stereotypes   Read

 Box 3.14.
Sexism and parental preferences in Mali impact negatively on recruitment of female teachers   Read

 Box 3.15.
In the former socialist bloc, female teachers on the rise as real wages fall   Read

 Box 3.16.
Why do girls consistently outperform boys in the United Kingdom?   Read

 Box 3.17.
Caribbean paradox   Read

 Box 3.18.
Student ‘choices’ are never unfettered   Read

 Box 3.19.
Education, gender and employment in Maghreb countries   Read

 Box 4.1.
The Kerala ‘model’   Read

 Box 4.2.
Stages of the revolution and women’s status in the Islamic Republic of Iran   Read

 Box 4.3.
Fertility decline and the demographic transition   Read

 Box 4.4.
Education as contraception?   Read

 Box 4.5.
Mainstreaming gender: have adequate resources been allocated?   Read

 Box 4.6.
Functioning of the Female Secondary School Stipend Programme, Bangladesh   Read

 Box 4.7.
Getting children out of work and into school in Brazil   Read

 Box 4.8.
The Food For Education (FFE) programme in Bangladesh   Read

 Box 4.9.
Costa Rica: Building Opportunities for young mothers   Read

 Box 4.10.
South Africa: teachers’ unions focus on HIV/AIDS   Read

 Box 4.11.
Training teachers against violence in South Africa   Read

 Box 4.12.
Educational feminism in the United Kingdom   Read

 Box 4.13.
Change from Within: a Jamaican initiative   Read

 Box 4.14.
Curriculum reform in Malawi   Read

 Box 4.15.
Creating an informal cadre of women teachers in Rajasthan   Read

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Executive summary HOME
Chapter     1   
Rights, equality and
Education for All
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Chapter   2   
Towards EFA: assessing
progress
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Chapter   3   
Why are girls still
held back?
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Chapter   4   
Lessons from good
practice
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Chapter   5   
National strategies in action
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Chapter   6   
Meeting our international commitments
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Chapter   7   
Gendered strategies for EFA
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Statistics Regional Overviews
Background Papers

Acknowledgements Foreword Text Boxes
References

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