© UNICEF/ HQ02-0039/ LeMoyne
A girl reads in a dilapidated school. Kabul, Afghanistan.

Gender refers to the social distinctions between boys and girls and men and women that are socially constructed rather that biologically determined. These distinctions are reflected in the roles that boys and girls play in society and the status that they occupy within it. Gender roles tend to be dynamic. They vary from one culture and time period to another and are characterized by unequal power relationships.

Gender awareness is a critical aspect of all UNICEF programming. Ending gender bias and discrimination is crucial to the empowerment of women and girls and to the achievement of gender equality in education. Applying a gender perspective helps to make differences in power relations visible. It also helps us to see more clearly the needs and rights of girls and boys in particular geographical, cultural and economic contexts.

The ultimate goal is to eliminate gender biases and discriminatory practices and policies, both overt and covert. This is at the heart of gender analysis. Gender analysis should therefore be a prerequisite for identifying and understanding problems as they relate to education, and especially to the continued exclusion of girls from quality schooling. Gender analysis guides the process of finding viable and sustainable solutions to the problems of access, quality and learning achievement.

Gender analysis of what learners bring to education (including early childhood socialization, feeding and health access, cultural heritage and language), the content of education, teaching and learning processes, learning environments and learning outcomes help to highlight bad (and good) educational practices and policies. This analysis, in turn, should form the basis for educational interventions that are sensitive to both gender and human rights.



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